Grade 05 ELA - EC: E05.D.2.1.3
Grade 05 ELA - EC: E05.D.2.1.3
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 the intended audience of a piece of writing.
- Identify the purpose of a piece of writing.
- Match punctuation, including commas and end marks, with their general purposes.
- Compare sentences with the same wording but different punctuation.
- Identify reasons why an author might choose specific punctuation over another choice.
- Evaluate writing to determine if alternate punctuation might have the intended effect.
- Construct sentences where punctuation is used for effect.
Answer Key/Rubric
- Student identifies the intended audience of a piece of writing. This is important as the punctuation chosen needs to be appropriate for the audience. Punctuation often works to make sentences longer and more complex, and this needs to be considered for the intended audience.
- Student identifies the purpose of a piece of writing. This is important as the punctuation chosen needs to be appropriate for the purpose. Possible purposes might be to inform, entertain, persuade, tell a story, or another purpose.
- Student identifies punctuation marks and explains their general use. These include commas, periods, exclamation marks, and question marks.
- Student compares two sentences with different punctuation and same words, then considers the differences in meaning of the sentences. For example: Yes, I understand your response. Yes! I understand your response!
- Student identifies reasons why an author might choose specific punctuation over another choice. These reasons might include wanting to emphasize a point, wanting to show connections, wanting to provide background knowledge, and other reasons.
- Student evaluates writing to determine if alternate punctuation might more strongly support the intended effect. The student considers how punctuation contributes to the tone, rhythm, and/or meaning of the text. The student examines alternative options for punctuation and is able to explain why choices are made. The student understands that while some punctuation choices are incorrect, often it may not be a question of right or wrong, but what is better for the purpose.
- Student constructs sentences where punctuation is used for effect. This might be a sentence or part of a longer piece. The student has made deliberate, thoughtful choices of punctuation to meet the intended purpose for the intended audience. Punctuation is used to contribute to the tone, rhythm, and/or meaning of the text. Punctuation choices made are deliberate.
