5.12.D

ELA5th GradeThe student uses genre characteristics and craft to compose multiple texts that are meaningful.

The Standard

compose correspondence that requests information.

Texas Essential Knowledge and Skills for English Language Arts and Reading

Teacher's field guide

What Students Need to Do: Students write a letter or email to the right person and clearly explain what they want to know. They use specific questions, a polite tone, and standard message parts.
What Mastery Looks Like: The student names the purpose early and asks one or more specific questions. The message uses a polite tone, complete sentences, and a clear greeting and closing.
Common Misconceptions: Students may leave out the greeting, context, or closing. They may ask vague questions, use an overly casual tone, or forget to explain why they need the information.
How to Assess It: Use this exit ticket: Write a short email to the school librarian asking whether a specific book is available and when you can borrow it. Include a subject, greeting, clear question, and closing.

Lesson moves

Give pairs mixed sentence strips from a request letter, then have them arrange the greeting, context, questions, thanks, and closing.
Write and compare two requests for the same information, one to a friend and one to the principal.
Play Request Repair by revising vague questions such as, “Can you tell me about it?” into specific questions.
Have students email a museum, library, or community center to ask about hours, costs, programs, or visitor rules.

Keep exploring

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