Grade 04 ELA - EC: E04.C.1.3.3
Grade 04 ELA - EC: E04.C.1.3.3
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 transitional words or phrases that can be used to show order/sequence of events.
- Identify the transitional word(s) or phrase(s) found in given sentences.
- Modify given narrative paragraph to include transitional words or phrases.
- Demonstrate the use of transitional words or phrases in narrative writing.
- Revise narrative writing to include transitional words or phrases.
- Critique 2 reading passages and explain how the transitional words, or lack thereof, impact the reader.
Answer Key/Rubric
- Student will create a list of words or phrases that show order. The list may include, but is not limited to: first, second, later, next, after, last, then…
- Student will read sentences provided and identify the transitional word or phrase used. Student may add these words or phrases to their personal list of transitions.
- Student will revise a given narrative paragraph to include transitional words or phrases. The student should strive to use unique words for each transition, no repeats.
- Student will review their own piece of narrative writing and identify areas where transitional words or phrases can be integrated. Student will make the revisions to include transitions as he/she sees fit. Student should be encouraged to use unique transitions.
- Student reads his/her own narrative writing sample. Student should make revisions to include transitional words or phrases. Student should strive to use sophisticated transitional words or phrases and should not repeat previously used transitions. For example, instead of “second” student may consider using, “right after, later on, after that, …”
- Student will read 2 given narrative writing pieces and identify the uses of transitional words or phrases. Student will critique the use of transitions and how they impact the reader’s understanding of sequence. Student will revise the reading sample without these transitions to include them.
