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Literature - EC: L.N.2.5.1

Literature - EC: L.N.2.5.1

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


Course, Subject

Related Academic Standards / Eligible Content


  1. Recall the definitions of fact and opinion.

  2. Paraphrase the definitions of fact and opinion in your own words.
  1. Write down five basic facts about something you see everyday: your classroom, your house, your bedroom, your teacher, your parents/siblings, or your backpack.

  2. For each of these facts, write down one to two supporting details/evidence that anyone else could agree with. These details should help support your original statements.
  1. Think about the places, people or things you wrote facts about, and now formulate your own opinion about them. Write about how you feel, think or judge these things.

  2. Draw a conclusion about what the major differences between your list of facts and your list of opinions.

Answer Key/Rubric

  1. Students recall that facts require substantiated evidence and are general truths that all people can agree with. Opinions are based on an individual or group’s beliefs, feelings or judgments.

  2. Students put these definitions in their own words, making further appropriate personal connections about the differences between fact and opinion.

  3. Students apply the concept of facts to people, places or things they see everyday. Their statements should be based on evidence that many other people could agree with.

  4. Students support their original fact statements with at least two pieces of evidence.

  5. Students examine and reflect on the people, places and things they originally wrote facts about, and instead, write their opinions. Students rely on feelings, personal beliefs and private judgments in order to write these statements.

  6. Students draw conclusions about what separates fact from opinion. Students may reflect that while a few classmates will agree with an opinion, it would be difficult to have the entire class agree on one—whereas an entire class must agree with a fact. Students may also see there are some opinions that appear to be facts—statements that many people agree with—but as long as these are based on belief rather than truth, they are still opinions.

Suggested Rubric:  This rubric may be used to assess a student’s overall mastery of the standard or eligible content.

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