Grade 05 ELA - EC: E05.B-C.3.1.2
Grade 05 ELA - EC: E05.B-C.3.1.2
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
Grade Levels
5th Grade
Course, Subject
English Language Arts
Related Academic Standards / Eligible Content
Activities
- Identify main points in an informational text.
- Use text features to understand information in a text.
- Group and classify information from multiple texts.
- Classify main points from most important to least important.
- Find similar main points in multiple texts.
- Identify where information is consistent and inconsistent across texts.
- Investigate information that is inconsistent and reasons for the inconsistency.
- Revise understanding of material based on new findings in a second or subsequent text.
Answer Key/Rubric
- 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 and provide the meaning of the text.
- Student identifies text features in an informational text. These text structures might include chapters, subject headings, charts, graphs, bold print words, captions, labels, and maps. Student uses text features to provide information about the text.
- After finding main points from multiple informational texts, the student classifies and groups similar information. There are, likely, many ways to classify and group information, and in classifying the information here, there may not necessarily be a single “right” answer. By classifying and grouping the information, students begin to see main ideas emerge.
- Student finds main points in an informational text and classifies them from most important to least important. Classifying information in order of importance requires understanding the author’s purpose and the organizational structure.
- After reading multiple informational texts on the same topic, the student combines information from the texts to state main points. Student considers the level of importance that is placed on each point in each text.
- Using multiple texts, the student considers what information is consistent and inconsistent across the texts. When information is inconsistent, the student questions its validity and reliability. When information is similar among texts, the student has more assurance of the validity and reliability of the information, but continues to investigate the information.
- After reading multiple informational texts and finding information within the texts that isn’t consistent among them, the student investigates why information is inconsistent. The student may need to find additional texts or do additional research. The student needs to make judgments about how to proceed with trusting the information when conflicts are found.
- Upon reading additional texts on a similar subject, the student may need to revise his/her current understanding of material based on new learning. If contradictory information is found, the student further investigates the conflicting information to determine what is most correct.
