Annotation
The writer of this piece- Introduces the topic clearly, provides a general observation and focus, and groups related
information logically.
๐ Roald Dahl is a very interesting author to me. That’s because he knows what a kid wants
to hear. - Develops the topic with facts, definitions, concrete details, quotations, or other information and
examples related to the topic.
๐ He is the only author that I know that makes up interesting words like Inkland, fizz wizard,
and gobble funking.
๐ Roald Dahl uses a lot of similes. Some similes that he used that I like are: Up he shot
again like a bullet in the barrel of a gun. And my favorite is: They were like a chorus of
dentists’ drills all grinding away together.
๐ In all of Roald Dahl’s books, I have noticed that the plot or the main problem of the story
is either someone killing someone else, or a kid having a bad life. - Links ideas within and across categories of information using words, phrases, and clauses.
๐ The Witches is the book that I am reading right now, and it is like The BFG, another book
that is by Roald Dahl. They are alike because... - Uses precise language and domain-specific vocabulary to inform about or explain the topic.
๐ Roald Dahl uses a lot of similes.
๐ I have noticed that the plot or the main problem of the story...
๐ All the characters... - Demonstrates good command of the conventions of standard written English (with occasional
errors that do not interfere materially with the underlying message).
Source
National Governors Association Center for Best Practices and Council of Chief State School Officers. 2010b. Common Core
State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects.
Appendix C, 29–30. National Governors Association Center for Best Practices, Council of Chief State School Officers,
Washington DC.The CA CCSS for ELA/Literacy and the CA ELD Standards inform teachers in their analysis of
student writing and provision of timely and strategic feedback. The CA ELD Standards provide
guidance on the types of English language resources EL students at different proficiency levels can be
expected to use proficiently at the end of each English language proficiency level. An example of an EL
student’s writing with annotations and analysis based on the CA ELD Standards is provided in chapter
8 of this ELA/ELD Framework.
Discussing
In grade five, students engage in more sustained discussions than in previous grades. They are
more skillful in synthesizing information from a variety of sources and in building on the comments
of others. They are able to express opinions that are not shared by others, and they are accepting of
diverse viewpoints. Importantly, considerable attention is devoted to providing evidence for opinions
and interpretations.
New to grade five is that students summarize information presented in writing, through diverse
media and formats, and by a speaker, and they identify and analyze any logical fallacies (SL.5.3).
Teachers provide models, demonstrate, scaffold students’ attempts, and debrief with students.
Students’ preparation for discussions is particularly important.
Grade 5 Chapter 5 | 469