Performance Indicator - ELA.5.W.1.A:
Students use at least three sources of information in writing a report, with assistance.

Performance Indicator - ELA.5.W.1.B:
Students take notes to record and organize relevant data, facts, and ideas, with assistance, and use notes as part of prewriting activities.

Performance Indicator - ELA.5.W.1.C:
Students state a main idea and support it with details and examples.

Performance Indicator - ELA.5.W.1.D:
Students compare and contrast ideas and information from two sources.

Performance Indicator - ELA.5.W.1.E:
Students write labels or captions for graphics, such as charts, graphs, and diagrams, to convey information.

Performance Indicator - ELA.5.W.1.F:
Students adopt an organizational format, such as chronological order, that is appropriate for informational writing.

Performance Indicator - ELA.5.W.1.G:
Students use paragraphing to organize ideas and information, with assistance.

Performance Indicator - ELA.5.W.1.H:
Students maintain a portfolio that includes informational writing.

Performance Indicator - ELA.5.W.2.A:
Students develop original literary texts that:

• use organizing structures such as stanzas and chapters
• create a lead that attracts the reader's interest
• provide a title that interests the reader
• develop characters and establish plot
• use examples of literary devices, such as rhyme, rhythm, and simile
• establish consistent point of view (e.g., first or third person) with assistance

Performance Indicator - ELA.5.W.2.B:
Students write interpretive essays that:

• summarize the plot
• describe the characters and how they change
• describe the setting and recognize its importance to the story
• draw a conclusion about the work
• interpret the impact of literary devices, such as simile and personification
• recognize the impact of rhythm and rhyme in poems

Performance Indicator - ELA.5.W.2.C:
Students respond to literature, connecting the response to personal experience.

Performance Indicator - ELA.5.W.2.D:
Students use resources, such as personal experiences and themes from other texts and performances, to plan and create literary texts.

Performance Indicator - ELA.5.W.2.E:
Students maintain a writing portfolio that includes literary, interpretive, and responsive writing.

Performance Indicator - ELA.5.W.3.A:
Students use strategies, such as note taking, semantic webbing, or mapping, to plan and organize writing.

Performance Indicator - ELA.5.W.3.B:
Students use supporting evidence from text to evaluate ideas, information, themes, or experiences.

Performance Indicator - ELA.5.W.3.C:
Students analyze the impact of an event or issue from personal and peer group perspectives.

Performance Indicator - ELA.5.W.3.D:
Students analyze literary elements in order to evaluate the quality of ideas and information in text.

Performance Indicator - ELA.5.W.3.E:
Students use information and ideas from other subject areas and personal experiences to form and express opinions.

Performance Indicator - ELA.5.W.3.F:
Students adapt an organizational format, such as compare/contrast, appropriate for critical analysis and evaluation, with assistance.

Performance Indicator - ELA.5.W.3.G:
Students use precise vocabulary in writing analysis and evaluation, with assistance.

Performance Indicator - ELA.5.W.3.H:
Students maintain a writing portfolio that includes writing for critical analysis and evaluation.

Performance Indicator - ELA.5.W.4.A:
Students share the process of writing with peers and adults; for example, write a condolence note, get-well card, or thank-you letter with a writing partner or in small groups.

Performance Indicator - ELA.5.W.4.B:
Students respect the age, gender, position, and cultural traditions of the recipient.

Performance Indicator - ELA.5.W.4.C:
Students develop a personal voice that enables the reader to get to know the writer.

Performance Indicator - ELA.5.W.4.D:
Students write personal reactions to experiences and events, using a form of social communication.

Performance Indicator - ELA.5.W.4.E:
Students maintain a portfolio that includes writing for social communication.