Grade 04 ELA - EC: E04.D.2.1.1
Grade 04 ELA - EC: E04.D.2.1.1
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
- Revise the sentences to use precise words that “show” rather than “tell”.
- Stretch given simple sentence to include additional details.
- Modify given sentences to use precise language.
- Revise sentences to use figurative language to enhance the sentences.
- Assess and revise own narrative writing for precise language.
- Critique a narrative writing sample and illustrate how precise language adds to the reader’s experience.
Answer Key/Rubric
- Student will be given a list of sentences. Student will review the sentences to use precise language to convey the same meaning as the given sentence with more detail. For example, student may revise “He was tired.” To “He could barely keep his eyes open.”
- Student will use question words: who, when, where, why, doing what to stretch a simple sentence into a more precise idea. For example the sentence “The man was tired” could be stretched by including more information in answer to each of these questions. You could include more information about the man (the man sitting next to me), when the event occurred (yesterday, the man sitting next to me), or where you were (the man sitting next to me on the train).
- Student will revise given sentences to use precise language. Students may employ many strategies to show precise language: show, don’t tell, figurative language, stretching sentences, etc. The student will use at least one strategy per sentence, and will take care not to use all of the strategies at once.
- Student will revise given simple sentences or paragraphs to include figurative language including, but not limited to: onomatopoeia, similes, metaphors, hyperbole, etc.
- Student carefully reviews his/her own narrative writing. Student locates areas that can be improved upon using different literary devices including, but not limited to onomatopoeia, similes, metaphors, hyperbole, figurative language, etc.
- Student critiques a narrative writing sample. Student locates examples where the author used precise language and uses those examples in their critique to support the use of precise language and the impact it has on a reader’s experience and understanding.
