Grade 05 ELA - EC: E05.B-C.2.1.2
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
English Language Arts
- Identify the organizational structure of two or more informational texts.
- Identify text features found within two or more informational texts.
- Use text features and organizational structures to understand a text’s central meaning.
- Using two or more texts, identify similarities in the overall structures of events, ideas, concepts, or information.
- Using two or more texts, identify differences in the overall structures of events, ideas, concepts, or information.
- Explain how a text is organized, noting points where the organization changes.
- Analyze the author’s purpose and consider how the overall structure contributes to that purpose.
- Student identifies organizational structures in two or more informational texts. Common organizational structures for informational texts include: order of significance, chronology, comparison, cause/effect, and problem/solution.
- Student identifies text features in two or more informational texts. These text structures might include: chapters, subject headings, charts, graphs, bold print words, captions, labels, and maps.
- Student uses the text features and organizational structures in the informational text to more deeply understand the text’s central meaning. After identifying the organizational structure, the student considers how it contributes to the meaning of the text. For example, if the organizational structure is order of significance, the student can determine what the author is stating to be the most important information. When using text features, the student can further understand the text by using the text features and the narrative text in a parallel fashion.
- Using two or more texts, the student identifies the similarities in the overall structure of events, ideas, concepts, information, or text features. When noting the similarities, the student can begin to surmise that the information is accurate and valid. While information always needs to be considered critically, when common information is found among sources, the credibility begins to rise.
- Using two or more texts, the student identifies the differences in the overall structure of events, ideas, concepts, information, or text features. When noting the differences, the student should begin to further question and the accuracy and validity of the information presented.
- Student shows a thorough understanding of how texts are organized. Further, the student can find and note points where the organization changes and begin to draw conclusions as to why the author may have changed the organization. When the organizational structure changes intentionally, it likely signifies something of importance. The student should question the reasons for the change and identify possible reasons.
- Student analyzes the author’s purpose and considers how the overall structure contributes to that purpose. How does the author’s purpose (inform, explain, persuade, entertain) match the organizational structure (chronological, order of importance, etc.) and text features used? Connections among all these elements are desired.