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Grade 05 ELA - EC: E05.C.1.2.1

Grade 05 ELA - EC: E05.C.1.2.1

Continuum of Activities

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

Activities

  1. Name a topic that can be developed as an informative piece of writing.

  2. Identify an audience that aligns with an informative topic.

  3. State the general observation and focus for the informative writing.

  4. Identify an organizational structure that will logically support the writer’s purpose.
  1. Explain why a topic is appropriate for development as an informative writing piece.

  2. Describe why the informative writing topic matches the intended audience.

  3. Relate the focus and general observation to the topic.

  4. Organize and group information logically to support the writer’s purpose.
  1. Compare various topics being considered for development as an informative writing piece, critique topics, and choose topic based on findings.

  2. Hypothesize about audience’s reaction to informative writing selection and adjust the writing accordingly.

  3. Evaluate the focus and general observations within the informative writing and revise as needed to assure needed support for the topic.

  4. Based on assessment of stated topic:
  • Observations are made on the focus of writing
  • Student draws conclusions on the order of information and its suitability

Answer Key/Rubric

  1. Student states a topic that would be appropriate for development as an informative topic.  A good topic is one where the author can provide focused information in a logically organized manner.

  2. Student has properly identified an audience that would be interested in, could learn from, or otherwise matches with the informative topic.

  3. Student is able to provide a focus for the stated informative topic.  A focus narrows the topic to a more manageable scope.  The focusing might be driven by audience, topic, or other requirements such as length.

  4. Student identifies an organizational structure that will support the topic.  An appropriate organizational structure is one that presents information in an order that assists the reader.

  5. Student is able to explain why a topic is appropriate for development as an informative writing piece.  A good topic is one that has a focus about which the writer can share information.

  6. Student can show why the informative topic and stated audience are appropriately matched for future writing development.

  7. Student can relate the focus and general observation of the topic that will be shared in the informative writing.   The focus is the “narrowing” of the topic to a manageable scope.

  8. Student is able to logically organize the information to support the purpose of informing the intended audience about the topic.

  9. Student’s response demonstrates understanding of why a topic is most appropriate for further development as an informative writing piece.  Topics that will be most successful as informative writing pieces will be factual in nature and have a defined, narrowed focus.

  10. Student’s response demonstrates understanding of what possible audience reactions might be to reading the informative writing and shares a plan to revise writing to include responses to these reactions.

  11. Student has evaluated the focus of the paper to assure that it is properly narrowed in scope and that the focus of the writing is consistent.

  12. Student is able to share why the chosen organizational structure is the best for the informative writing piece.
 
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