Integrated Tasks
L.5.1e
Standard: L.5.1 Demonstrate command of the conventions of Standard
English grammar and usage when writing
or speaking.
e. Use correlative conjunctions (e.g., either/or, neither/nor).
Language Progressive Skills by Grade: The skills, marked with an asterisk (*) in
Language standards 1–3, are particularly likely to require continued attention in
higher grades as they are applied to increasingly sophisticated writing and speaking.
Integrated Tasks
Students will compose a narrative, opinion, or informational/expository writing
piece using the Nancy Fetzer organizers and writing curriculum, focusing on the
Conventions of Standard English. Provide an explicit opportunity for students to use
correlative conjunctions (both-and, not only-but so, not-but, either-or,
neither-nor, whether-or, as-as) in sentences. Students will share their writing
with a partner, working together to peer edit their work. Next, they will extend
their research of the topic and create a PowerPoint or other multimedia
presentation that they will share with the class. (SL.5.1,5.2,5.3,5.4,5.5,5.6,
W.5.4,5.5,5.6,5.7,5.10)
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Use the LCPS Narrative Writing Rubric
Use the LCPS Opinion Writing Rubric
Use the LCPS Informational Writing Rubric
Correlative Conjunctions—Tasks:
1. Tape up sentence strips with correlative conjunctions all around the classroom.
For homework kids read—or shop—the world, looking for correlative conjunctions
in
• their science or social studies book;
• advertisements;
• other people’s speech.
Or maybe they will make one up. Give them note cards to record the discoveries
they make in their daily lives. Building on the shopping metaphor, we see the
concept applied, and we continue to clarify it. Posting these finds on the wall keeps
our pattern growing.
2. Now students are ready to revisit an essay or writer’s notebook entry and see if
they can include correlative conjunctions in their sentences. We can continue the
conversation about why we use correlative conjunctions.
3. Direct students to review the following examples of correlative conjunctions in
the sentences. Then have them write sentences that include their own correlative
conjunctions.
Both Lisa and Denise enjoyed the movie.
Sherri would rather play the banjo than sing.
Integrated Tasks
L.5.1e
One day Tyler will be as tall as Jaden.
Have them work on this activity with a partner, and then share their responses with
this class. (SL.5.1,5.2,5.3,5.4,5.5,5.6, W.5.4,5.5,5.6,5.7,5.10)
Correlative Conjunction Task:
Write appropriate correlative conjunctions in the blanks to complete each sentence:
1. I want ___________ the cookie ___________ the brownie.
2. I will have ___________ the soup ___________ the salad.
3. I want ___________ a cat ___________ a dog because I don’t like animals.
4. I’m going ___________ to the party, ___________ to the sleepover.
Writing and Language Tasks:
Have students write daily journal entries throughout the year in which they include
correlative conjunctions (both-and, not only-but so, not-but, either-or, neithernor, whether-or, as-as). Each day after students finish their journal entries, have
them trade them with a partner, and have each person underline or highlight and
identify the various correlative conjunctions used. (SL.5.1,5.2,5.3,5.4,5.5,5.6,
W.5.4,5.5,5.6,5.7,5.10)