Grade 04 ELA - Standard: CC.1.4.4.W

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.1.4.4.W CC.1.4.4.W

Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

Activities

Identify important ideas in a print or digital source.
Recognize where you could go to find information on a particular topic.

Summarize the information found in a source.
Separate the important/relevant information on a topic from additional details.

Assess and organize your notes on a topic into a logical sequence.
Cite evidence for the information you have gathered by creating a list of sources.

Answer Key/Rubric

The student will identify the main points and ideas in a source. The student may highlight, underline, take notes, or use any other appropriate method to determine what points should be remembered. Look for the student to be able to find the main ideas of the source as a whole, as well as individual sections of the source.
The student will recognize sources where information could be found on each topic in a given list. The student should choose sources that will offer relevant information in a quality and quantity that are sufficient for the project or assignment at hand. Look for the student to understand that different sources have different strengths and different types of information and to apply that understanding to his/her selections.
The student will review a source, and will provide a summary of the main points of the source. Look for the student to be able to pull the main points out of the source and combine them in a readable summary that gives the reader the important information in a condensed format. Common errors include listing or retelling the information instead of creating a summary.
Given a list of statements on a topic, the student will mark the important/relevant details. Look for the student to understand the difference between main ideas and supporting details or material added to add interest. Look for evidence that the student is able to separate the main ideas from the supporting details.
The student will read over his/her notes, and will critically assess what is important and what is not. He/she will organize the important information into a usable format, in a logical sequence. Look for the student to independently determine what information can be applied to the project or assignment, and what information will not help. The useful information should be organized so that it is usable as they move forward.
The student will create a list of sources for the information gathered. Look for the student to list enough information for another person to locate the source. He/she should provide the name of the resource, the author, web address (if applicable) or book title and any other important details. The student should understand that this exercise is important because of the larger issue of giving credit to work that is not his/her own.