Grade 04 ELA - EC: E04.B-C.3.1.2

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

E04.B-C.3.1.2 E04.B-C.3.1.2

Integrate information from two texts on the same topic in order to demonstrate subject knowledge.

Activities

List important information found in 2 or more given informational texts.
Use text features to understand information in a text.

Group and classify information from multiple texts.
Determine groups and classify information across several informational texts.

Revise understanding of material based on new findings in a second or subsequent text.
Identify and assess inconsistencies between informational texts on the same or similar topics.

Answer Key/Rubric

After reading the given informational text, the student identifies the main points that the author is making. These main points align with the authors’ purpose and provide the meaning of the text.
Student identifies text features in an informational text. These text structures might include chapters, subject headings, charts, graphs, bold print words, captions, labels and maps. Student uses text features to provide information about the text.
Student finds main points in multiple informational texts. Student classifies these main points from most important to least important in relation to alignments with the author’s purpose.
After finding main points from multiple informational texts, the student classifies and groups similar information. There are, likely, many ways to classify and group information, and in classifying the information here, there may not necessarily be a single “right” answer. By classifying and grouping the information, students begin to see main ideas emerge.
Upon reading additional texts on a similar subject, the student may need to revise his/her current understanding of material based on new learning. If contradictory information is found, the student further investigates the conflicting information to determine what is most correct.
After reading multiple informational texts and finding information within the texts that isn’t consistent among them, the student investigates why information is inconsistent. The student may need to find additional texts or do additional research. The student needs to make judgments about how to proceed with trusting the information when conflicts are found.