Persuasive Text Prompts
5th Grade
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Texas Essential Knowledge and Skills (TEKS):
5.19*
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Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write persuasive essays for appropriate audiences that establish a position and include sound reasoning, detailed and relevant evidence, and consideration of alternatives. |
Alabama Course of Study Standards:
36
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Write an argument to persuade the reader to take an action or adopt a position, stating a claim, supporting the claim with relevant evidence from sources, using connectives to link ideas, and presenting a strong conclusion.
Examples: first, as a result, therefore, in addition |
Arizona Academic Standards:
5.W.1.a
Common Core State Standards:
Literacy.W.5.1a
Georgia Math and ELA Standards:
ELAGSE5W1a
Kentucky Academic Standards (KAS):
W.5.1.a
Mississippi College- and Career-Readiness Standards:
W.5.1a
North Carolina - Standard Course of Study:
W.5.1.b
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Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. |
New York State Next Generation Learning Standards:
5W1a
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Introduce a precise claim and organize the reasons and evidence logically. |
Tennessee Academic Standards:
5.W.TTP.1.a
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Introduce a topic or text.
5.W.TTP.1.b - Develop an opinion through logically-ordered reasons that are supported by facts and details. |
Arizona Academic Standards:
5.W.1.b
Common Core State Standards:
Literacy.W.5.1b
Georgia Math and ELA Standards:
ELAGSE5W1b
Kentucky Academic Standards (KAS):
W.5.1.b
Mississippi College- and Career-Readiness Standards:
W.5.1b
North Carolina - Standard Course of Study:
W.5.1.c
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Provide logically ordered reasons that are supported by facts and details. |
New Jersey Student Learning Standards:
W.5.1.B
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Provide logically ordered reasons that are supported by facts and details from text(s), quote directly
from text when appropriate. |
New York State Next Generation Learning Standards:
5W1b
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Provide logically ordered reasons that are supported by facts and details from various
sources. |
Tennessee Academic Standards:
5.W.TTP.1.c
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Create an organizational structure in which ideas are logically grouped to support the writer’s purpose. |
Arizona Academic Standards:
5.W.1.c
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Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). |
Common Core State Standards:
Literacy.W.5.1c
Georgia Math and ELA Standards:
ELAGSE5W1c
Kentucky Academic Standards (KAS):
W.5.1.c
Mississippi College- and Career-Readiness Standards:
W.5.1c
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Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). |
North Carolina - Standard Course of Study:
W.5.1.d
Tennessee Academic Standards:
5.W.TTP.1.e
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Link opinion and reasons using words, phrases, and clauses. |
New York State Next Generation Learning Standards:
5W1c
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Use precise language and content-specific vocabulary while writing an argument. |
Ohio's Learning Standards:
W.5.1.c
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Link opinion and reasons using words,
phrases, and clauses (e.g.,
consequently, specifically). |
Arizona Academic Standards:
5.W.1.d
Common Core State Standards:
Literacy.W.5.1d
Georgia Math and ELA Standards:
ELAGSE5W1d
Kentucky Academic Standards (KAS):
W.5.1.d
Mississippi College- and Career-Readiness Standards:
W.5.1d
North Carolina - Standard Course of Study:
W.5.1.e
Tennessee Academic Standards:
5.W.TTP.1.d
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Provide a concluding statement or section related to the opinion presented. |
New York State Next Generation Learning Standards:
5W1e
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Provide a concluding statement or section related to the argument presented. |
Pennsylvania Core Standards:
CC.1.4.5.G
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Write opinion pieces on topics or texts. |
Pennsylvania Core Standards:
CC.1.4.5.H
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Introduce the topic and state an opinion on the topic
- E05.E.1.1.1 - Introduce text(s) for the intended audience, state an opinion and/or topic, establish a situation, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
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Pennsylvania Core Standards:
CC.1.4.5.I
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Provide reasons that are supported by facts and details; draw from credible sources.
- E05.E.1.1.2 - Develop the analysis using a variety of evidence from text(s) to support claims, opinions, ideas, and inferences
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Pennsylvania Core Standards:
CC.1.4.5.J
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Create an organizational structure that includes related ideas grouped to support the writer’s purpose; link opinion and reasons using words, phrases, and clauses; provide a concluding statement or section related to the opinion.
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E05.E.1.1.1 - Introduce text(s) for the intended audience, state an opinion and/or topic, establish a situation, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
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E05.E.1.1.3 - Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
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E05.E.1.1.6 - Provide a concluding section related to the analysis presented.
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Pennsylvania Core Standards:
CC.1.4.5.K
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Write with an awareness of style.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Use sentences of varying length.
- E05.D.2.1.1 - Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
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E05.D.2.1.2 - Choose words and phrases to convey ideas precisely.*
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E05.D.2.1.3 - Choose punctuation for effect.*
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E05.D.2.1.4 - Choose words and phrases for effect.*
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E05.E.1.1.3 - Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
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E05.E.1.1.4 - Use precise language and domain-specific vocabulary to inform about or explain the topic and/or convey the experience and events.
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E05.E.1.1.5 - Establish and maintain a formal style.
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Pennsylvania Core Standards:
CC.1.4.5.L
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Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation,and spelling.
- E05.D.1.1.1 - Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
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E05.D.1.1.2 - Form and use the perfect verb tenses (e.g., I had walked; I have walked; I will have walked).
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E05.D.1.1.3 - Use verb tense to convey various times, sequences, states, and conditions.
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E05.D.1.1.4 - Recognize and correct inappropriate shifts in verb tense.*
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E05.D.1.1.5 - Use correlative conjunctions (e.g., either/or, neither/nor).
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E05.D.1.1.6 - Produce complete sentences, recognizing and correcting
- inappropriate fragments and run-on sentences.*
E05.D.1.1.7 - Correctly use frequently confused words (e.g., to, too, two; there, their, they’re).*
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E05.D.1.1.8 - Ensure subject-verb and pronoun-antecedent agreement.
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E05.D.1.2.1 - Use punctuation to separate items in a series.*
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E05.D.1.2.2 - Use a comma to separate an introductory element from the rest of the sentence.
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E05.D.1.2.3 - Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
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E05.D.1.2.4 - Use underlining, quotation marks, or italics to indicate titles of works.
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E05.D.1.2.5 - Spell grade-appropriate words correctly.
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Florida - Benchmarks for Excellent Student Thinking:
ELA.5.C.1.3
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Write to make a claim supporting a perspective with logical reasons, relevant evidence from sources, elaboration, and an organizational structure with varied transitions |
Florida - Benchmarks for Excellent Student Thinking:
ELA.5.V.1.1
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Use grade-level academic vocabulary appropriately in speaking and writing. |
Arkansas Academic Standards:
5.W.1.S
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Write an argument to persuade the reader to take an action or adopt a position, stating a claim and supporting the claim with relevant evidence from sources. |
Georgia Math and ELA Standards:
5.T.C.1.c
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Create multimodal texts, using features of pre-selected modes for a specific purpose and audience. (C) |
Georgia Math and ELA Standards:
5.T.T.3.c
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*Apply opinion techniques to create opinion pieces that introduce the topic, state an opinion about the topic, supply reasons and evidence to support the opinion with linking words (e.g., because, therefore, since, for example) to connect the opinion and reasons, and provide a concluding statement or section. [This progression resumes as argumentative techniques in 6th grade; students will reinforce skills during 5th grade.] (C)* |
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