“Loving how well organized, thoughtful, and clear every one of your resources are!” ~ a learning specialist

← All Standards

Grade 5

Indiana ELA Standard: 5.W.6.c

Usage – Writing correctly simple, compound, and complex declarative, interrogative, imperative, and exclamatory sentences, using correlative conjunctions (e.g., either/or, neither/nor). (E)

Writing Technique: Triple Anadiplosis!
Writing Technique: Triple Anadiplosis!
Have students mastered the art of anadiplosis: ending one sentence with the beginning of the next? Now it’s time to take it to the next level!
Fixing Shakespearean Run-Ons
Fixing Shakespearean Run-Ons
Can your students help The Bard? We’ll fix five Shakespearean run-ons in three different ways.
Writing Technique: Contrast With Synonyms
Writing Technique: Contrast With Synonyms
A specific technique to help students add some spice to their writing. We’ll be contrasting two ideas using synonyms.
Advanced Alliteration and Consonance
Advanced Alliteration and Consonance
When students learn about alliteration, it’s hard to steer them away from goofy tongue-twisters. Certainly, there must be more powerful and practical ways of using alliteration. In this lesson, I draw on delicious examples from Shakespeare to show how a very advanced writer used alliteration. Then, I break those ideas down so students can try them out.
What’s In My Brain – Independent vs Dependent
What’s In My Brain – Independent vs Dependent
These clauses are sorted into two groups. What’s the rule? No definitions given — just examples.
Simple or Compound Sentences – What’s In My Brain?
Simple or Compound Sentences – What’s In My Brain?
Can your students spot simple sentences vs compound sentences?
Run On or Not? – What’s In My Brain
Run On or Not? – What’s In My Brain
Can your students spot the run-on sentences?
Complex or Compound – What’s In My Brain
Complex or Compound – What’s In My Brain
Can your class spot the complex sentences vs compound sentences?
Ways to Start a Sentence – Part 3
Ways to Start a Sentence – Part 3
Your students’ sentences all start the same way. Here are three techniques that fix that overnight.