Grade 04 ELA - EC: E04.C.1.2.4
Grade 04 ELA - EC: E04.C.1.2.4
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 words that are needed to inform or explain the topic.
- Define vocabulary that is needed to aid the reader in understanding the informative writing.
- Categorize similar vocabulary words and consider how and where they’re used throughout the informative writing.
- Determine when domain-specific, precise vocabulary needs to be used and how it should best be used in the writing.
- Assess the inclusion of precise language and domain-specific vocabulary to determine its effectiveness in creating meaning for the reader.
- Construct sentences in a variety of formats that inform about the topic and use a variety of precise, domain-specific vocabulary words.
Answer Key/Rubric
- Student recognizes and lists the vocabulary words that the reader might define or more fully comprehend in order to understand the informative writing piece. All vocabulary that might not be understood by someone without prior knowledge of the writing topic should be considered.
- The student will provide definitions for unfamiliar vocabulary about their selected topic. Student carefully considers vocabulary used throughout the writing and clearly recognizes how it works to help and inform the reader. Generally, using precise, domain-specific vocabulary is best. When doing that, the writer considers how those words might need to be defined and used for the reader to understand.
- Student will discover the impact of vocabulary words by categorizing the words used in the writing, the writer can thoughtfully use them in ways that they reader can best understand. The writer might use similar words together in a sentence to show connections or contrast.
- The student will independently determine what vocabulary is appropriate for their writing and will include it as they write. The student should select a variety of domain-specific vocabulary, and should include it in meaningful and interesting ways that enhance reader understanding.
- Student carefully considers how the inclusion of vocabulary that is precise and domain-specific for the informative topic contributes to the writing and its overall effectiveness. The reader of the writing is the primary focus during this time. The student needs to assume the role of the reader and assess the writing’s vocabulary. The writer considers if the best vocabulary has been included and if it is used appropriately to provide support in understanding the included words. Adjustments are made to the writing based on the findings.
- As the student composes a piece of informative writing, vocabulary is embedded that is domain-specific and precise. While this vocabulary needs to be used, it should be used thoughtfully. At times, a word may need to be defined for the reader. It might be explicitly or implicitly defined in the flow of the writing. Student needs to consider what vocabulary needs to be introduced purposefully to assist the reader.
