Grade 05 ELA - Standard: CC.1.4.5.V
Grade 05 ELA - Standard: CC.1.4.5.V
Continuum of Activities
The list below represents a continuum of activities: resources categorized by Standard/Eligible Content that teachers may use to move students toward proficiency. Using LEA curriculum and available materials and resources, teachers can customize the activity statements/questions for classroom use.
This continuum of activities offers:
- Instructional activities designed to be integrated into planned lessons
- Questions/activities that grow in complexity
- Opportunities for differentiation for each student’s level of performance
Grade Levels
5th Grade
Course, Subject
English Language Arts
Related Academic Standards / Eligible Content
Activities
- Identify purpose for investigation/research.
- Identify a focus and main topics for investigation/research.
- Find possible sources for investigation/research.
- Evaluate sources being considered for investigation/research.
- Gather information for narrowed topic and main topics from vetted sources.
- Conduct investigation/research of different aspects of a topic using several sources.
- Organize information from multiple sources to create a logically organized body of information.
Answer Key/Rubric
- Student identifies purposes for which an investigation/research might be conducted. These purposes include to inform, persuade, entertain, or explain. Discerning the purpose of the investigation/research is important as it guides the investigation/research process. It determines the types of sources, the quantity of sources, and how the sources will be used.
- Student identifies a focus and main topics for investigation/research. In this step the student appropriately narrows an area of investigation/research. This includes finding a focus area and main topics within the focus area. Having this narrowed, focused topic allows the student to focus his/her investigation/research. For example, if the student initially said she was going to investigate dogs, the topic might be narrowed to Getting a Puppy. The accompanying topics might include creating a physical space, veterinary care, and training a puppy.
- Student finds possible sources for investigation/research of the narrowed topic. These might include, among other options, online databases, print materials, experts, or web sites.
- Student evaluates sources being considered for use in the investigation/research being conducted. This is a significant, lengthy process. Student will critically evaluate and analyze resources of all types. They’ll assure the credibility, reliability, and validity of the sources.
- Student gathers information from the sources that have been vetted and found to be credible, reliable, and valid.
- Student conducts investigation/research of different aspects of a topic using several sources. This is the actual completion of the investigation/research. The student chooses a topic, narrows it, finds potential sources, evaluates and analyzes sources, and now begins to use the information that is found to construct meaning. This step could be done for many purposes and the information could be shared in many formats. For example, this might include having students research United States Presidents and share what they’ve learned in a speech to their classmates. It might also include creating a science fair-type project, or it might be investigating a topic of personal interest. For each of these the depth of the research and the format of the presentation varies, but the research process is consistent.
- Student organizes information from multiple sources to create a logically organized body of information. This requires student to choose an appropriate organization strategy. Strategies include: order of importance, chronological, or another order that is purposefully chosen and can be explained. Student then organizes information into appropriate groupings or categories. Supporting examples and reasons are organized with main points that they support.
