Grade 04 ELA - EC: E04.E.1.1.1

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

E04.E.1.1.1 E04.E.1.1.1

Introduce text(s) for the intended audience, state an opinion and/or topic, establish a situation, and create an organizational structure in which related ideas are logically grouped to support the writer’s purpose.

Activities

Identify the intended audience of a writing sample.
Identify the purpose of a piece of writing.

Compile a list of opinions and/or facts that align with the writing.
Organize ideas to support the stated opinion and/or topic.

Evaluate a writing sample and critique whether the chosen organizational structure of the writing sample is effective.
Anticipate the audience’s reaction to a writing sample and revise the writing sample to better support the audience.

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 compiles a list of appropriate opinions and/or facts from the text that align with the topic. Appropriate facts and/or opinions are substantial, accurate and can be found explicitly in the text. Student may support their list with key details, examples, quotes, facts and/or definitions found within the text.
Student utilizes an organizational structure that clearly supports the topic. Student identifies details that support the main topic. Student may employ the “OREO” strategy: Opinion, Reason, Example, Opinion – restated, or any other strategy that helps organize the writing.
Student evaluates writing to determine the effectiveness of the organization and/or structure of the writing is effective. Student may offer ideas to an alternate structure or include notes about how to rearrange the organization of the writing to have a deeper impact on the audience.
Student reads a writing sample and anticipates the audience’s reaction to it. Student will determine if the writing sample is appropriate for the intended audience, if so, student will articulate why it is appropriate. If not appropriate, the student will revise the writing sample to make it appropriate for the intended audience.