Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Common Core State Standards, Grade 5, Writing · Read it at the source · Checked October 14, 2026
What W.5.1 Means in Plain English
Fifth graders open by naming the topic and their opinion, give reasons in a logical order, back each one with a fact or detail, link them with words like consequently or specifically, and close by returning to the opinion. “Recess is fun” is not a reason yet.
Fourth grade (W.4.1) already asks for reasons backed by facts. Fifth grade adds order: the reasons are grouped and arranged on purpose, and joined with clauses as well as phrases. Sixth grade (W.6.1) turns opinions into arguments with claims, credible sources and a formal style.
W.5.1 I Can Statements
I can introduce my topic, state my opinion and group my ideas logically.
I can back each reason with a fact or detail, in a logical order.
I can link reasons with words like consequently and end with a conclusion.
W.5.1 Worked Example
Both students had the same three survey facts in front of them; only one of them put the facts to work.
Prompt
Should our school add a second bike rack? State your opinion and support it with reasons and facts. Facts from our class survey: the rack holds 12 bikes, 19 more bikes were locked to the fence last Monday, and 9 students said they would ride to school if there were room.
Not YetI think we need another bike rack. Biking is good for you and it is fun. The rack is always full and that is why we need a new one.The opinion and a closing are there, but the reasons are feelings with none of the survey facts behind them, they come in no planned order, and “and” does all the linking.
Meets the StandardOur school should add a second bike rack. The first reason is that the rack we have is far too small: it holds 12 bikes, yet last Monday 19 more were locked to the fence. Those bikes lean into the walkway, specifically the path the kindergarten classes use, so the crowding is a safety problem and not just an annoyance. The second reason matters even more, because 9 students in our class said they would ride if there were room. Consequently, a new rack would not only clear the fence but also get more of us biking to school. For these reasons, a second rack would make our school safer and busier with bikes.The opinion comes first. Each reason carries a fact from the survey, the reasons build from today’s problem to the riders a rack would add, “specifically” and “consequently” do the linking, and the last sentence returns to the opinion.
Moves to Use
State the opinion in the first sentence, before any reason.Give each reason its own fact from the survey.Order the reasons on purpose and save the stronger one for last.Join reasons to the opinion with clauses that start with consequently or specifically.Close by restating the opinion and what it would change.
Common Mistakes with W.5.1
Facts that prove nothing
“We need a bike rack. The first bicycles were built about 200 years ago.”
Try this: Have students draw an arrow from each fact to the reason it proves, then cross out any fact left without an arrow.
Linking with also and so only
“Also the rack is full. Also more kids would ride. So we need one.”
Try this: Post a clause bank (consequently, specifically, as a result, which means that) and have students revise two links in their draft.
A conclusion that starts a new argument
Ends with “Also, we should get a new slide.”
Try this: Have students reread their first sentence before writing the last one, then restate that opinion in new words without adding reasons.
Writing Prompt GeneratorFree ToolA fresh 5th-grade opinion prompt, projected or printed. Add two or three facts of your own so students practice backing each reason.OpinionGrade 5Printed
Which two linking words from W.5.1c appear in the strong response?
“Specifically,” in the third sentence, and “Consequently,” at the start of the fifth.
Which survey facts does the strong response use, and for which reason?
The 12-bike rack and the 19 bikes on the fence support the first reason, that the rack is too small. The 9 students who would ride support the second, that more of the class would bike.
Why is “Biking is good for you” a weak reason for this prompt?
It is a general feeling with no fact behind it, and it does not explain why the school needs a second rack.