Grade 05 ELA - EC: E05.B-C.3.1.1
Grade 05 ELA - EC: E05.B-C.3.1.1
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
Related Academic Standards / Eligible Content
Activities
- Identify the author’s purpose in an informational text.
- Identify the main points of an informational text.
- Identify reasons and evidence from the text that match the main points of the text.
- Categorize reasons and evidence as relevant or irrelevant.
- Identify similarities in the text that support a common point.
- Evaluate the author’s potential use of persuasive techniques and how they might affect the message.
- Explain how the author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which points.
Answer Key/Rubric
- Student identifies the author’s purpose for writing the text. Author’s purposes for writing an informational text include: to inform, explain, persuade, or entertain.
- After reading the informational text, the student identifies the main points that the author is making. These main points align with the author’s purpose. Main points are significant and have reasons and evidence that support them.
- Student identifies reasons and evidence that match the main points of the informational text. The quantity of reasons and evidence for each main point is considered. If reasons and evidence used are insufficient, the student questions the validity of the main points.
- Student identifies the relevance and irrelevance of the main points, reasons, and evidence presented in the informational text. Main points become more relevant when multiple and significant reasons and evidence support them. If irrelevant or insufficient reasons and evidence are used, the student questions the validity of the main points.
- The student identifies similarities throughout the text that support particular points of a text. These may align with the organizational structure of the text or the reasons and evidence may be found throughout the text.
- Student evaluates if the author uses persuasive techniques and how the use of them (or lack of use of persuasive techniques) might affect the message of the informational text. Persuasive techniques might include the use of emotional words, repetition, name calling, and others.
- Student analyzes an informational text to investigate how the author uses reasons and evidence to support a particular main point. The student identifies where the reasons and evidence are found. The relevance of the reasons and evidence is considered. The student further considers reasons and evidence that have been omitted.
