Grade 05 ELA - Standard: CC.1.5.5.C
Grade 05 ELA - Standard: CC.1.5.5.C
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
- Define summarizing.
- Make generalized statements regarding the central message of a speech.
- Identify quotations that confirm the meaning or support the central message of a speech.
- Draw on appropriate background knowledge to construct meaning from a speech.
- Restate claims made by a speaker.
- Determine the main points and corresponding reasons and evidence that a speaker makes.
- Summarize important points a speaker makes identifying reasons and evidence.
- Assess the speaker’s central message using what is explicitly stated and through inferences and generalizations within the text.
- Explain inferences, conclusions, predictions, and generalizations by citing appropriate details and examples from the speech.
Answer Key/Rubric
- 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 states what the general information in the speech is. Although he/she may not be able to draw inferences or make generalizations about specifically what evidence in the material helped to formulate the central message, he/she is able to state the general message.
- Student selects direct quotations from the speech that point to the general meaning of the speaker. These are quotations taken directly from the speech that require no further analysis or interpretation to connect them to the speaker’s central message.
- Student considers what he/she knows about the topic prior to hearing the speech and uses that information to construct meaning from the speech. Students with no prior background knowledge of a topic may, if appropriate, enlist in opportunities to build background knowledge prior to hearing the speech.
- Student restates claims made by the speaker. The student can take what the speaker is saying and restate it in his/her own words. This requires the student to identify the main points and supporting reasons and evidence.
- Student determines the main points and corresponding reasons and evidence from information in a speech. Main points are each supported by reasons and evidence. Students should be able to determine if information is a main point or a reason or evidence.
- Student is able to summarize the main events of the speech. The summary mentions only important aspects included in the speech. It omits insignificant details.
- Student is able to identify the speaker’s central message and support that central message with both explicitly stated evidence from the text and further by drawing inferences and/or making generalizations from the speech. Explicitly stated evidence is accurate. Inferences and generalizations are logical, valid, and significant. Sufficient evidence to support the suggested central message of the speech is provided.
- Student makes inferences, conclusions, predictions, and generalizations about the text. Furthermore, he/she is able to cite appropriate details and examples from the text that support and explain the inferences, conclusions, predictions, and generalizations. Those inferences, conclusions, predictions, and generalizations may be found to be valid or may need to be omitted or revised based on the evidence found in the text.
