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This 3rd and 4th Grade ELA St Patrick’s Day 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 St. Patrick’s Day 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 Grade ELA St Patrick’s Day Activities Include:
Reading Literature: 4 passages
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RL.3.9/RL.4.9- Compare and Contrast
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RL.3.1/RL.4.1- Ask and Answer
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RL.3.2/RL.4.2- Moral of the Story
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RL.3.3/RL.4.3- Character Focus
Reading Informational: 4 passages
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RI.3.2/RI.4.2- Main Idea
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RI.3.5/RI.4.7- Text Features
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RI.3.1/RI.4.1- Ask and Answer Questions
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RI.3.9/RI.4.9- Compare and Contrast
Writing: 2 partner activities, 1 independent activity, and 1 prompt
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W.3.4,5,6/W.4.4,5,6- Editing and Publishing
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W.3.4,5,6/W.4.4,5,6- Editing and Publishing
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W.3.2/W.4.2- Informative Introductions
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W.3.2/W.4.2- Informative Writing
Speaking & Listening: 2 partner activities and 1 small group activity
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SL.3.2/SL.4.2- Recounting Different Media
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SL.3.6/SL.4.6- Complete Sentences
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SL.3.4/SL.4.4- Report on a Topic
Language & RF: 4 partner activities
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L.3.2.d- Possessive Nouns
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L.3.2.b- Commas in Addresses
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L.3.2.c/L.4.2.b- Dialogue
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L.3.1.f/L.4.1.f- Sentences
This St. Patrick’s Day 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!
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These activities were created to be used alongside the ELA curriculum! If you’re interested in checking that curriculum out, click here for 3rd and click here for 4th!
This 3rd and 4th Grade ELA St Patrick’s Day Activities purchase is for one single classroom only.
If you would like to share 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 [email protected].
Standards covered in this particular unit:
RL
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.3.1- Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
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.3.3- Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
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.
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.
RL.4.3- Determine a theme of a story, drama, or poem from details in the text; summarize the text.
RL.4.3- Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
RI
RI.3.2- Determine the main idea of a text; recount the key details and explain how they support the main idea.
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.4.1.- Compare and contrast the most important points and key details presented in two texts on the same topic.
RI.4.2- Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.4.7- Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
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.4.9- Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
W
W.3.4- With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
W.3.5- With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here.)
W.3.6- With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
W.3.2- Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.4- Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
W.4.5- With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4 here.)
W.4.6- With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
W.4.2- Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
SL
SL.3.2- Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.3.6- Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 here for specific expectations.)
SL.3.4- Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
SL.4.2- Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.4.6- Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 here for specific expectations.)
SL.4.4- Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
RF & L
L.3.2.d- Form and use possessives.
L.3.2.b- Use commas in addresses.
L.3.2.c- Use commas and quotation marks in dialogue.
L.3.1.i- Produce simple, compound, and complex sentences.
L.4.2.b- Use commas and quotation marks to mark direct speech and quotations from a text.
L.4.1.f- Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*
