Grade 04 ELA - EC: E04.C.1.2.2
Grade 04 ELA - EC: E04.C.1.2.2
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
- Identify facts that relate to the topic that will be used in the informative writing.
- Define terms that will be used in the informative writing to provide needed information about the topic.
- Determine the usefulness of facts, definitions, concrete details, quotations or other information included in writing to assure their importance in supporting the topic.
- Categorize facts, definitions, concrete details, quotations, or other information used in the writing to organize the writing in a logical manner.
- Add additional facts, definitions, concrete details, quotations, or other information based on predictions of what readers might need to further clarify the topic upon reading the piece of writing.
- Critique and adjust order of information in the writing to assure most logical order.
Answer Key/Rubric
- Student identifies facts that: are directly related to the topic; provide additional support for the topic; are meaningful and significant.
- Terms that may not be generally known by the reader should be defined in the writing. Informative writing often is about a topic the writer knows well; an acknowledgement that the reader may need some background information is made.
- Student is able to determine the usefulness of facts, definitions, concrete details, quotations, or other information included in writing is carefully considered to assure that each one provides direct support for the informative writing’s topic. Information that isn’t directly connected or is repetitive should be omitted.
- Student orders and/or categorizes the facts, definitions, concrete details, quotations, or other information included in writing. A logical order should be evident. Possible choices for ordering the material are order of importance, chronological order, or another order that can be logically defended.
- Student analyzes the facts, definitions, concrete details, quotations, or other information used in the topic reasons to determine if they adequately provide information on topic. If gaps are found in the information, additional information is added to support the topic.
- Student considers other possible orders for the information in the writing and continues using the same order or adjusts the order of reasons to provide additional information about the topic. This might be a “what if” exercise that encourages the writer to try out other orders.
