This 3rd and 4th Grade ELA Valentine’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 Valentine’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 Valentine’s Day Activities Include:
Reading Literature: 4 passages
RL.3.5/RL.4.5- Story Structure
RL.3.3/RL.4.3- Character Focus
RL.3.9/RL.4.9- Compare and Contrast
RL.3.4/RL.4.4- Unknown Words and Phrases in a Text
Reading Informational: 4 passages
RI.3.5/RI.4.7- Text Features
RI.3.9/RI.4.9- Compare and Contrast
RI.3.8/RI.4.5- Text Structure
Writing: 2 prompts and 2 partner activities
W.3.7&8/W.4.7&8- Research Practice
W.3.7&8/W.4.7&8- Research Writing
W.3.3/W.4.3- Narrative Practice
W.3.3/W.4.3- Narrative Writing
Speaking & Listening: 2 partner activities and 1 small group activity
SL.3.1/SL.4.1- Collaborative Conversation
SL.3.5/SL.4.5- Verbal Recordings
SL.3.6/SL.4.6- Complete Sentences
Language & RF: 3 partner activities and 1 independent activity
L.3.1.f/L.4.1.b- Subject-Verb Agreement
L.3.1.g/4th Review- Superlatives
This Valentine’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!
This 3rd and 4th Grade ELA Valentine’s Day 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.firstname.lastname@example.org.
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.3.3- Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
RL.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.3.4- Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
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.4.3- 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).
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.4.4- Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
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.3.9- Compare and contrast the most important points and key details presented in two texts on the same topic.
RI.3.8- Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
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.4.7- 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.4.9- 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.4.3- 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.3.7- Conduct short research projects that build knowledge about a topic.
W.3.8- Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
W.3.3- Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.4.8- Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.4.8-Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
W.4.3- Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
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.3.5- 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.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.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.4.5- Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
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.)
L.3.1.f- Ensure subject-verb and pronoun-antecedent agreement.*
L.3.1.g- Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
L.3.2.a- Capitalize appropriate words in titles.
RF.3.4- Read with sufficient accuracy and fluency to support comprehension.
L.4.1.b- Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
L.4.2.a- Use correct capitalization.
RF.4.4- Read with sufficient accuracy and fluency to support comprehension.