Grade 05 ELA - Standard: CC.1.4.5.X
Grade 05 ELA - Standard: CC.1.4.5.X
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
- List the five stages of the writing process.
- Identify the intended audience of the writing.
- Identify the intended purpose of the writing.
- Apply the five stages of writing to develop and strengthen writing over a variety of time frames.
- Compose, edit, and revise written pieces over a variety of time frames that demonstrate a change in order to strengthen the writing toward the intended audience and purpose.
- Compose multiple pieces of writing in a variety of time frames, in multiple content areas, and for different tasks, purposes, and audiences.
Answer Key/Rubric
- Student lists the five stages of the writing process:
- Planning-In this stage, the writer prepares to write. This might include brainstorming, speedwriting, list making or other techniques for gathering ideas.
- Revising-In this stage, the writer considers content and ways to improve it. This stage is likely done many times in a polished writing assignment.
- Editing-In the editing stage, the writer looks at the mechanics of the writing. He/she looks for punctuation errors, agreement errors, word usage, and other similar factors.
- Rewriting-In this stage, the writer takes what has been found in the revision and editing stages and includes needed changes in the writing.
- Publishing-In this stage, the writer shares the writing with the intended audience.
- Student identifies the intended audience of a piece of writing. The audience’s knowledge of and opinion toward the topic should be considered. Matching a piece of writing to an audience provides some of the focus for a piece of writing.
- Student identifies the intended purpose of a piece of writing. The purpose might be to inform, persuade, explain, or entertain. Writings may be used for a variety of discipline-specific tasks. Matching a piece of writing to the intended purpose provides some of the focus for a piece of writing.
- Student works within the time frame allotted for a writing task and appropriately applies and uses each of the five stages of writing to guide revision of a piece of writing. While the middle stages of the writing process—revising, editing, and rewriting—can be lengthy and potentially ongoing, the student needs to have an understanding of how this process works within a finite time frame.
- Student composes, edits, and revises written pieces that demonstrate a change in order to strengthen the writing toward the intended audience and purpose. When the student looks at the initial draft and the most current draft, an intentional, purposeful change is seen in how the writing now better meets the intended audience and purpose. The student completes this process in a number of time frames and for a variety of purposes.
- Student composes multiple pieces of writing in a variety of time frames, in multiple content areas, and for different tasks, purposes, and audiences. This task is an ongoing task that is repeated multiple times throughout the school year in a variety of venues. Students need to write routinely during the school year. Writings need to be varied in time, duration, task, purpose, and audience.
