Students will read a description of first and third person narrations. Students will then read background information, read a passage, and write in order to change the passage from third to first person narration. This resource supports English language development for English language learners.

Students will read a description of a conclusion, a prompt, a template, and a checklist. The students wil then write in order to complete the template and respond to the checklist questions. This resource supports English language development for English language learners.

Students will read a prompt and write a response about saving water or electricity. Students will then draw a picture to accompany their writing. This resource supports English language development for English language learners.

Students will read directions and write a poem about George Washington. This resource supports English language development for English language learners.

Students will read a passage and write a possible explanation for how people rethought the decision to go to war. This resource supports English language development for English language learners.

This resource supports English language development for English Language Learners. Students can read the classic fairy tale online or print out the available PDF. Accompanying audio is also available for supporting comprehension and building fluency.

Students will read a prompt that includes probing questions in order to write an essay about the meaning of freedom. This resource supports English language development for English language learners.

Students will read paragraphs and write to explain what will likely happen next. This resource supports English language development for English language learners.

Students will read a poem and directions in order to write a bio poem about themselves. This resource supports English language development for English language learners.

Students will read a description of conclusions and a passage. Students will then write a conclusion to the passage. This resource supports English language development for English language learners.

Students will read a description of a conclusion and a passage. Students will then write a conclusion for the passage. This resource supports English language development for English language learners.

Students will read a description and examples of thesis sentences. Students will then read various topics and write a thesis sentence for each topic. This resource supports English language development for English language learners.

Students will read a prompt and probing questions in order to write to respond to the prompt. Students will then draw a picture to accompany their writing. This resource supports English language development for English language learners.

In this lesson,students work to transform narrative-style letters into poetic format and they are forced to think carefully about where to end each line. Students begin by discussing letters they have written and working with an online tool as an introduction to letter poems. As a group, students look at a letter form of “This is Just to Say” by William Carlos Williams and add line breaks to turn it into a poem. They then compare the poem they created with the original, discussing why the poet made the line break choices he did. Next, students
work in small groups to rewrite another letter as a poem and then compare the various groups’ results with the original poem. Students then use a Venn diagram to compare letters and poems. Finally, they compose their own letter poems.

In this lesson using Ben’s Dream, a picture book by Chris Van Allsburg, students highlight ten major landmarks of the world: the Statue of Liberty, Big Ben, the Eiffel Tower, the Leaning Tower of Pisa, the Parthenon, the Sphinx, St. Basil’s Cathedral, the Taj Mahal, the Great Wall of China, and Mount Rushmore. After reading and discussing Ben’s Dream, students identify the landmarks shown in the book and examine photographs of them. Working in small groups, students select one landmark to research. Using their research skills, students locate these famous landmarks, conduct further research on them, publish their findings using an online tool, and share that information with the class.

Students will learn about America's first gold rush, which took place in North Carolina in the early 1800s. They will then utilize their understanding of the gold rush and its affect on North Carolina by completing a creative writing assignment.

Students listen to a read aloud of a children's science book and watch a short video on how plankton migrate in the ocean. Students write a poem describing their feelings about what they heard and saw.

This course was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 4th Grade English Language Arts.

This course was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 4th Grade English Language Arts. 

Students researching the formation of each type of rock and use the evidence from knowledge of the rock cycle to write a story about a pet rock. The story will include the rock changing from magma to each type of rock including igneous, sedimentary, and metamorphic. Students will present their pet rock story to the class.