Grade 05 ELA - EC: E05.D.1.2.5
Grade 05 ELA - EC: E05.D.1.2.5
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 correctly spelled and misspelled grade level words.
- Identify tools that can provide assistance in spelling words correctly.
- Identify strategies that can provide assistance in spelling words correctly.
- Use tools to confirm correctly spelled and misspelled words.
- Use spelling strategies to assist in spelling.
- Analyze spelling patterns and rules and apply them to new situations.
- Determine and implement personalized strategies and best tools to aid in correct spelling.
- Construct and employ mnemonic devices to aid in correct spelling.
- Construct sentences that contain correctly spelled words.
Answer Key/Rubric
- Student identifies if grade level words are correctly or incorrectly spelled in writing. These writings may be self-produced, peer-produced, or from another source. If the student is unable to determine if a word is misspelled, further research may be necessary. The student should begin to learn when to trust their knowledge of spelling and when to question if a word is misspelled.
- Student identifies tools that might be used to aid in spelling. These might include dictionaries (online and print), spell check devices, glossaries, experts, and others.
- Student identifies various strategies in spelling. These might be phonetic based, rule-based, visual, or morphemic.
- Student employs appropriate tools to confirm the correct spelling or misspelling of a word. The student understands and can demonstrate how to use the tool to assure that the correct spelling is chosen. The student understands that some tools might fit and be more appropriate for some situations.
- Student understands and employs spelling strategies to aid in correct spelling. By understanding the strategies and how they’re represented in words, the student can use these strategies to spell words correctly.
- Student uses spelling patterns and applies them to words in his/her own writing. Seeing spelling patterns in words is important, but being able to apply the patterns to words is the key.
- Student determines which strategies and tools are personally useful and accessible for assisting in correct spelling. While students need to have an understanding of multiple available strategies and tools, each student will likely find that he/she has his/her “go to” strategies and tools. These may be ones that are most accessible, ones that the student finds most easy to use, or ones that for some other reason work best for a student.
- Student constructs mnemonic devices to correctly spell words that are particularly troublesome. Regardless of strategies, patterns, and tools, a student will likely find that there are some words that continue to confuse him/her. The student should create personal mnemonic devices to assist in the correct spelling of these words.
- Student constructs sentences with correctly spelled words. Correct spellings should be evident in a variety of venues, including stand-alone sentences as well as being a part of larger writings.
