Grade 04 ELA - EC: E04.D.2.1.3
Grade 04 ELA - EC: E04.D.2.1.3
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
- Identify the intended audience of a writing sample.
- Identify the purpose of a piece of writing.
- Compare sentences that convey the same general message using different words and phrases.
- Identify reasons why an author might choose specific words or phrases over another choice.
- Evaluate writing to determine if alternate words or phrases might have the intended effect.
- Construct sentences where words and phrases are chosen for effect.
Answer Key/Rubric
- Student identifies the intended audience of a piece of writing. This is important as the words and phrases chosen need to be appropriate to the audience. Longer, more complex sentences may be too challenging for some audiences. Word selection is dependent upon audience to ensure the audience’s comprehension.
- Student will identify the purpose of a writing sample. Possible purposes might be to inform, entertain, persuade, tell a story, or another purpose. Words and phrases should be chosen to most directly align with the purpose.
- Student compares sentences that convey the same general message using different words or phrases. ( The girl was scared. / The girl was terrified.) The student should determine which sentence in the pair shows better use of words or phrases for effect.
- Student identifies reasons why an author might choose specific words or phrases over another choice. These reasons may include wanting to emphasize a point, show connections, provide background knowledge or another reason.
- Student evaluates writing to determine if alternate words or phrases might more strongly support the intended effect. The student considers how words and phrases contribute to the tone, rhythm, and/or meaning of the text. The student examines alternative options for words and phrases and is able to explain why choices are made.
- Student constructs sentences where words and phrases are deliberately used for effect. This might be an individual sentence or part of a longer piece. The student should make deliberate, thoughtful word and phrase choices to meet the intended purpose for the intended audience.
