Grade 05 ELA - EC: E05.C.1.1.1
Grade 05 ELA - EC: E05.C.1.1.1
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
- Name a topic that can be developed as a persuasive piece of writing.
- Identify an audience that aligns with a persuasive topic.
- Match appropriate opinions to a persuasive topic.
- Identify an organizational structure that will logically support an argumentative focus.
- Explain why a topic is appropriate for development as a persuasive writing piece.
- Relate a persuasive topic to an audience.
- Compile a list of opinions that align with a persuasive topic.
- Organize opinions and evidence to support a persuasive topic.
- Compare various topics being considered for development as a persuasive writing piece, critique topics and choose topic based on findings.
- Hypothesize about audience’s reaction to persuasive writing selection and adjust the writing accordingly.
- Cite detailed, factual evidence from credible sources that support stated opinions.
- Based on assessment of topic, opinions and evidence, student draws conclusions as to why the chosen organizational structure is appropriate.
Answer Key/Rubric
- Student states a topic that would be appropriate for development as a persuasive topic. A good topic is one that has more than one position that could be supported with evidence and opinions.
- Student has properly identified an audience that would be interested in, convinced by, or otherwise matches with the persuasive topic.
- Student is able to provide several (5-7) logically developed opinions that support the stated persuasive topic.
- Student identifies an organizational structure that allows the evidence and opinions to support the topic.
- Student is able to explain why a topic is appropriate for development as a persuasive writing piece. A good topic is one that has more than one position that could be supported with evidence and opinions.
- Student shows why a persuasive topic and stated audience are appropriately matched for future writing development. Student considers what message is appropriate for the audience.
- Student compiles a list of appropriate opinions that align with a persuasive topic. Appropriate opinions are ones that are directly connected to the topic and align with the stated position toward the topic. The audience is also considered.
- Student is able to put opinions into an organizational structure that clearly supports the persuasive topic.
- Student’s response demonstrates understanding of why a topic is most appropriate for further development as a persuasive writing piece. Topics that will be most successful as persuasive writing pieces have two or more distinct sides.
- Student’s response demonstrates understanding of what possible audience reactions might be to reading stated opinions and evidence and shares a plan to revise writing to include responses to these reactions.
- Student has found, vetted, and included evidence that supports stated opinions.
- Student is able to share why the chosen organizational structure is the best for the persuasive writing piece.
