Grade 05 ELA - EC: E05.C.1.2.1
Grade 05 ELA - EC: E05.C.1.2.1
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
Related Academic Standards / Eligible Content
Activities
- Name a topic that can be developed as an informative piece of writing.
- Identify an audience that aligns with an informative topic.
- State the general observation and focus for the informative writing.
- Identify an organizational structure that will logically support the writer’s purpose.
- Explain why a topic is appropriate for development as an informative writing piece.
- Describe why the informative writing topic matches the intended audience.
- Relate the focus and general observation to the topic.
- Organize and group information logically to support the writer’s purpose.
- Compare various topics being considered for development as an informative writing piece, critique topics, and choose topic based on findings.
- Hypothesize about audience’s reaction to informative writing selection and adjust the writing accordingly.
- Evaluate the focus and general observations within the informative writing and revise as needed to assure needed support for the topic.
- 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
- 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.
- Student has properly identified an audience that would be interested in, could learn from, or otherwise matches with the informative topic.
- 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.
- 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.
- 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.
- Student can show why the informative topic and stated audience are appropriately matched for future writing development.
- 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.
- Student is able to logically organize the information to support the purpose of informing the intended audience about the topic.
- 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.
- 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.
- 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.
- Student is able to share why the chosen organizational structure is the best for the informative writing piece.
