Grade 05 ELA - EC: E05.E.1.1.1
Grade 05 ELA - EC: E05.E.1.1.1
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
Activities
- Name a topic that can be developed through a text-dependent analysis.
- Identify an audience that aligns with the writing.
- State an opinion and/or topic that can be supported through a text-dependent analysis.
- Identify an organizational structure that will logically support the writer’s purpose.
- Explain why a topic is appropriate for development as a text-dependent writing.
- Relate the opinion and/or topic to be developed to an audience.
- Compile a list of opinions and/or facts that align with the writing.
- Organize ideas to support the stated opinion and/or topic.
- Compare various topics being considered for development as a writing piece, critique topics, and choose topic based on findings.
- Hypothesize about audience’s reaction to the writing selection and adjust the writing accordingly.
- Conduct a thorough analysis of explicit and implicit meanings from the text to effectively support claims, opinions, tasks, and inferences.
- Based on assessment of idea, opinion and/or topic, student draws conclusions as to why the chosen organizational structure is appropriate.
Answer Key/Rubric
- Student states a topic that would be appropriate for development as a writing topic. A good topic is one that can be supported from evidence in the text to support an opinion.
- Student has properly identified an audience that would be interested in, convinced by, or otherwise matches with the topic.
- Student is able to provide a focus for the stated informative topic. A focus narrows the topic to a more manageable scope. The focusing might be driven by audience, topic, or other requirements such as length.
- Student identifies an organizational structure that will support the topic. An appropriate organizational structure is one that presents information in an order that assists the reader.
- Student is able to explain why a topic is appropriate for development as a writing piece. A good topic is one that has evidence in the text that will provide facts and/or opinions to support the stated understanding of the text.
- Student shows why the opinion and/or topic and stated audience are appropriately matched for continued writing development.
- Student compiles a list of appropriate opinions and/or facts from the text that align with the topic. Appropriate facts and/or opinions are substantial, accurate, and directly reference the text using relevant key details, examples, quotes, facts, and/or definitions.
- Student employs an organizational structure that clearly supports the topic. Relevant details are used to support the main topic.
- Student’s response demonstrates understanding of why a topic is most appropriate for further development as a writing piece. Topics that will be most successful have a controlled focus and have substantial evidence within the text.
- Student’s response demonstrates understanding of what possible audience reactions might be to reading the text-dependent analysis and shares a plan to revise writing to include responses to these reactions.
- Student has analyzed the text thoroughly and deeply to assure that the best support has been found to reinforce the controlling idea.
- Student is able to share why the chosen organizational structure is the best for the writing piece.
