Grade 05 ELA - Standard: CC.1.4.5.W
Grade 05 ELA - Standard: CC.1.4.5.W
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
- Identify information related to a topic from experiences.
- Gather information related to a topic from print and digital sources.
- Define summarizing.
- Define paraphrasing.
- Determine relevant information from own experiences.
- Determine relevancy of information from print and digital sources.
- Summarize and paraphrase information from print and digital sources.
- Maintain a list of sources used while gathering information from print and digital sources.
- Analyze information found to determine if it’s sufficient and relevant.
- Use and organize reliable, credible, and valid information to support ideas or opinions.
Answer Key/Rubric
- Student identifies information from his/her own experiences and background that relates to a topic. Personal background knowledge and experiences with a topic provide a starting point for research from print and digital sources.
- Student gathers information related to a topic from print and digital sources. Students will need to demonstrate research acquisition skills including topic identification, key word identification, searching strategies, and note-taking. These skills and the level to which they need to be taught or incorporated into a project will be dependent upon the scope of the project and student's prior knowledge.
- Student identifies summarizing as restating the passage’s main ideas in the student’s own words. A summary is shorter than the original passage.
- Student identifies paraphrasing as rephrasing the passage in the student’s own words. A paraphrase is about the same length as the original passage.
- Student determines which information from his/her own experiences is relevant to the topic and purpose of research/investigation. While the student may have a wide range of experiences (or may have very minimal experiences), the relevancy of the experiences for the intended topic and purpose for finding information needs to be considered. For example, the student might have minimal experiences and it might be appropriate to use those experiences to build upon in finding and using print and digital sources. Or, the student might have extensive knowledge of a topic and print and digital sources will be used to only fill in gaps. The end product or purpose for the research/investigation also needs to be considered. Is the purpose to inform, persuade, entertain, or explain? Who is the intended audience? What format will be used to share the information?
- Student determines the relevancy of information from print and digital sources. The student evaluates sources being considered for use in the investigation/research being conducted. This is a significant, lengthy process. Student critically evaluates and analyzes sources of all types. He/she assures the credibility, reliability, and validity of the sources. The end product or purpose for the research/investigation also needs to be considered. Is the purpose to inform, persuade, entertain, or explain? Who is the intended audience? What format will be used to share the information?
- Student summarizes and paraphrases information from print and digital sources. In doing this, the student puts into his/her own words the main points and ideas from a source to determine the meaning of the source.
- Student maintains a list of sources used while gathering information from print and digital sources. Student should appropriately cite information that comes from another source to give credit to the source used.
- Student analyzes information found to determine if it’s sufficient and relevant. The student considers the purpose for the research/investigation and what the final product will be. Is the purpose to inform, persuade, entertain, or explain? Who is the intended audience? What format will be used to share the information? The student may need to find additional resources, omit information found, or reorganize information based on what he/she finds when comparing his/her information to the purpose of the research/investigation.
- Student uses and organizes reliable, credible, and valid information to support ideas or opinions. Throughout the process of finding information and using it for the intended purpose, the student determines effective ways to organize the information. The student further assures that the information that is used is reliable, credible, and valid.
