Grade 05 ELA - EC: E05.E.1.1.2
Grade 05 ELA - EC: E05.E.1.1.2
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 evidence from the text that supports claims, opinions, ideas, and inferences.
- Arrange evidence in a logical order that leads to stronger support of the topic.
- Construct writing that uses evidence from the text to support the claims, opinions, and ideas of the writing.
- Categorize evidence used in the writing to organize the writing in a logical manner.
- Consider and explain why evidence is ordered in chosen way.
- Add additional evidence or modify the order of the evidence based on predictions of what readers might think/interpret upon reading the piece of writing.
- Determine if evidence adequately and appropriately supports claims, opinions, ideas, and inferences on topic. Revise evidence as needed to provide additional topic support.
- Critique and adjust order of evidence to assure most logical order.
- Investigate additional evidence from the text that may provide further support for topic. Analyze and determine its usefulness.
Answer Key/Rubric
- Suitable evidence from the text directly relates to the topic, provides additional support for the topic, and is meaningful and significant.
- Evidence is arranged in a logical order. Logical order might be order of importance, chronological order, or another order that can be logically defended.
- Writing is constructed that uses evidence taken from the text to directly support the claims, opinions, and ideas of the writer being referenced in the writing. Evidence chosen directly relates to and supports the main ideas.
- Student orders and/or categorizes the evidence included in writing into groupings and/or orders that make sense. Similar evidence is generally used together. Likely a logical order is order of importance, chronological order, or another order that can be logically defended.
- Student can articulate why the order of evidence in the writing is presented as it is. Revisions are made based on new findings.
- Writer considers the understanding, interpretation, and reaction of the reader of the writing and modifies the order and evidence used based on that information.
- Writer analyzes the evidence given and how it directly connects to and supports the claims, opinions, ideas, and inferences stated. Evidence is revised if it doesn’t demonstrate a direct connection to or strong support for the stated needs.
- Writer considers other possible orders for the evidence and based on findings continues using the same order or adjusts order of evidence to provide additional support for the claims, opinions, ideas, and inferences made in the writing. This might be a “what if” exercise that encourages the writer to try out other orders.
- Writer researches and examines additional evidence that might provide additional support for the claims, opinions, ideas, and inferences made in the writing. If additional reasons are added to writing, their place is carefully considered.