Grade 04 ELA - Standard: CC.1.4.4.M
Grade 04 ELA - Standard: CC.1.4.4.M
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 the narrative passage(s) from a given series of passages.
- Construct an outline or graphic organizer of ideas for a piece of narrative writing.
- Construct a narrative piece of writing using the outline created above.
- Make observations on the use of figurative language in a narrative writing sample and make revisions to enhance the figurative language.
- Construct a piece of narrative writing to develop a real or imagined story.
- Determine the point of view of a piece of narrative writing (either your own or a given piece) and explain how it affects the reader’s interpretation of the story. Describe how it might be different if written from another point of view.
Answer Key/Rubric
- The student will identify the narrative passage or passages from a given set of paragraphs. Additional provided passages may include opinion, informational, and any other types of paragraphs the student should be able to distinguish between. Include both fictional and non-fiction narratives, to ensure that students understand that both can be narrative writing. Look for the student to identify the passage based on narrative characteristics (tells a story, has characters, etc.).
- The student will provide a definition of the term “narrative writing.” Acceptable answers include, but are not limited to “writing that tells a story,” “writing that includes characters and a plot,” or “a written account of connected events.” Look for the student to demonstrate that he/she understands that a narrative relates a story or set of events that forms a connected piece of writing.
- The student will write a narrative, which develops a real or imagined story or event. The student should meet teacher requirements for length, and should show an understanding of the elements of narrative writing, including characters, plot, and conflict. The student should sufficiently develop each of these elements, to create a robust story with a clear conflict and resolution.
- The student will use his/her own narrative writing sample to make observations about the use of figurative language. Student should make any desired revisions to improve the narrative writing through the use of figurative language. Examples of figurative language include, but are not limited to, similes, metaphors, hyperbole, etc.
- The student will write a narrative, which develops a real or imagined story or event. The student should meet teacher requirements for length, and should show an understanding of the elements of narrative writing, including characters, plot, and conflict. The student should sufficiently develop each of these elements, to create a robust story with a clear conflict and resolution.
- The student will independently determine the point of view (POV) of a piece of writing (either their own or a given piece), and will explain how point of view affects the reader’s interpretation. Acceptable answers may include, but are not limited to, that the POV determines how much information the reader has or that POV may determine how characters are presented (e.g. it depends on how the narrator feels about them). The student should also explain how the story might differ if another POV had been used. Look for the student to understand how POV drives key elements of the narrative by shaping the information that the reader has.
