Origami Task Card: Goals Sheet
Reading (CA Educational Standards for the English Language Arts (Grade 5))
1. Word Recognition
1.1 Read aloud narrative and expository text fluently and accurately and with appropriate
pacing, intonation, and expression.
In the Good level, the children could read the story of The Bunny Rabbit Olympics. The
story is an excellent opportunity for them to read the material with appropriate pcing,
intonation, and expression
2. Vocabulary and Concept Development
1.2 Use word origins to determine the meaning of unknown words.
In the Expert level, the question asking about the difference between a Valley Fold and a
Mountain Fold could be found online; however, an easier approach to understanding the
terms is by actually looking at the individual words of the unknown terms, like how the
Valley Fold is a fold that looks like a valley in the shape of a V whereas the Mountain
Fold is a fold that would look like a mountain in the shape of an upside-down V.
3. Structural Features of Informational Materials
2.1 Understand how text features (e.g., format, graphics, sequence, diagrams, illustrations,
charts, maps) make information accessible and usable.
In all of the levels of the Origami task card, the students should be able to read the text to
the diagrams of the folding steps so that they would make the information in the diagrams
more understandable.
Writing (CA Educational Standards for the English Language Arts (Grade 5))
4. Organization and Focus
1.1 Create multiple-paragraph narrative compositions
1. Establish and develop a situation or plot.
2. Describe the setting.
3. Present an ending.
In the Good level, the students should be able to write a story incorporating the characters
of the rabbit and the frog with an established situation or plot, along with a description of
the setting, and an ending.
5. Writing Applications (Genres and Their Characteristics)
2.1 Write narratives:
1. Establish a plot, point of view, setting, and conflict.
2. Show, rather than tell, the events of the story
Similar to the goal above. Testing to see whether the students will be able to write a
narrative with the given requirement.
Written and Oral English Language Conventions (CA Educational Standards for the
English Language Arts (Grade 5))
All students should be able to use correct sentence structure, grammar, punctuation,
capitalization, and spelling in the writing portion at the end of each level.
Et Cetera (NOT from the CA Educational Standards for the English Language Arts
(Grade 5))
FUN!!! Hopefully, this exercise will be enjoyable for the students.
Lower achievers: The origami task card might bring out hidden skills in students who
might be labeled as “lower achievers.” Which leads to…
Multiple intelligences: The category of intelligence (Howard Gardner) in folding origami
is the visual-spatial intelligence. The origami activity should provide an opportunity in
which the students can exercise this type of intelligence.
Zone of Proximal Development: The student should be able to do the origami tasks with
minimal help from an adult.