Grade 05 ELA - EC: E05.C.1.2.4
Grade 05 ELA - EC: E05.C.1.2.4
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
- Recognize words that are precise, domain-specific vocabulary that are needed to inform or explain about the topic.
- Define vocabulary that is needed to aid the reader in understanding the informative writing.
- Construct sentences in a variety of formats that inform about the topic and use a variety of precise, domain-specific vocabulary words.
- Categorize similar vocabulary words and consider how and where they’re used throughout the informative writing.
- Determine when domain-specific, precise vocabulary needs to be used and how it should best be used in the writing.
- Assess the inclusion of precise language and domain-specific vocabulary to determine its effectiveness in creating meaning for the reader.
- Evaluate the effectiveness of the overall goal of informing or explaining the topic to the reader and how the inclusion of specific vocabulary supports this goal.
Answer Key/Rubric
- Student recognizes and lists the vocabulary words that the reader might find new or would need to more fully comprehend in order to understand the informative writing piece. All vocabulary that might not be understood by someone without prior knowledge of the writing topic should be considered.
- Student defines each of the domain-specific, precise vocabulary words that the reader would need to know as he/she reads the informative piece. Definitions should be given in a way that they help the reader who may not have prior knowledge with the topic he/she is reading.
- As the student writes the informative writing, vocabulary is embedded that is domain-specific and precise. While this vocabulary needs to be used, it should be used thoughtfully. At times, a word may need to be defined for the reader. It might be explicitly or implicitly defined in the flow of the writing. Student needs to consider what vocabulary needs to be introduced purposefully to assist the reader.
- By categorizing the words used in the writing, the writer can thoughtfully use them in ways that they reader can best understand. The writer might use similar words together in a sentence to show connections or contrast.
- Student carefully considers vocabulary used throughout the writing and clearly recognizes how it works to help and inform the reader. Generally, using precise, domain-specific vocabulary is best. When doing that, the writer considers how those words might need to be defined and used for the reader to understand.
- Student carefully considers how the inclusion of vocabulary that is precise and domain-specific for the informative topic contributes to the writing and its overall effectiveness. The reader of the writing is the primary focus during this time. The student needs to assume the role of the reader and assess the writing’s vocabulary. The writer considers if the best vocabulary has been included and if it’s used appropriately to provide support in understanding the included words. Adjustments are made to the writing based on the findings.
- The student evaluates his/her writing and how it meets the goal of informing the writer about the topic. The student considers if precise, domain-specific vocabulary that is chosen contributes to the intended focus and goal of informing or explaining about the topic. Adjustments are made to the writing based on the findings.
