Grade 04 ELA - Standard: CC.1.4.4.T
Grade 04 ELA - Standard: CC.1.4.4.T
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
- Recognize and mark punctuation and spelling errors in a peer’s work.
- Identify and mark grammar errors in a peer’s work or in a given set of sentences.
- Edit your own work for punctuation, grammar, and spelling based on a peer’s assessment of your work.
- Assess and suggest edits and revisions to a peer’s work, including suggestions about the content, to strengthen their writing.
- Revise your own work based on suggestions from peers and adults who have reviewed your work.
Answer Key/Rubric
- The student will recognize and mark punctuation, spelling, and grammar errors in another student’s work. Look for the student to recognize capitalization and punctuation errors, and grade-appropriate spelling errors in their peer’s writing. After finding the errors, the student should suggest an appropriate correction for their peer.
- The student will recognize and mark grade appropriate grammar errors in another student’s work. The student should be able to identify errors in subject/verb agreement, conjunctions, comma use, and other grade-level grammatical skills. The student should identify the errors and suggest a correction if one is not obvious, but the author should do the actual corrections.
- The student should consider the suggestions made by a peer during the editing process and make necessary corrections to his/her work. Look for evidence that the student understands the skills related to the errors, and for the student to have the ability to determine which edits make his/her writing better and which are unnecessary. The student should be able to explain his/her choices.
- The student will edit and revise a peer’s writing. The student will identify and correct any spelling and grammar errors, as well as revisions to content that may be necessary. The student should consider the type of writing, the main idea and supporting details, and how these work together to convey the author’s message. When possible, suggestions should be made to allow for substantial improvement in the peer’s writing.
- The student will review the suggestions for edits and revisions from peers and adults who have reviewed their work, and will determine what revisions would strengthen their writing. The student should show an understanding of how the suggested revisions will work together, which will work together and which are in conflict. The student should be able to provide a rationalization for the revisions that they accept and those that they reject. Look for the student to understand that revision suggestions are not necessarily better than their original material, and that various suggestions may not work together to create a better piece of writing.
