Grade 5

Informational Writing

Writing Literary Text

Persuasive Writing

Progress Indicator: Independently locating information from two or more reference sources (e.g., print, and non- print) to obtain factual information on a topic; listing/citing sources using an established format  

Progress Indicator: using organizational strategies (e.g., graphic organizers, outlining) to analyze information and show relationships (e.g., compare/ contrast, cause/effect, problem/solution) related to topics/subtopics 

Progress Indicator: establishing a central idea about a topic, investigation, issue, or event to introduce a focus/ controlling idea (e.g., “Daily life in pioneer times was difficult in many ways.”)

Progress Indicator: selecting relevant facts, details, specialized domain-specific vocabulary, examples, or quotations to support focus/controlling idea

Progress Indicator: maintaining a (formal) style and text structure(s) of longer writing pieces appropriate to purpose and genre, including use of transitional words and phrases to connect ideas

Progress Indicator: incorporating text features (e.g., numbering, bullets, white space, captioned pictures, labeled diagrams, charts) to enhance clarity and meaning

Progress Indicator: writing a conclusion that links back to the focus/central idea and provides a sense of closure

Progress Indicator: applying editing (e.g., subject/verb, pronoun use, verb tense, transitions, sentence variety, etc.) and revision strategies to full texts that clarify intent and meaning, making judgments about accuracy of evidence and cohesion of text/visual/auditory components 

Progress Indicator: Employing strategies (e.g., writing log, mentor texts, peer conferencing) to develop characters, story lines, central message/theme

Progress Indicator: setting the context and tone (e.g., opening lead to ‘hook’ readers) and establishing a point of view

Progress Indicator: maintaining a point of view, style, and text structure appropriate to purpose and genre; using transitions to connect episodes/scenes and control pacing

Progress Indicator: selecting concrete and sensory details, precise vocabulary, and dialogue to enhance imagery and tone (e.g., depict character traits, motivations, actions, and interactions)

Progress Indicator: developing a plot that includes tension (conflict-resolution) and unfolds through one or more episodes/scenes

Progress Indicator: refining overall coherence through literary techniques (e.g., imagery, personification, description)

Progress Indicator: writing a conclusion that ties elements together, supports the theme, and provides a sense of closure 

Progress Indicator: applying editing and revision strategies to full texts that clarify intent and meaning, making judgments about impact on reader interpretation and cohesion of text (e.g., transitions, illustrations, subject-verb, pronoun use, verb tense, etc.) 

Progress Indicator: using strategies to better understand genres of persuasive writing (e.g., discuss opposing perspectives; analyze mentor texts- ads, essays, book/movie reviews, speeches, propaganda techniques)  

Progress Indicator: using varied sources and locating evidence to obtain factual and contextual information on a topic or text to better understand possible perspectives/points of view

establishing a perspective on a topic or text in order to introduce a focus (claim/thesis) and provide context (e.g., circumstance of the problem; historical period) and plan a chain of logic to be presented

Progress Indicator: selecting and organizing relevant facts, text evidence/quotes or examples to support focus (claim/thesis) and possible opposing claims of the potential audience

Progress Indicator: developing a chain of reasoning for the thesis using elaboration to explain logical reasons or rationale, meaningful transitions showing points and potential counterpoints, and techniques (e.g., language use, emotional appeal, progression of ideas, propaganda strategies) which contribute to the impact on readers 

Progress Indicator: incorporating text features (e.g., numbering, bullets, captioned pictures, labeled diagrams, data tables) to enhance and justify support for claims

Progress Indicator: writing a conclusion that links back to the focus (claim/thesis), summarizes logic of reasoning, and provides a sense of closure for conclusions drawn

Progress Indicator: applying editing (subject-verb, pronoun use, verb tense, transitions, sentence variety, etc.) and revision strategies to full texts that clarify intent and meaning. Making judgments about accuracy and relevance of evidence, cohesion of text/visual/auditory components, and approach to addressing audience needs (e.g., emotion, interest, sense of humor, potential objections). 

Gather information (e.g., highlight, quote, or paraphrase from source) from print and/or digital sources that are relevant to the topic. 

Provide a list of sources that contributed to the content within a writing piece.

With guidance and support from peers and adults, develop a plan for writing (e.g., determine the topic, gather information, develop the topic, provide a meaningful conclusion).  

Sort evidence collected from print and/or digital sources into provided categories.

Organize ideas, concepts, and information (using definition, classification, comparison/contrast, and cause/effect).

Follow steps to complete a short research project (e.g., determine topic, locate information on a topic, organize information related to the topic, draft a permanent product). 

Provide an introduction that includes context/background information and establishes a central idea or focus about a topic. 

Support a topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

Use precise language and domain-specific vocabulary to inform about or explain the topic. 

Use transitional words, phrases, and clauses to connect ideas and create cohesion within writing. 

Include formatting (e.g., headings, bulleted information), graphics (e.g., charts, tables), and multimedia when appropriate to convey information about the topic. 

Provide a concluding statement or section to summarize the information presented.

With guidance and support from peers and adults, strengthen writing by revising and editing.

Produce a clear and coherent permanent product that is appropriate to the specific task (e.g., topic), purpose (e.g., to inform), or audience (e.g., reader).

With guidance and support from peers and adults, develop a plan for writing (e.g., choose a topic, introduce story elements, develop storyline, conclude story).

Gather relevant information (e.g., highlight in text, quote, or paraphrase from text) to the topic or text from print and/or digital sources.

Orient the reader by establishing a situation and introducing a narrator and/or characters. 

Organize ideas and events so that they unfold naturally. 

Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. 

Use transitional words, phrases, and clauses to manage the sequence of events.

Use concrete words and phrases and sensory details to convey experiences and events precisely.

Write a narrative that includes smaller segments of conflict and resolution in the text that contribute to the plot. 

Use figurative language in context, including similes and metaphors.  

Provide a conclusion (e.g., concluding sentence, paragraph, or extended ending) that follows from the narrated events. 

Produce a clear, coherent, permanent product that is appropriate to the specific task, purpose (e.g., to entertain), or audience.  

With guidance and support from peers and adults, strengthen writing by revising and editing (e.g., review product, strengthening story).

Analyze mentor texts to support knowledge of persuasive writing (e.g., analyze newspaper editorials to explore the way the author developed the argument). 

Explain how at least one claim in a discussion is supported by reasons and evidence.

With guidance and support from peers and adults, develop a plan for writing (e.g., define purpose, which is to persuade, state your opinion, gather evidence, create your argument, and provide a meaningful conclusion). 

Gather relevant information (e.g., highlight in text, quote or paraphrase from text or discussion) from print and/or digital sources. 

Provide a list of sources that contributed to the content within a writing piece.

Provide an introduction that states own opinion within persuasive text.

Create an organizational structure in which ideas are logically grouped to support the writer’s opinion. 

Provide relevant facts and reasons to support stated opinion within persuasive writing. 

Links opinions and reasons using words, phrases, and clauses.

Elaborate on each fact or reason given in support of an opinion with relevant details.

No CCCs developed for this PI

Provide a clear concluding statement or section related to the opinion stated.

Produce a clear coherent permanent product (e.g., select/generate responses to form paragraphs or essay) that is appropriate to the specific task, purpose, and audience.

With guidance and support from peers and adults, strengthen writing by revising and editing.