Grade 05 ELA - EC: E05.C.1.3.1
Grade 05 ELA - EC: E05.C.1.3.1
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 situation and narrator and/or characters that can be developed as a narrative piece of writing.
- List an event sequence that can be developed as a piece of narrative writing.
- Identify the writer’s purpose in developing a piece of narrative writing.
- Explain why the real or imagined situation is appropriate for development as a narrative writing piece.
- Describe why the narrator and/or characters are appropriate for development as a narrative piece of writing.
- Determine how the sequence of events will unfold naturally to tell the story.
- Organize and group information logically to support the writer’s purpose.
- Compare various situations being considered for development as a narrative writing piece, critique them, and choose best situation based on findings.
- Develop the narrator and/or characters in the story to match the situation and events.
- Evaluate the sequence of events in the narrative writing and revise as needed to assure that they effectively develop a storyline.
Answer Key/Rubric
- 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.
- The event sequence stated should have a beginning, middle, and end. The sequence of events should unfold naturally; not in a forced manner.
- Student is able to provide a purpose for the stated informative topic. A purpose further provides a focused scope for the writing.
- 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.
- 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.
- 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.
- Student is able to logically organize the information to support the purpose of the narrative writing.
- Student compares several situations and demonstrates an understanding of why a topic is most appropriate for further development as a narrative writing piece.
- 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.
- 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.
