Grade 04 ELA - Standard: CC.1.4.4.A
Grade 04 ELA - Standard: CC.1.4.4.A
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
Activities
- List what you already know about the topic you have selected. Identify areas of the topic with which you are unfamiliar.
- Identify what you want people to know about the topic you are writing about. Recognize what you need to learn more about before you write.
- Construct an outline of the information you want to share about your topic. Organize the information in a logical manner.
- Make observations and/or collect information to support your arguments or ideas. Add the evidence to your outline.
- Formulate a draft that explains your ideas and clearly conveys the information you have gathered about your topic.
- Revise your writing for word choice, style, and internal consistency to sharpen the clarity and focus of your writing.
Answer Key/Rubric
- The student will list the information already known about the assigned or chosen writing topic. Look for the student to create a robust list of information on the topic and to identify holes in his/her knowledge on the topic.
- The student will identify the information on the topic that he/she wants to convey to the reader. Look for the student to identify the most relevant information on the topic, and the important details and subtopics. The student should show understanding of the main ideas of the topic he/she will be writing about.
- The student will create an outline of the information he/she wants to share in the text. Look for the student to organize the information in a logical sequence, and to cover all of the main ideas relevant to the topic in his/her outline. The outline should contain sufficient information to meet teacher expectations for length.
- The student will make observations, conduct research, or read relevant books or articles as necessary to collect information to support his/her ideas and arguments. The student should determine where he/she can find supporting evidence, and should independently seek and find that evidence. The evidence should be matched with the appropriate information in his/her outline. Look for the student to find information from a variety of appropriate and reliable sources.
- The student will create a draft that clearly conveys the ideas and the information he/she has gathered about the assigned or chosen topic. The draft will meet teacher requirements for length. Look for the student to use concise language, to cite evidence to support his/her ideas and arguments, and to examine the topic in depth. The information in the draft should be organized in logical arguments, and should serve to inform the reader about the chosen or assigned topic.
- The student will revise his/her draft, focusing on word choice, style, and internal consistency, to ensure that the writing clearly and concisely communicates his/her ideas and information about the topic. Look for the student to make careful word choices, to convey precisely what was intended. The student should be able to independently determine what factors of word choice, style, and internal consistency will create the best impression for the reader.
