Grade 04 ELA - Standard: CC.1.5.4.A

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

CC.1.5.4.A CC.1.5.4.A

Engage effectively in a range of collaborative discussions on grade-level topics and texts, building on others’ ideas and expressing their own clearly.

Activities

Report what you know about a topic to a small group.
State your opinion on a topic or text during a group activity.

Construct a response to a peer’s opinion or thoughts on a topic.
Interpret the ideas expressed by others on a topic or text to formulate a response or opinion.

Develop a logical argument on a topic, taking other people’s points or arguments into consideration.
Explain or generalize ideas in a group setting, citing evidence from text or conversations with others.

Answer Key/Rubric

The student will report what he/she knows on a topic to a small group, forming an articulate and well thought out idea that he/she is able to share with the group. Look for the student to share information clearly and concisely, including as much information as is appropriate for the situation.
The student will formulate and share an opinion about a topic or text during a group activity. The student should articulate his/her opinion or position on a topic clearly and concisely, keeping in mind that it is an opinion. Look for the student to understand that his/her opinion is specific to him/her, and that others may not agree.
After listening to a peer express thoughts or an opinion on a topic, the student will construct and articulate a response. The student should show an understanding of the ideas shared by the peer, and should add to the conversation with his/her response. Look for the student to introduce his/her ideas into the conversation respectfully, and to further the conversation by sharing ideas and responses that are on topic and relevant.
The student will listen to the ideas and opinions expressed by peers, and will interpret those responses to formulate a response of his/her own. Look for the student to use the peers’ responses to craft his/her own responses, building answers on the information shared by the peers. This should be true of the student response whether agreeing or disagreeing with the comments made by the peers. In both cases, the student should expand on the conversation by sharing his/her own ideas and opinions on the topic.
The student will develop a logical argument on a topic, after listening to others discuss it. The student will include information learned from others as well as rebuttals to arguments he/she does not agree with. Look for the student to share thoughts in a logical order, carefully sharing his/her argument with others. The student should show an ability to share his/her own ideas, and to think quickly to answer questions about his/her ideas. The student should also be able to make shifts in the discussion as new information or ideas are presented by conversation partners.
The student will explain his/her ideas in a group setting, supporting claims with evidence from text or previous conversations. Look for the student to determine what information supports his/her ideas and to discern the quality of peers’ ideas, before utilizing the ideas to support his/her own ideas. The student should participate in a conversation about his/her ideas, rather than simply listing them to passive listeners. He/she should show that he/she has a dynamic understanding of the topic by making changes to the ideas as indicated by what is learned from others.