Using Grammar Gallery to Meet the Common Core State Standards
Grammar Gallery can be used to meet the Language, Reading-Literature, and Reading-Informational Text strands of the Common Core State Standards. View the sample materials below (three Grade 4 standards), or sign up for a free trial to view the Common Core materials for ALL grade levels on the site for licensed users.
Grammar Gallery can be used to meet the Language, Reading-Literature, and Reading-Informational Text strands of the Common Core State Standards. View the sample materials below (three Grade 4 standards), or sign up for a free trial to view the Common Core materials for ALL grade levels on the site for licensed users.
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WHITE PAPER
Click here to read "Grammar, the Common Core State Standards, and Grammar Gallery," a paper that illustrates how Grammar Gallery can be used to meet the Language strand of the Common Core State Standards.
Click here to read "Grammar, the Common Core State Standards, and Grammar Gallery," a paper that illustrates how Grammar Gallery can be used to meet the Language strand of the Common Core State Standards.
Grade 4 - Language
• Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
USE GRAMMAR GALLERY:
View the Future Progressive Student Reference Sheet and a sample Main Gallery resource used to meet this standard.
• Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
USE GRAMMAR GALLERY:
View the Future Progressive Student Reference Sheet and a sample Main Gallery resource used to meet this standard.
RL.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Grade 4 - Literature
USE GRAMMAR GALLERY:
Have students read Acting Sensibly. Say: Sometimes a text will give you explicit information. Write explicit on board and lead students to understand that explicit means “clear, obvious, plain to see, or overt.” When a text does not provide explicit nformation, readers have to draw inferences. Write inference on the board and lead students to understand that an inference is a “reasoned conclusion, implication, or suggestion.” To infer is to come to a reasoned conclusion. It’s not a wild guess. It’s based on evidence. Create a T-chart with the heading: “Says Explicitly” on one side and “Infers” on the other. Ask questions to help students differentiate what the text says versus what students can infer from it, and write student ideas under the appropriate column on the T-chart. Look at page one of the story, what does the text tell you about Jackie? [she lives in the Midwest, her parents are divorced, she’s interested in drama, she feels safe and loved] What can you infer about Jackie from the text? [answers will vary, but may include inferences such as she is intelligent, she thinks her life is average, she wants to become an actress/director or go into some other career associated with drama] On what do you base your inference? [answers will vary, but may include she is intelligent because she says she could earn straight A’s, she thinks her life is average because she says she’s safe, loved, and doesn’t get into trouble, she wants to become an actress/director or go into some other career associated with drama because she says her only academic interest is drama] Continue in this same way with each page in the story. Engage students in a discussion about explicit/inferential text: Why do you think authors sometimes give readers explicit information and other times require readers to infer information? [answers will vary]
This type of activity also can be completed with many
other readings, including: What’s in Your Yard?, The
Perfect Run: A Story of Hope and Endurance, The Best Gift: How One Family’s Love Triumphed over
Challenges, Sofia’s Scrapbook, Jordan’s Journal –
PRIVATE!, and Take an Umbrella!
Have students read Acting Sensibly. Say: Sometimes a text will give you explicit information. Write explicit on board and lead students to understand that explicit means “clear, obvious, plain to see, or overt.” When a text does not provide explicit nformation, readers have to draw inferences. Write inference on the board and lead students to understand that an inference is a “reasoned conclusion, implication, or suggestion.” To infer is to come to a reasoned conclusion. It’s not a wild guess. It’s based on evidence. Create a T-chart with the heading: “Says Explicitly” on one side and “Infers” on the other. Ask questions to help students differentiate what the text says versus what students can infer from it, and write student ideas under the appropriate column on the T-chart. Look at page one of the story, what does the text tell you about Jackie? [she lives in the Midwest, her parents are divorced, she’s interested in drama, she feels safe and loved] What can you infer about Jackie from the text? [answers will vary, but may include inferences such as she is intelligent, she thinks her life is average, she wants to become an actress/director or go into some other career associated with drama] On what do you base your inference? [answers will vary, but may include she is intelligent because she says she could earn straight A’s, she thinks her life is average because she says she’s safe, loved, and doesn’t get into trouble, she wants to become an actress/director or go into some other career associated with drama because she says her only academic interest is drama] Continue in this same way with each page in the story. Engage students in a discussion about explicit/inferential text: Why do you think authors sometimes give readers explicit information and other times require readers to infer information? [answers will vary]
This type of activity also can be completed with many
other readings, including: What’s in Your Yard?, The
Perfect Run: A Story of Hope and Endurance, The Best Gift: How One Family’s Love Triumphed over
Challenges, Sofia’s Scrapbook, Jordan’s Journal –
PRIVATE!, and Take an Umbrella!
Grade 4 - Informational Text
RI.4.8. Explain how an author uses reasons and evidence to support particular points in a text.
USE GRAMMAR GALLERY:
Have students read Our View: A City on the Move. Explain that this kind of nonfiction text is called an editorial. In editorials, authors use reasons and evidence to support their point of view. Ask questions to help students identify the points the author is making: What is the main point the author is making in this editorial? [answers will vary, but lead students to understand that the author is forwarding the idea that Springfield has rebounded from a terrible natural disaster because of the efforts of the town’s leaders and citizens] What reasons and evidence does the author
give to support this main idea? [answers will vary, but may include: people are working together to rebuild the city and their lives; tourism will increase by late summer]. If desired, engage students in a discussion
about other kinds of evidence the author could have provided to make a stronger argument (e.g., facts and figures, anecdotal data, and so forth).
This type of activity also can be completed with many other readings, including: Western Water Works—The Largest Amusement Park in the West, How Can I Help?, Consumer Matters, Visit Hawaii … Experience Paradise,
My Blog: Going Green, and You Say Your Piece, We Print Your Piece.
Have students read Our View: A City on the Move. Explain that this kind of nonfiction text is called an editorial. In editorials, authors use reasons and evidence to support their point of view. Ask questions to help students identify the points the author is making: What is the main point the author is making in this editorial? [answers will vary, but lead students to understand that the author is forwarding the idea that Springfield has rebounded from a terrible natural disaster because of the efforts of the town’s leaders and citizens] What reasons and evidence does the author
give to support this main idea? [answers will vary, but may include: people are working together to rebuild the city and their lives; tourism will increase by late summer]. If desired, engage students in a discussion
about other kinds of evidence the author could have provided to make a stronger argument (e.g., facts and figures, anecdotal data, and so forth).
This type of activity also can be completed with many other readings, including: Western Water Works—The Largest Amusement Park in the West, How Can I Help?, Consumer Matters, Visit Hawaii … Experience Paradise,
My Blog: Going Green, and You Say Your Piece, We Print Your Piece.
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