Grade 05 ELA - Standard: CC.1.4.5.T
Grade 05 ELA - Standard: CC.1.4.5.T
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
- List the five stages of the writing process.
- Identify the intended audience of the writing.
- Identify the intended purpose of the writing.
- Apply the five stages of writing to develop and strengthen writing.
- Compose, edit, and revise written pieces that demonstrate a change in order to strengthen the writing toward the intended audience and purpose.
- Defend changes made in writing.
- Continue to revise writing using the five stages of writing to develop and strengthen writing.
- Consider whether to revise, rewrite, or try a new approach based on what’s most fitting for the intended audience and purpose.
Answer Key/Rubric
- Student lists the five stages of the writing process:
- Planning-In this stage, the writer prepares to write. This might include brainstorming, speedwriting, list making or other techniques for gathering ideas.
- Revising-In this stage, the writer considers content and ways to improve it. This stage is likely done many times in a polished writing assignment.
- Editing-In the editing stage, the writer looks at the mechanics of the writing. He/she looks for punctuation errors, agreement errors, word usage, and other similar factors.
- Rewriting-In this stage, the writer takes what has been found in the revision and editing stages and includes needed changes in the writing.
- Publishing-In this stage, the writer shares the writing with the intended audience.
- Student identifies the intended audience of a piece of writing. The audience’s knowledge of and opinion toward the topic should be considered. Matching a piece of writing to an audience provides some of the focus for a piece of writing.
- Student identifies the intended purpose of a piece of writing. The purpose might be to inform, persuade, explain, or entertain. Matching a piece of writing to the intended purpose provides some of the focus for a piece of writing.
- Student applies and uses each of the five stages of writing to guide revision of a piece of writing. This is a lengthy process and the middle stages of the writing process likely are repeated multiple times. Students should understand and demonstrate that revising, editing, and rewriting is a length process and vital to creating a great piece of writing.
- Student composes, edits, and revises written pieces that demonstrate a change in order to strengthen the writing toward the intended audience and purpose. When the student looks at the initial draft and the most current draft, an intentional, purposeful change is seen in how the writing now better meets the intended audience and purpose.
- Student is able to thoughtfully defend changes made in writing. The revision process has been done purposefully and intentionally and the writer is able to explain why changes were made.
- Student continues to revise writing using the five stages of writing to develop and strengthen writing. Revision is an ongoing process that can be completed numerous times to make writing stronger. Revision may include input from others. Peers and/or adult editors should be employed as appropriate and useful.
- Student considers whether to revise, rewrite, or try a new approach based on what’s most fitting for the intended audience and purpose. Based on the writing, the audience, and purpose the writer may choose to revise, rewrite, or begin over with a new approach.
