Aligned with common core standards this is a fantastic tool to ensure mastery of language arts standards. This provides daily repetitive practice of the language arts standards for 4th grade. This resource is to be used with your language arts core curriculum stories. As the story changes, you use the same form to practice the standards with your students. It creates exposure and a solid frame in which to practice, and now master.
Repetition is a key element of success for so many of our students. This is true not only for our general education students, but also those with special needs, and language learners. This is not just duplication; it is part of good study practice. These tools will not become stagnant, because they are changing with each story. The key standards are always addressed.
Let’s think about how one learns to ride a bike. Did we get on once and master the skill? Or did we meet success only through repetition? The students need the ability to practice the standards in a structured way. Neuroscientists have found that repetition has a permanent effect on memory. You are differentiating for each student with your answer expectations. Every student is practicing standards at their own ability.
This tool can be used in the classroom, as homework, or small group instruction. Once you implement it, you will realize how simple but powerful these standard practice tools can be. Get ready to shoot down your standards!
We would like to give ideas of how to implement these standard packets into your daily instruction. You will use this packet for every language arts story you teach throughout the year. Each student will receive his or her own packet to work on throughout the story. Your expectations of what the students will produce and do on their own will change with the trimesters.
Do a picture walk with your students to predict what they think the story and problem will be. Students will determine the genre and purpose of the story. Finally, students are required to write a one-paragraph summary of the story.
You pick two words as a class, or individually, or even in groups. Students will determine meanings of words using context clues. They will explain how they found the definition by telling the location of the word within the story. Have the students find a word from the story that can have a multiple meaning. They can copy the sentence from the story and then create a sentence on their own with the other meaning of the word. Students will write a response to literature. You will decide the prompt, for example respond to the title, the setting, the characters actions, and so on.
Have the students go on a word hunt for 4th grade grammar terms. Then they will identify a fact and an opinion from the story.
Create a plot summary by creating a sentence description about the beginning, middle and ending events. Make a connection with themselves and the story. Then knowing the difference between factual and inferential questions will be addressed.