Grade 04 ELA - EC: E04.B-C.2.1.2
Grade 04 ELA - EC: E04.B-C.2.1.2
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
Activities
- Identify the organizational structure of two informational texts.
- Identify text features found within two or more informational texts.
- Determine the central meaning of a text using text features and/or organizational structures.
- Compare the differences and similarities between text structure and usage of text features in two different informational reading passages.
- Analyze the author’s usage of text and organizational structures from a given reading passage and cite how those structures contribute to the reader’s understanding.
- Investigate the organization of a given text and explain how the organization impacts the reader.
Answer Key/Rubric
- Student identifies organizational structures in two informational texts. Common organizational structures for informational texts include: order of significance, chronology, comparison, cause/effect and problem/solution.
- Student identifies text features in two or more informational texts. Some text structures for informational texts include: chapters, subject headings, charts, graphs, bold print words, captions, labels and maps.
- Student uses the text features and organizational structures in the informational text to more deeply understand the text’s central meaning. After identifying the organizational structure, the student considers how it contributes to the meaning of the text. For example, if the organizational structure is order of significance, the student can determine what the author considers the most important information.
- Using two or more texts, the student identifies the similarities in the overall structure of events, ideas, concepts, information, or text features. When noting the similarities, the student can begin to surmise that the information is accurate and valid. When noting the differences, the student should begin to further question and the accuracy and validity of the information presented.
- Student shows an understanding of how texts are organized. Further, the student can find and note points where the organization changes and begin to draw conclusions as to why the author may have changed the organization. When the organizational structure changes intentionally, it likely signifies something of importance. The student should question the reasons for the change and identify possible reasons.
- Student analyzes the author’s purpose and considers how the overall structure contributes to that purpose. How does the author’s purpose (inform, explain, persuade, entertain) match the organizational structure (chronological, order of importance, etc.) and text features used? How does this help the reader? For example, the order of importance helps the reader to identify and focus on the most important information.
