This 3rd and 4th ELA Spring Activities pack is filled with ELA activities for 3rd and 4th graders. There are themed activities for each of the six Common Core Standards domains (RL, RI, L, SL, RF, and W). Your students will practice their ELA standards while incorporating the spring theme as well. This will take some of the stress off of your plate by providing you with standards-based and Common Core-aligned seasonal activities!
Each domain will have 3-4 activities or passages. The domains are Reading Literature, Reading Informational, Writing, Speaking and Listening, Language, and Foundational Skills. There will be a mix of hands-on partner, whole group, and independent activities.
Please check out the preview to get a clearer idea of all that you’re getting!
3rd and 4th ELA Spring Activities Includes:
Reading Literature: 4 passages
RL.3.5/RL.4.5- Sequencing a Story
RL.3.2/RL.4.2- Moral of the Story
RL.3.9/RL.4.9- Compare and Contrast
Reading Informational: 4 passages
RI.3.9/RI.4.9- Compare and Contrast
RI.3.5/RI.4.5- Text Structures
RI.3.1/RI.4.1- Ask and Answer Questions
RI.3.3/RI.4.3- Making Connections
Writing: 2 prompts, 1 independent activity, and 1 partner activity
W.3.3/W.4.3- Narrative Writing
W.3.3/W.4.3- Narrative Writing
W.3.2/W.4.2- Informative Writing
W.3.2/W.4.2- Informative Writing
Speaking & Listening: 2 partner activities and 1 independent activity
SL.3.1/SL.4.1- Collaborative Conversations
SL.3.3/SL.4.3- Information from a Speaker
SL.3.5/SL.4.5- Audio Recording and Visual Display
Language & RF: 3 independent activities and 1 partner activity
L.3.4.a/L.4.4.a- Context Clues
L.3.4.b,c/L.4.4.b- Prefixes and Suffixes
L.3.2.g,L.4.2.d/L.4.4.c- Reference Materials
L.3.5.c- Shades of Meaning
This spring set is part of a growing bundle. Want all future themes?
This resource is an add-on to the ELA units I have created for Common Core. All of these activities are standards-based activities. What makes these unique is that they are themed to a holiday or a season!
This 3rd and 4th ELA Spring Activities purchase is for one single classroom only.
If you’re interested in sharing with other classrooms, make sure to buy the extra licenses for a discount through the TeachersPayTeachers tool. If you are interested in a site license, please contact me for a quote at jessica.L.email@example.com.
Standards covered in this particular unit:
RL.3.5- Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
RL.3.2- Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
RL.3.9- Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)
RL.4.5- Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
RL.4.2- Determine a theme of a story, drama, or poem from details in the text; summarize the text.
RL.4.9- Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
RI.3.9- Compare and contrast the most important points and key details presented in two texts on the same topic.
RI.3.5- Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
RI.3.1- Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.3- Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
RI.4.9- Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
RI.4.5- Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
RI.4.1- Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.3- Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
W.3.3- Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.3.2- Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.3- Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.4.3- Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
SL.3.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
SL.3.3- Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
SL.3.5- Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
SL.4.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
SL.4.3- Identify the reasons and evidence a speaker provides to support particular points.
SL.4.5- Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
L & RF
L.3.4.a- Use sentence-level context as a clue to the meaning of a word or phrase.
L.3.4.b- Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
L.3.4.c- Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
L.3.2.g- Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
L.3.4.d- Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
L.3.5.c- Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
L.4.4.a- Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
L.4.4.b- Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
L.4.4.c- Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.