Grade 05 ELA - Standard: CC.1.5.5.G

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.G CC.1.5.5.G

Demonstrate command of the conventions of standard English when speaking based on grade 5 level and content.

Activities

Define the function of conjunctions.
Define the function of prepositions.
Define the function of interjections.
Define perfect verb tenses (past, present, and future) and tell when each is used.
Identify if the action in a sentence is in the past, present, or future.
Define regular and irregular verbs.
Identify the intended tense of a sentence as past, present, or future based on the timing of the action.
Match the correct pairs of correlative conjunction words.
Define a sentence.
State the rules for subject-verb and pronoun-antecedent agreement.
State the rules for punctuating a series.
State the rule for punctuating an introductory element from the rest of the sentence.
State the rule for punctuating yes and no when used in a sentence.
State the rule when punctuating tag questions in a sentence.
State the rule for punctuating direct addresses.

Determine which perfect verb tense (past, present, or future) is used.
Form and use regular and irregular past, present, and future tense verbs to show time, sequence, states, or conditions through the use of verb tenses.
Determine sentences that could best use correlative conjunctions to contribute to meaning.
Determine the agreement of subject and verb within sentences.
Determine the agreement of pronouns and antecedents within a sentence.

Use sentences with conjunctions, prepositions, or interjections to convey meaning when speaking.
Construct sentences that demonstrate correct perfect verb tense use for use when speaking.
Construct sentences that correctly use verb tenses to convey various times, sequences, states, and conditions for use when speaking.
Construct sentences that demonstrate the use of consistent verb tense for use when speaking.
Construct sentences the employ correlative conjunctions to show relationships between words or groups of words for use when speaking
Construct complete sentences for use when speaking.
Construct complete sentences that demonstrate correct subject/verb agreement for use when speaking.
Construct complete sentences that demonstrate correct pronoun/antecedent agreement.
Construct sentences that correctly punctuate a series for use when speaking.
Construct sentences that contain correctly punctuated introductory elements for use when speaking.
Construct sentences that correctly punctuate yes or no, tag questions, and direct addresses for use when speaking.

Answer Key/Rubric

Student knows the definition of a conjunction. A conjunction is a word or group of words that connect words or groups of words. Example: That pizza was hot and tasty. And connects hot to tasty.
Student knows the definition of a preposition. A preposition is a word or phrase that shows relationship between other words and phrases. Example: The boy put the bat in his room. In is a preposition showing the relationship between where the bat and room are. Prepositions begin prepositional phrases. In the previous example sentence, in his room is the prepositional phrase.
Student knows the definition of an interjection. An interjection is a word or phrase used to express strong emotion or surprise. The interjection is separated from the rest of the sentence by a comma or exclamation. Example: Wow, did you see that?
Student states that perfect verb tenses are used to show the timing of one event compared to another. They are formed with helping verbs have, has, had, will, and shall and the past participle of the verb.
1. Present perfect tense – Shows an action that just recently finished or one completed at sometime in the past. Present perfect verb tense uses has or have as helping verbs. (Example: I have played basketball.)
2. Past perfect tense – Shows action that came directly before another past action. Past perfect tense uses the helping verb had. (Example: I had played basketball.)
3. Future perfect tense – Shows action that will happen before another action happens in the future. Future perfect tense uses the helping verbs will have and shall have. (Example: By tomorrow, I will have played basketball.)
Student carefully decodes a sentence to discern if the event in the sentence took place in the past, present, or future. The student must be able to determine this to decide which verb tense is correct.
Student defines regular and irregular verbs. Regular verbs are those whose conjugation follows the regular pattern of adding –s, -ed, and –ing to form its inflected parts. (i.e. walk, walks, walked, walking). An irregular verb follows some other pattern. (i.e. drink, drinks, drank, drunk)
Student carefully reads or listens to a sentence, paragraph, or essay to determine if the action is based in the past, present, or future. The student needs to make a determination on the time of the event(s) in the sentence to be able to determine if the correct verb is used.
Student identifies and matches correct pairs of correlative conjunctions. Either/or, neither/nor, not only/but also, both/and, whether/or, just/as, just/so, as/so.
Student identifies that sentences must have a subject, verb and express a complete thought. That is, it should make sense standing alone.
Student states that a subject/verb and a pronoun/antecedent must agree in number. If the subject is singular, the verb must be singular. If the subject is plural, the verb must be plural. The same is true for the pronouns and their antecedents.
Student is able to state the following rules:
1. Commas are used to separate three or more items (words, phrases, or clauses) in a series.
2. Semicolons are used to separate phrases or clauses in a series if one or more of the phrases or clauses already contains a comma.
3. A colon is used to introduce a formal list. Colons can only be used after complete sentences or after an introductory phrase that contains the word “following.” i.e. The following are needed: tent, sleeping bag, and insect repellant.
Student is able to state that a comma should be used after an introductory phrase or clause. These might be two or more prepositional phrases, a participial phrase, an infinitive phrase, or an adverb clause.
Examples:

In the corner of the house, the puppy hid.
Walking carefully, she balanced four bags of groceries.
To make a cake, you’ll need many ingredients.
When I answered the question, I wasn’t very confident.

The student should state that when a question is answered with either a yes or no, use a comma to separate the yes or the no from the rest of the sentence. Generally, the word is used at the beginning of the sentence; use a comma after it.
The student should state that a tag question is separated from the declarative statement by a comma. For example, You’re going home now, aren’t you?
The student should state that a direct address is when the person speaking uses the name or a nickname for the person they are speaking to. The name in the direct address is always set apart from the rest of the sentence by a comma or commas. If the name is at the end, as in the example above, the comma goes before the name. If the name is at the beginning of the sentence, the comma goes after the name. If the name is in the middle of the sentence, the name has a comma before and after.

Student determines which perfect verb tense (past, present, or future) is used to show the time relationship between two elements. The student correctly identifies the helping verb and the past participle of the verb.
Student forms and uses regular and irregular past, present, and future tense verbs. To do this, the student needs to understand singular and plural verbs and the time-factor of when an event in a sentence took place. Singular verbs generally end in –s. Regular verbs generally follow this pattern. Present (walk, walks), future (will walk), past (walked). Irregular verbs
Student identifies sentences that could be strengthened or sentences that could be combined with correlative conjunctions to show relationships among words and phrases within them. He/she might find a sentence that could use correlative conjunctions to show a relationship between parts of the sentence. Or, two or more sentences might be combined with correlative conjunctions to show relationships.
Student determines the agreement of subject and verb within sentences. To do this, the student needs to find the correct subject and the correct verb and identify whether each is singular or plural.
Student is able to determine the agreement of pronoun and antecedent within sentences. To do this, the student needs to find the correct pronoun and the correct antecedent and identify whether each is singular or plural.

Student uses sentences with conjunctions, prepositions, or interjections to convey exact meaning The speaker considers how these words show relationships between various parts of the sentence and/or show emotion. Conjunctions combine elements within the sentence. Prepositions help to add detail.
Student constructs sentences that use past, present, and future perfect verb tenses correctly. Using the correct perfect verb tenses should be evident in speaking.
Student constructs sentences that use verb tense correctly. Demonstrating the skill of using the correct verb tenses should be evident in speaking.
Student constructs sentences, paragraphs, and essays that use verb tense correctly. Using the correct verb tense should be evident in writings of various lengths including stand-alone sentences as well as being a part of larger writings.
Student uses correlative conjunctions to show relationships between words or phrases. Words/phrases can be of equal or the same type, or they can be not equally important. Student uses these correctly when speaking.
Student is able to construct complete sentences. This should be evident in student’s speaking.
Student constructs sentences that demonstrate correct subject/verb agreement. Correct subject/verb agreement is evident in student’s speaking.
Student constructs complete sentences that demonstrate correct pronoun/antecedent agreement. These sentences are evident in student’s speaking.
Student constructs sentences that correctly punctuate a series. Pauses are done correctly as part of a series when speaking.
Student constructs sentences that correctly use and punctuate introductory elements. Pauses after introductory elements are done correctly when speaking.
Student constructs sentences that use commas correctly with yes or no, tag questions, and direct addresses. Pauses after with yes or no, tag questions, and direct addresses are done correctly when speaking.