Grade 04 ELA - EC: E04.A-V.4.1.2
Grade 04 ELA - EC: E04.A-V.4.1.2
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
- List and illustrate pairs of synonyms and antonyms.
- Sort a given set of similes and metaphors with the correct heading.
- Classify a given set of examples of figurative language with the proper headings.
- Define common idioms given, as if to an alien from another planet.
- Incorporate similes and metaphors into writing samples, making sure of proper context.
- Construct a list of idioms, adages and proverbs gathered from a given reading, and provide a definition or explanation for each.
Answer Key/Rubric
- Student creates a list of synonyms and antonyms. Student will illustrate these pairs, either with a drawing or by finding pictures, to ensure understanding.
- Student will be given a set of similes and metaphors. Student will sort these similes and metaphors into the proper headings.
- Student is given a set of phrases. Student must correctly categorize these phrases. For example, the student would put the phrase, “as dark as night” under the simile heading.
- Student is given a list of idioms, and will define them. For example, “She spilled the beans” – students could define as “She talked too much and told the secret” – or some variation of that. Students can illustrate the literal and the figurative meanings.
- Student will write a brief paragraph using at least 1 metaphor and 1 simile. Student’s writing should include 3 instances of figurative language, 2 metaphors and one simile or 2 similes and one metaphor.
- Student will read a reading passage and identify instances of figurative language. Student will create a list of the figurative language included in the passage and identify what type of figurative language it is. For example, student would list “bite your tongue” and identify that as an idiom. The student will provide a definition or explanation for each piece of figurative language, showing understanding of how figurative language is used to convey meanings other than the literal meaning.
