Grade 05 ELA - EC: E05.D.2.1.4
Grade 05 ELA - EC: E05.D.2.1.4
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.
- Identify words and phrases in writing that are exact, precise words.
- Compare sentences that convey the same general message using different words and phrases.
- Identify reasons why an author might choose specific words or phrases over another choice.
- Evaluate writing to determine if alternate words or phrases might have the intended effect.
- Construct sentences where words and phrases are chosen for effect.
Answer Key/Rubric
- Student identifies the intended audience of a piece of writing. This is important as the words and phrases chosen need to be appropriate for the audience. Longer and more complex sentences with the many phrases may be too challenging for some audiences. Similarly, words chosen need to be appropriate for the audience.
- Student identifies the purpose of a piece of writing. Possible purposes might be to inform, entertain, persuade, tell a story, or another purpose. Words and phrases should be chosen to most directly align with the purpose.
- In a piece of writing, the student identifies words and phrases that are exact and precise. These words and phrases are deliberately chosen and enhance the writing. They might include active verbs, concrete nouns, specific adjectives or adverbs, or prepositional phrases.
- Student compares sentences that convey the same general message using different words and phrases. For example:
- The girl was scared. The girl was terrified.
- He borrowed the shovel from his neighbor. He stole the shovel from his neighbor.
- Student identifies reasons why an author might choose specific words or phrases 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 words or phrases might more strongly support the intended effect. The student considers how words and phrases contribute to the tone, rhythm, and/or meaning of the text. The student examines alternative options for words and phrases and is able to explain why choices are made. The student understands that while some word/phrase 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 words and phrases are deliberately used for effect. This might be an individual sentence or part of a longer piece. The student has made deliberate, thoughtful word and phrase choices to meet the intended purpose for the intended audience. Words/phrases are used to contribute to the tone, rhythm, and/or meaning of the text.
