Grade 05 ELA - Standard: CC.1.5.5.D
Grade 05 ELA - Standard: CC.1.5.5.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
Related Academic Standards / Eligible Content
Activities
- State the purpose for speech.
- List logical sequencing options for a speech.
- Identify the audience for the speech.
- State the general observation and focus for a speech.
- Provide main points that support the idea or theme.
- Speak clearly and at a steady pace.
- Evaluate sources being considered for investigation/research.
- Gather information for narrowed topic and main topics from vetted sources.
- Align supporting details and reasons with main topics.
- Organize researched information in a sequential, logical order.
- Hypothesize about audience’s reaction to report of an opinion and adjust the presentation accordingly.
- Present facts and relevant descriptive details that support the main idea or theme while speaking clearly with adequate volume, appropriate pacing, and clear punctuation.
Answer Key/Rubric
- Student identifies the purpose for the speech. Possible purposes include: to inform, to entertain, to persuade, and to explain.
- Student lists logical sequencing ideas possible for the speech. Possible organizational sequences include chronological, order of importance, or another order that can be logically defended.
- Student identifies the audience for the speech. Knowing the audience helps the student research, select information, prepare, and present the speech. The audience’s level of knowledge and attitudes toward the topic should be considered.
- Student is able to provide a focus for the speech. A focus narrows the topic to a more manageable scope. The focusing might be driven by audience, topic, or other requirements such as length.
- Student identifies main points that support the idea or theme of the speech. Suitable facts are directly related to the topic, provide additional support for the topic, and are meaningful and significant.
- Student speaks at a clear and steady pace to assist the audience in understanding the information being shared. While changes in pace and/or tone work to make a speech more interesting, a clear, steady pace should be evident throughout much of the speech.
- Student evaluates sources being considered for use in the research being conducted. This is a significant, lengthy process. Student will critically evaluate and analyze resources of all types. He/she assures the credibility, reliability, and validity of the sources.
- Student gathers information from the sources that have been vetted and found to be credible, reliable, and valid.
- Student finds supporting details and reasons that support main topics and matches them appropriately.
- Student organizes information found in research in a logical, organized structure. This structure and the information selected matches the purpose and audience. Selected information is reliable, valid, and contributes to the topic.
- Student’s response demonstrates understanding of what possible audience reactions might be to reading stated opinions and evidence and shares a plan to revise writing to include responses to these reactions.
- Student presents information that has been collected, selected, and organized in a speech. The speech is delivered clearly with adequate volume, appropriate pacing, and clear punctuation.
