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Description
This 3rd and 4th Grade Thanksgiving ELA Activities unit 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 Thanksgiving 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!
Thanksgiving Activities Included in 3rd and 4th Grade Thanksgiving ELA Activities:
Reading Literature: 4 passages
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RL.3.6, RL.4.6- Point of View
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RL.3.5, RL.4.5- Story Structure
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RL.3.3, RL.4.3- Character Focus
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RL.3.2, RL.4.2- Recounting and Morals
Reading Informational: 4 passages
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RI.3.6, RI.4.6- Point of View
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RI.3.7, RI.4.7- Images
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RI.3.5, RI.4.7- Text Features
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RI.3.2, RI.4.2- Main Idea and Key Details
Writing: 1 partner practice activity, 1 prompt, and 2 partner activities
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W.3.3, W.4.3- Narrative Practice Writing
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W.3.3, W.4.3- Narrative Writing
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W.3.5&6/W.4.5&6- Editing and Publishing
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W.3.5&6/W.4.5&6- Editing and Publishing
Speaking & Listening: 3 partner activities
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SL.3.2, SL.4.2- Restate Main Idea/Paraphrase
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SL.3.3, SL.4.3- Information from a Speaker
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SL.3.6/SL.4.6- Producing Complete Sentences
Language & RF: 2 whole group and 2 partner activities
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L.3.1.e/L.4.1.b- Verb Tenses
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L.3.1.c/Review for 4th- Abstract Nouns
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L.3.5.b, L.4.5.c- Synonyms and Antonyms
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L.3.4/RF.4.4- Fluency Practice
This Thanksgiving 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 Thanksgiving ELA Activities unit 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 [email protected].
Standards covered in this particular unit:
RL
RL.3.6- Distinguish their own point of view from that of the narrator or those of the characters.
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.3.2- 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.4.6- Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
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.4.2- Determine a theme of a story, drama, or poem from details in the text; summarize the text.
RI
RI.3.6- Distinguish their own point of view from that of the author of a text.
RI.3.7- Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
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.3.2- Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI.4.6- Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
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.4.2- Determine the main idea of a text and explain how it is supported by key details; summarize the text.
W
W.3.3- Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
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.4.3- Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
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.
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.3.3- Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
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.4.2- Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.4.3- Identify the reasons and evidence a speaker provides to support particular points.
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/RF
L.3.1.e- Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
L.3.1.c- Use abstract nouns (e.g., childhood).
L.3.5.b- Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
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.4.5.c- Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
RF.4.4- Read with sufficient accuracy and fluency to support comprehension.
