Grade 05 ELA - Standard: CC.1.5.5.E

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

CC.1.5.5.E CC.1.5.5.E

Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

Activities

Identify task/purpose for speaking.
Identify the audience of a speech.

Match tasks, situations, audience, and/or context with the appropriate tone (i.e. formal English)

Adapt a speech to a specific tasks, situations, audience, and/or context
Explain how proficient speakers make deliberate choices to convey their message.

Answer Key/Rubric

Student identifies task/purpose for speaking. Possible purposes include informing, explaining, persuading, and entertaining. Knowing the purpose of a speech provide the student with a starting point. A topic is not the same as a task/purpose. A topic might be bears. The purpose might be to inform the audience about bears, it might be to persuade the audience to ban hunting of bears, or it might be to entertain the audience with a personal story about an encounter with a bear.
Student identifies the audience for the speech. Knowing the audience helps the student research, select information, and prepare and present the speech. The audience’s level of knowledge and attitudes toward the topic should be considered.
Student matches the task, situation, audience, and/or context with the appropriate tone and level of formality. The student recognizes that some speaking opportunities are less formal while others are very formal. The level of language (i.e. formal or informal English) should match the situation.
Student identifies the task/purpose for speaking, the intended audience, and any other factors that may define the situation and adapts the speech to match. This is a multifaceted match. For example, an informative speech for an audience of experts on the topic would be very different from an informative speech on the same topic for a group of young children. The speaker would likely adjust the content, the vocabulary, the pacing and even the tone.
Student explains how proficient speakers make deliberate choices regarding language, content, and media to capture and maintain the audience in order to convey their message. Considering how and why these decisions are made helps the student understand how they might make the same changes.