Grade 4 · ELA
Goal
Find a theme of the story, and use details from the text to support it.
You'll need
Scissors, a glue stick, and crayons.
Help with the hands, not the answer
Add these words to the student's AAC device before the lesson
kite, wind, tail, paper, tape, crash, try, again, fix, fly, learn, mistake, teach, theme
Words from the check are left out on purpose.
What's in this packet
Standards the check measures
CA Common Core ELA 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.
CA Common Core ELA RL.4.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.
CA Common Core ELA L.4.2.d: Spell grade-appropriate words correctly, consulting references as needed.
These are California's standards. Outside California, check the code and wording against your state's framework before citing them in an IEP.
Activity answers
Color the answer. What happened first? Kite crashed. What is a theme? Mistakes can teach us.
Problem or fix?. Problem: Kite crashes; Tail too short; Paper rips. Fix: Longer tail; Patch with tape; Try again
What happened?. 1. Kite crashes 2. Jun makes longer tail 3. Wind rips the paper 4. Kite climbs high
What did Jun learn?. Kite crashes: Tail was too short. Paper rips: Paper needs a patch. Kite flies: Jun can teach others
Spell the word. KITE
Jun wanted to fly a kite at the park, so he built one from paper and sticks. On the first try, the kite spun in a circle and crashed. Two boys on a bench laughed.
Jun looked at the broken kite and saw that the tail was too short. He made a longer tail and tried again. This time the wind ripped the paper, so he patched it with tape.
On the third try, the kite climbed above the trees. Each crash had shown Jun something new. The next day, the two boys asked him to teach them how to build one.
Color the right box.
What happened first?
What is a theme?
Sort the cards.
Problem
Fix
Cut out along the dashed lines
Put them in order.
Cut out along the dashed lines
Match each one.
Cut out along the dashed lines
Spell this word.
Cut out along the dashed lines
How the student chose answers (mark one)
Independent, adult could not see
Independent, adult could see
With touch, a held device, or cues
Mark the last one if anyone touched the student, held anything for them, or cued them while they chose. Help with cutting or gluing after they chose doesn't count as support, but an adult who saw the choice means "adult could see."
Help after the student chose
Results
Date ____________ Check run by (role) ____________________
| Item | Standard | Student's answer | Right? |
|---|---|---|---|
| 1 | RL.4.2 | ||
| 2 | RL.4.2 | ||
| 3 | RL.4.1 | ||
| 4 | RL.4.1 | ||
| 5 | L.4.2.d | ||
| 6 | L.4.2.d |
Each question with four choices can be guessed right 1 time in 4. These 6 items are too few to conclude from alone. The on-screen report waits for 20 items at a level.
Nadia saw a new student sitting alone at lunch with no food. She walked over and gave him half of her sandwich. The next week, that student saw a younger girl crying on the bus. He sat with her and let her listen to music on his headphones. Soon, other students began to look for people who needed help. Nadia had only given away half a sandwich, but her kindness kept spreading.
Choose your answer, then color its box.
Which sentence best states a theme of this story?
Which is the best summary of this story?
Choose your answer, then color its box.
Why did the student sit with the younger girl?
What does the last sentence suggest about what Nadia did?
Spell the word for the meal eaten in the middle of the day. Choose each letter. Glue them on the strips.
Cut out along the dashed lines
Spell the word for the large vehicle that takes students to school. Choose each letter. Glue them on the strips.
Cut out along the dashed lines
Keep this away from the check, and use it only for scoring afterward.
| Item | Standard | Question | Answer |
|---|---|---|---|
| 1 | RL.4.2 | Which sentence best states a theme of this story? | One kind act can spread to others |
| 2 | RL.4.2 | Which is the best summary of this story? | A small kindness leads others to help too |
| 3 | RL.4.1 | Why did the student sit with the younger girl? | She was crying and he wanted to help |
| 4 | RL.4.1 | What does the last sentence suggest about what Nadia did? | It mattered more than it first seemed |
| 5 | L.4.2.d | Spell the word for the meal eaten in the middle of the day. | LUNCH |
| 6 | L.4.2.d | Spell the word for the large vehicle that takes students to school. | BUS |