Grade 05 ELA - EC: E05.D.2.1.2
Grade 05 ELA - EC: E05.D.2.1.2
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 words in writing that are exact, precise words.
- Identify phrases in writing that are exact, precise phrases.
- Describe why specific words or phrases found in writing successfully convey ideas precisely.
- Revise a piece of writing to use words and phrases that convey precise ideas.
- Apply an understanding of using precise words by choosing a more specific word or phrase for a bold word or phrase in various sentences.
- Three people were at the game.
- The book was good.
- The man walked away from the zombie.
- I sat in a chair.
- Evaluate a piece of writing to determine if words and phrases have been carefully chosen to convey ideas precisely.
- Construct a piece of writing where words and phrases that convey ideas precisely are used.
Answer Key/Rubric
- In a piece of writing, the student identifies words that are exact and precise. These words are deliberately chosen. The words enhance the writing. They might include active verbs, concrete nouns, or specific adjectives or adverbs.
- In a piece of writing, the student identifies phrases that are exact and precise. These phrases are deliberately chosen. They likely provide detailed information that answers the following questions: Who? What? When? Where? Why? How?
- Student explains that specific words and phrases work to make the writing more clear and meaningful for the reader. The writer should aim to avoid being awkward, vague, or unclear in their word choice.
- Student applies knowledge of choosing and using specific words and phrases to convey ideas precisely. The student can do this by revising writing to include more deliberately chosen words and/or phrases. This might be a revision of a student’s own writing, a peer’s writing, or a teacher-provided example.
- Student answers will vary. The bolded word in the sentences should be replaced with something more precise and specific.
- Student evaluates a piece of writing to determine if words and phrases have been carefully chosen to convey ideas precisely. The writing piece might contain domain-specific vocabulary. Active verbs, concrete nouns, specific adjectives, and adverbs are used. The writing avoids extra words and vague, generic words. The writer has considered the audience and purpose and how they match with the words and phrases that are used in the writing.
- Student constructs a piece of writing where words and phrases that convey ideas precisely are used. This might be a sentence or part of a longer piece. The student has made deliberate, thoughtful choices to meet the intended purpose for the intended audience.
