Grade 05 ELA - EC: E05.B-K.1.1.2
Grade 05 ELA - EC: E05.B-K.1.1.2
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 the main idea(s) in a text.
- Identify key details in a text.
- Determine the structure of a text.
- Paraphrase key details or information.
- Summarize the main ideas in a text.
- Analyze which details best support main ideas.
- Explain how key details or information, including those found in text features, support the main ideas.
- Identify multiple main ideas across a text.
- Recognize how ideas are organized throughout an informational text and how their organization supports the main ideas of the text.
- Determine how main ideas are supported by key details.
Answer Key/Rubric
- Student can identify the main idea(s) of an informational text. The student’s answer might be generalized and somewhat vague, but the main idea is stated.
- Student can identify key details in an informational text. The student may not find all key details or may incorrectly identify some details, but he/she finds key details. Key details support main ideas.
- Student can determine the structure that the author used when constructing the text. Possible structures might be chronological order, classification, definition, simple process, description, comparison, or another method.
- Student can correctly paraphrase key details or information within a text. Paraphrasing includes taking the most essential information and ideas and presenting it in a new form. It’s more detailed than a summary.
- Student can summarize the main ideas in a text. This is more than just identifying them; it includes summarizing why the main ideas stated are the main ideas. They should be significant and supported by key details.
- Following an analysis of the text, the student is able to select details that best support the main ideas of the text. Selecting details that align with the main ideas serves to demonstrate that the main ideas truly are the main ideas. That is, they are supported by other details and they are not the details themselves. Also, it assures that the student can align the correct details with the correct main ideas.
- Student can explain how the details support appropriate main ideas. The alignment and connection of details to appropriate main ideas are accurately made. Text structures might include chapters, subject headings, charts, graphs, bold print words, captions, labels, and maps are also considered for how they contribute to a main idea.
- Student identifies multiple main ideas within a text. The student can correctly identify if each main idea stated is a main idea or if it should be more appropriately identified as a supporting detail.
- Student recognizes the organization of ideas within an informational text and understands how the author’s choice of an organizational structure can support the overall meaning of the text. The student sees how the text structure can help to correctly identify main ideas.
- Student investigates how key details are used to support main ideas. Conclusions can be drawn about the main ideas from how many details and the strength of those details. Main ideas without sufficient or accurate key details are considered to evaluate their appropriate place in importance and validity.
