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Grade 05 ELA - EC: E05.C.1.3.1

Grade 05 ELA - EC: E05.C.1.3.1

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 situation and narrator and/or characters that can be developed as a narrative piece of writing.

  2. List an event sequence that can be developed as a piece of narrative writing.

  3. Identify the writer’s purpose in developing a piece of narrative writing.
  1. Explain why the real or imagined situation is appropriate for development as a narrative writing piece.

  2. Describe why the narrator and/or characters are appropriate for development as a narrative piece of writing.

  3. Determine how the sequence of events will unfold naturally to tell the story.

  4. Organize and group information logically to support the writer’s purpose.
  1. Compare various situations being considered for development as a narrative writing piece, critique them, and choose best situation based on findings.

  2. Develop the narrator and/or characters in the story to match the situation and events.

  3. Evaluate the sequence of events in the narrative writing and revise as needed to assure that they effectively develop a storyline.

Answer Key/Rubric

  1. Student names a situation and narrator and/or characters that can be developed as a narrative piece.  A situation that would be appropriate for development as a narrative piece has a storyline to it.  Characters should fit naturally into the situation. Some type of conflict is present.

  2. The event sequence stated should have a beginning, middle, and end.  The sequence of events should unfold naturally; not in a forced manner.

  3. Student is able to provide a purpose for the stated informative topic.  A purpose further provides a focused scope for the writing.

  4. Student is able to explain why a topic is appropriate for development as a narrative writing piece.   A good topic is one that has a situation, a narrator and/or characters, and an organized sequence of events.

  5. Student is able to describe why the narrator and/or characters are appropriate for development in a narrative writing piece.  Good characters are those who fit naturally into a story and are most likely multi-dimensional.

  6. Student determines how the sequence of events will best unfold to tell the story.  Some events may be omitted or others may be added to best support the storyline.

  7. Student is able to logically organize the information to support the purpose of the narrative writing.

  8. Student compares several situations and demonstrates an understanding of why a topic is most appropriate for further development as a narrative writing piece.

  9. Student compares the characters with the situation and event sequence and revises them accordingly.  Characters should most often react in a natural manner in their given situations and when faced with the events of the narrative writing.

  10. Student evaluates the sequence of events in the narrative writing and revises them as needed to assure that they effectively develop a storyline.  Students may find that they need to add or remove events from the storyline to create and focus.

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