Grade 04 ELA - Standard: CC.1.1.4.D

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

Related Academic Standards / Eligible Content

CC.1.1.4.D CC.1.1.4.D

Know and apply grade-level phonics and word analysis skills in decoding words. • Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words.

Activities

Verbally identify the sound (phoneme) that goes with each letter or letter group (grapheme).
Write the letter or letter group (grapheme) that goes with each sound (phoneme) heard.

Identify common phonics patterns based on a selection provided, independent reading or writing.
Construct a list of words for each phonics pattern you identified in the previous question.

Use phonics and word analysis skills to read an unfamiliar paragraph out loud.

Answer Key/Rubric

The student will be presented with written representations of phonemes (graphemes), and will orally identify the sound (phoneme) that goes with each. Graphemes presented should include single letters as well as those represented by multiple letters (digraphs) (e.g. /th/). Students might work in pairs to assess each other’s work, or this may be a one-on-one activity with the teacher.
The teacher or student partner will present a series of sounds (phonemes). The student will correctly identify the phoneme with its written representation (grapheme). Ensure that the selection presented includes vowels, consonants, and digraphs (multiple letters). If working with a student partner, the teacher should monitor students for correct pronunciation as they work.
The student will identify common phonics patterns based on a written selection. They may use a teacher-provided selection, their own reading, or their own writing. Acceptable answers may include, but are not limited to:
1. Vowel patterns – (vowel)_e, oy, ay, oe, etc
2. Word family patterns – ack, ore, ight, etc

The student will generate a list of words for each pattern they identify in the previous question. Each word list should include at least three words, to ensure that the student understands the pattern and can identify words within the pattern independently. Look for students to understand that only initial sounds change in word family patterns, as well as exceptions to some of the patterns (i.e. have does not follow the silent-e rule and should not be included).
The student will use what they know about phonics and word analysis to decode an unfamiliar passage. The passage should be approximately at the student’s reading level, but should not be something he or she has previously read. Look for the student to use a variety of skills, including phonics, syllabication, and their knowledge of word structures to decode as he/she reads.