Grade 04 ELA - EC: E04.E.1.1.2
Grade 04 ELA - EC: E04.E.1.1.2
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
Activities
- Identify evidence from a given text to support given claim or opinion.
- Arrange evidence in a logical order that leads to stronger support of the topic.
- Construct writing that uses evidence from the text to support the claim, opinions, and ideas of the writing.
- Categorize evidence used in a writing sample to organize the writing in a logical manner.
- Analyze a writing sample and explain why the evidence is ordered a certain way.
- Predict reader’s interpretation of a given piece of writing and revise the writing to strengthen the writing.
Answer Key/Rubric
- Student reads a given reading passage and identifies suitable evidence to support a given claim or opinion. Suitable evidence relates to the claim/opinion, is meaningful and significant to the reader.
- Student will arrange evidence from a given passage into a logical order. The logical order may be chronological, order of importance or another order that can be logically defended.
- Student constructs a writing sample that cites concrete evidence from a supporting text to support the claims, opinions and ideas referenced in the writing. The evidence selected by the student directly supports the main idea.
- Student will categorize evidence found in a writing sample. Similar evidence is generally grouped and used together in the writing. Logical orders used may be order of importance, chronological order or another order that can be logically defended.
- Student reads a given writing sample and explains why a certain order was used by the author. Student may make revisions to the writing and/or the order of the information presented. The student’s explanation should include a description of the order used and an explanation of the reasons that it is effective.
- Student reads a given piece of writing and predicts the reader’s interpretation of the writing. Student will modify the order of the information in the writing to improve reader’s understanding, interpretation and reaction to the writing.
