This parent guide supports parents in helping their child at home with the 4th grade ELA content.

Sstudents write the correct tense of each action verb to match the rest of each sentence.

Students choose a phrasal verb from a word bank to complete the sentences.

Students will read a cloze passage and select prepositions from a word bank to complete the story.

This instructional video discusses attibutive adjectives and how they are used in sentences. Examples are provided to aid in student understanding.

Students will use the common prepositions from the word bank to complete the sentences in this worksheet.

As a way to support teachers with English Language Arts (ELA) instruction during the pandemic, the NCDPI ELA team created choice boards featuring standards-aligned ELA activities.The intended purpose of these choice boards is to provide a way for students to continue standards-based learning while schools are closed. Each activity can be adapted and modified to be completed with or without the use of digital tools. Many activities can also be repeated with different texts. These standards-based activities are meant to be a low-stress approach to reinforcing and enriching the skills learned during the 2019-2020 school year. The choice boards are to be used flexibly by teachers, parents, and students in order to meet the unique needs of each learner.Exploration activities are provided for a more self-directed or guided approach to independent learning for students. These activities and sites should be used as a way to explore concepts, topics, skills, and social and emotional competencies that interest the learner. 

Students will write which version of there, their, or they're best completes each sentence.

Students will write which version of to, too, or two best completes each sentence.

Students will read each group of words and determine whether it's a sentence or fragment.

Students will write the present, past, and future tense of each verb provided.

Students will interview an older relative, neighbor or friend, asking them to tell about a favorite hat from their past. Students will record notes from the interview, and later summarize them in a paragraph. Students will share these paragraphs with their classmates in an oral presentation. This lesson was developed by Sarah Owen-Palethore as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

In this lesson, students will learn about immigration to the United States using primary sources: children's autobiographical stories and videos. In teams, students will practice their conversation and problem solving skills by reading the texts by determining the most important details for the five identified subtopics of the unit: causes, effects, challenges, emotions, and hopes. Students will document their findings in visual representations of each immigrant child. This is a 1 hour per day/4 day lesson. This lesson was developed by Tsianina Tovar as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

This lesson will continue to support students' investigation of the world by identifying word connections from the unit's vocabulary in their graphic organizer (lesson 1). They will work collaboratively in teams to classify the words by the subtopics: cause, effect, challenges, emotions and hopes. This is a 1 hour per day/2 day lesson. This lesson was developed by Tsianina Tovar as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

This lesson will take students to the final phase in this unit, the essay writing. Students have been writing routinely throughout the unit and have had authentic exposure to the language of immigration. Students will write a well-developed, 5-6 paragraph essay articulating their immigration story titled, "I am...." Students will be supported with a graphic organizer, sentence frames and a writing checklist as they write. These subtopics were identified in Lesson 3: cause, effect, challenges, emotions, and hopes. Students' writing will be supported by facts and details and provide a concluding section which expresses their opinion about their family's choice to immigrate to the United States. This lesson was developed by Tsianina Tovar as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

This lesson introduces Fluency Folders which are used as a daily beginning activity. They include the unit's vocabulary (taken from Lesson 1 activity) categorized by parts of speech and writing log. This establishes a daily routine in order for students to build their self-efficacy by practicing and tracking their time to read the vocabulary fluency list and using the vocabulary to write sentences. This routine also allows for grammar mini-lessons with word work when needed. This daily activity supports language development with classroom anchor charts that identify and define needed unit vocabulary, cognates and sentence types with samples. This unit is a foundational piece intended to be used as a beginning activity for most of the lessons in this unit. This is a 1 hour lesson. This lesson was developed by Tsianina Tovar as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

This lesson will involve students in the process of identifying and labeling geography on a "blank" classroom World Map. The students will hear about historical and current immigration with pictorial representation and words to support students' understanding. Using these visuals, students have a deeper understanding of immigration around the world and are able to make inferences about cause and effect, feelings, time (era), and location. This is a 1 hour per day/2 day lesson. This lesson was developed by Tsianina Tovar as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.