Grade 04 ELA - Standard: CC.1.4.4.G
Grade 04 ELA - Standard: CC.1.4.4.G
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 possible positions or opinions about the topic or text assigned. Recall information about the topic/from the text to assist in identifying possible positions.
- Select one position from your list, and list details or information from the text/topic that supports that opinion.
- Categorize statements and details from the text as either supporting or not supporting your chosen opinion.
- Construct an opinion statement using supporting details or information from the text.
- Develop a logical argument to support your opinion.
- Develop logical rebuttals to other positions/opinions.
Answer Key/Rubric
- The student will identify the possible positions on the subject or text assigned. You may wish to have students complete this verbally or in writing, independently or in small groups. Look for the student(s) to recognize positions that make sense and can be supported with evidence. This brainstorming activity may result in a large number of possible positions.
- The student will choose one position from the list created in the brainstorming activity, and will list details or information that supports that opinion. Look for the details selected to support the student’s chosen position, and to provide a solid base for a written opinion piece on the assigned topic.
- The student will categorize a given list of details and statements from the text/about the given topic as either supporting or not supporting his/her position. The student should show understanding of what their his/her position means, and what information best supports it. Look for the student to understand the difference between examples and non-examples of details that support their opinion.
- The student will construct an opinion statement that clearly outlines his or her opinion about the topic. The student should use the supporting details he/she has outlined in the previous steps to construct the statement. Look for the student to understand the difference between an opinion and factual references. The student should understand that the supporting details may help form his/her opinion, but that the opinion should be distinct.
- The student will develop a logical argument to support his/her opinion on the topic. The student will use the details and information he/she has located, classified, and thought about through the process of developing his/her opinion. Common errors include using the supporting details as arguments, rather than to support original arguments and restating facts rather than generating an opinion.
- The student will use the details and information they have located, classified, and thought about as he/she developed his/her opinion to create rebuttals to other possible positions on the topic. The student should show an understanding of the idea that there may be many possible positions on the same topic, and should carefully look at the positions he/she has identified that are in opposition of his/her own. Look for the student to use his/her supported arguments to formulate a rebuttal statement for at least one other argument on the same topic. Common errors might include simply listing information or details rather than constructing an argument against the other position.
