Grade 04 ELA - Standard: CC.1.5.4.D
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
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.