Grade 05 ELA - EC: E05.D.1.2.2
Grade 05 ELA - EC: E05.D.1.2.2
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
- Identify introductory elements in sentences.
- State the rule for punctuating an introductory element from the rest of the sentence.
- Distinguish between introductory elements that need and don’t need commas to separate them from the rest of the sentence.
- Apply understanding of punctuating introductory elements by adding the correct punctuation to various sentences.
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- By the end of the day everyone was exhausted.
- At the corner by the tree turn left.
- To water the garden use the sprinkling can.
- For the girl who was in the car it was a really long ride.
- Running quickly she was able to escape the zombie.
- Explain why sentences with introductory elements require commas.
- Construct sentences that contain correctly punctuated introductory elements.
Answer Key/Rubric
- Student identifies introductory elements in sentences. Introductory elements are phrases or clauses that come before the main clause of a sentence. They prepare a reader for the rest of the sentence.
- 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.
- Student distinguishes between introductory elements that need and don’t need commas to separate them from the rest of the sentence. Brief introductory phrases generally don’t need a comma. For example: Yesterday afternoon we waited for Tom to visit. After his nap, Max felt better.
- Student is able to apply understanding of how to correctly punctuate introductory elements.
- By the end of the day, everyone was exhausted.
- At the corner by the tree, turn left.
- To water the garden, use the sprinkling can.
- For the girl who was in the car, it was a really long ride.
- Running quickly, she was able to escape the zombie.
- Student explains why sentences with introductory elements need commas. This requires the student to thoughtfully identify and explain what an introductory element is and then punctuate it correctly. Being able to “prove” why a comma is needed assures that the student understands the rule.
- Student constructs sentences that correctly use and punctuate introductory elements. Punctuating introductory elements correctly should be evident in a variety of venues including stand-alone sentences as well as being a part of larger writings.
