Grade 04 ELA - EC: E04.C.1.2.1
Grade 04 ELA - EC: E04.C.1.2.1
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
Grade Levels
4th Grade
Course, Subject
English Language Arts
Related Academic Standards / Eligible Content
Activities
- Name a topic that can be developed as an informative piece of writing.
- Match the appropriate audience to each given informational topic.
- Choose one topic/audience pair and describe why the informative writing topic matches the intended audience.
- Organize and group information logically to support the writer’s purpose.
- Hypothesize about audience’s reaction to informative writing selection and adjust the writing accordingly.
- Compare various topics being considered for development as an informative writing piece, critique topics, and choose topic based on findings.
Answer Key/Rubric
- Student states a topic that would be appropriate for development as an informative topic. A good topic is one where the author can provide focused information in a logically organized manner.
- Student will correctly match given audiences with a list of informational topics. The student will recognize which groups may be interested in which topics, and will be able to support their choices.
- Student is able to explain why a topic is appropriate to a particular audience. The student should give information about why that audience would be interested and what about the topic is of particular interest to the intended audience.
- Student is able to logically organize the information to support the purpose of informing the intended audience about the topic. The student should select an organizational structure that makes sense for both the information and the audience.
- Student’s response demonstrates understanding of what possible audience reactions might be to reading the informative writing and shares a plan to revise writing to include responses to these reactions.
- Student has evaluated the focus of the paper to assure that it is properly narrowed in scope and that the focus of the writing is consistent.
