Grade 04 ELA - Standard: CC.1.5.4.D

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.D CC.1.5.4.D

Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly with adequate volume, appropriate pacing, and clear pronunciation.

Activities

Identify a main idea or theme for your presentation and determine if you will be able to find enough information to create a presentation.
Recall and list facts and details to support your main idea or themes.

Organize information about your topic into a logical presentation sequence.
Make observations about your topic in order to determine what fact and details will be important to help your listener understand the information you are sharing.

Develop and deliver a logical presentation, citing evidence to support your main idea or themes, paying attention to volume, pacing, and pronunciation.
Critique a peer’s presentation for volume, pacing, and pronunciation.

Answer Key/Rubric

The student will identify possible topics for his/her presentation, and will determine if he/she already knows or will be able to find enough information to create a presentation on that topic. The student should match the length and content requirements of the project assignment to his/her knowledge of the topic and/or where to find information on the topic.
The student will create a list of facts and details that support the main idea or theme of his/her presentation. This list will serve to organize his/her thinking, and give a starting place as he/she begins to plan the project. Look for the student to determine where the holes in are in his/her knowledge of the topic before they begin planning their report.
The student will organize information for a presentation into a logical sequence. The student should be mindful of the flow of information that he/she is sharing, and how it fits together. If sequence is important, the student should pay attention to that, otherwise, the material should be organized in such a way that will make it easy to understand.
The student will make observations about the topic/text/or event he/she will be presenting on, and will use those observations to determine what information is most important to share with the listeners. Look for the student to interpret his/her observations, translating them into data about the topic. The observations should inform his/her research, or help explain what facets of the topic are the most interesting to the listeners.
The student will create a presentation that follows a logical flow, and cites evidence, including facts and relevant and descriptive details to support the main idea or theme. The student should gather information from a variety of sources and compile that information into his/her presentation. The presentation should be interesting and informative, as well as accurate. The student should, when giving the presentation, speak clearly, paying attention to volume, pacing, and pronunciation.
The student will provide a review of a peer’s presentation. The review should focus on delivery, including pacing, volume, and pronunciation. The student should objectively determine if the peer used these conventions in a manner consistent with the material and the assignment. The student should use this as a learning experience, and should apply the lessons from what his/her peers do correctly and incorrectly to his/her own presentation style.