Grade 05 ELA - Standard: CC.1.5.5.B
Grade 05 ELA - Standard: CC.1.5.5.B
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 quotations that confirm the meaning or support the central message of information read aloud or presented in other media formats.
- Make generalized statements regarding the central message of information read aloud or presented in other media formats.
- Draw on appropriate background knowledge to construct meaning from the information read aloud or presented in other media formats.
- Determine the main points and corresponding supporting details from information that is read aloud or presented in other media formats.
- Explain inferences, conclusions, predictions, and generalizations by citing appropriate details and examples from information that is read aloud or presented in other media formats.
- Summarize the information gathered from written text read aloud or information presented in diverse media formats.
- Make, test, and revise predictions of the information’s meaning while hearing information that is read aloud or presented in other media formats.
- Recognize where prior background knowledge may or may not be accurate and adjust understanding of the information that is read aloud or presented in other media formats accordingly.
Answer Key/Rubric
- Student selects direct quotations that point to the general meaning of the information read aloud or presented in other media formats. These are quotations taken directly from the material and require no further analysis or interpretation to connect them to the text’s central message.
- Student states the central message from information read aloud or presented in other media formats. Although he/she may not be able to specifically draw inferences, or make generalizations about what evidence in the material helped to formulate the central message, he/she is able to state the general message.
- Student considers what he/she knows about the topic prior to hearing the information read aloud or presented in other media formats and uses that information to construct meaning from the information read aloud or presented in other media formats. Students with no prior background knowledge of a topic may, if appropriate, enlist in opportunities to build background knowledge prior to exposure to the material.
- Student determines the main points and corresponding supporting details from information that is read aloud or presented in other media or formats. Main points are supported by details. Students should be able to determine if information is a main point or a supporting detail.
- Student makes inferences, conclusions, predictions, and generalizations about the text. Furthermore, he/she is able to cite appropriate details and examples from the text that support and explain the inferences, conclusions, predictions, and generalizations. Those inferences, conclusions, predictions, and generalizations may be found to be valid or may need to be omitted or revised based on the evidence found in the text.
- Student identifies the central message of the information read aloud or presented in other media formats and is able to summarize the main points from the text that lead to the central message. This may be similar to a list of “evidence” supporting why the central message is what the student states it to be. This evidence should be logical, valid, and significant. Student may need to revise what is stated as the central message based on the evidence that is found.
- Using evidence found in the information read aloud or presented in other media formats, student recognizes where his/her prior background knowledge is accurate or inaccurate and adjusts the understanding of the material appropriately. At times, further research beyond the information read aloud or presented in other media formats may be needed to more fully understand if or how the prior knowledge and the text are valid. Background knowledge may assist or cloud generalizations and inferences.
- Throughout the process, the student is consistently making, testing, and revising predictions of the text’s meaning. As the student explains the information read aloud or presented in other media formats explicitly, draws inferences, and/or generalizes the text, he/she tests the new information against what was previously thought and revises the suggested meanings.
