Grade 05 ELA - Standard: CC.1.1.5.D
Grade 05 ELA - Standard: CC.1.1.5.D
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
- Match letters and their sounds.
- State common syllabication patterns.
- Recognize that words are built of smaller parts that assist in creating the meaning of the word.
- Use letter sounds to pronounce words correctly.
- Identify syllabication patterns in words to aid in correct pronunciations.
- Separate words into morphemes to aid in correctly pronouncing words.
- Apprise personal reading strategies to determine which skills are used to analyze and decode unfamiliar multisyllabic words.
- Explain how unfamiliar multisyllabic words were analyzed and decoded.
Answer Key/Rubric
- Student matches letters with the correct sounds represented by the letters. Conversely, the student can also match the sound to the correct letter.
- Student states syllabication patterns that include:
- Closed - A syllable in which a single vowel is followed by a consonant. CVC or VC/CV (rab-bit, nap-kin)
- Open - Vowel makes a long sound. V/C (ti-ger, fo-cus)
- Vowel Dipthongs - 2 vowels that make one sound. (ai, au, ee, ea, ie, ue, oa, oo, oi, oy, ow, ou.) The vowels are in the same syllable. (bea/ten, goo/gle)
- R-controlled - one vowel followed by an R. The vowel and the R are in the same syllable. (car/rot)
- Vowel Silent –e - Vowel makes a long sound. Vowel, consonant, silent –e are in one syllable. (cake)
- Consonant –le - When –le is at the end of the word with a consonant. The –le and the consonant are in the same syllable. (cir/cle)
- Student understands that words are often made up of smaller parts. These might be prefixes or suffixes. They might be compound words. They might be roots from various languages. Recognizing these smaller parts assist in decoding words correctly.
- Student uses letter-sound correspondence skills to correctly pronounce unknown multisyllabic words. Pronouncing a word correctly is important as it leads toward fluent reading, and reading for understanding. The student might demonstrate this by reading a list of teacher-provided words, or it might be demonstrated through reading a grade-level text.
- Student identifies, and uses syllabication patterns to assist in correctly pronouncing unknown multisyllabic words. When readers are able to break words into syllables, the words are easier to pronounce and decode. Pronouncing a word correctly is important as it leads toward fluent reading, and reading for understanding. The student might demonstrate this through a list of teacher-provided words, or it might be demonstrated through reading a grade-level text.
- Student separates words into morphemes. Word parts identified might be prefixes, suffixes, or roots. They might be compound words. Students will look for meaningful units within a larger word that might aid in pronunciation, decoding, meaning, or spelling. The student might demonstrate this with a list of teacher-provided words, or it might be demonstrated through a grade-level text.
- Student self-evaluates himself/herself to determine which skills—using letter-sound correspondences, understanding of syllabication patterns, and knowledge of morphology—are currently used to assist in analyzing and decoding unfamiliar multisyllabic words. Furthermore, the student determines if any of these areas are not currently employed and establishes plans to use these strategies.
- Student explains how various grade level phonics and word analysis skills were used to decode unknown words. Being able to reflect on and tell how he/she was able to decode the word is important in using the skills in the future.
