Grade 4 ELA

In this Grade 4 ELA informational writing performance assessment, students explore the connection between local community waste and global ocean pollution. Assuming the role of environmental detectives, students research how land-based trash travels to the sea and draft an informational report urging community leaders to protect the makai (ocean).

Introduction & Launch

Anchor the task with real-world videos showing the impacts of ocean pollution. Students introduce the guiding questions regarding how daily choices impact the ʻāina (land) and are assigned a team focus centered on one of the 3 Rs: Reduce, Reuse, or Recycle.

Building Understanding

Students form intentional research groups (such as jigsaws or expert groups) to read leveled articles about plastic pollution, ocean currents, and marine debris specific to the Hawaiian Islands. Teams use two-column note-taking tools to document how community waste damages local ecosystems, sharing data so every student has a comprehensive evidence base for writing.

Constructing the Written Product

Individual students synthesize their team notes to draft a formal 3–5 paragraph informational report targeted at community adults and elected officials. The final paper must explain the mechanics of the garbage patch, outline local ecological threats, and propose community solutions using their assigned "R," with an option to deliver a group presentation.

CCSS ELA Standards: 4.W.2, 4.W.4-6

In this Grade 4 ELA opinion writing task, students evaluate human environmental impact on the land. Working as active community advocates, they analyze whether human changes to the environment are beneficial or harmful to help local leaders make informed ecological decisions.

• Part 1 (Research) — Students read and interpret multi-format texts to track scientific or historical concepts regarding early Hawaiians and the land. They draw inferences and evaluate how authors use reasons and evidence to support points about human environmental impacts.

• Part 2 (Planning) — Students organize their findings to answer the core question of whether human change is for better or worse. They integrate details from multiple sources to synthesize a clear perspective on which changes are beneficial or harmful to organisms.

• Part 3 (Production) — Students craft an infographic—such as a slide deck, poster, or brochure—combining visual and written elements to clearly state their position. Designed for local elected officials at an upcoming community Talk Story session, the final project must present facts logically and be delivered at an understandable pace.

CCSS ELA Standards: W.4.1.A-D, SL.4.4, RI.4.1, RI.4.3, RI.4.7, RI.4.8, RI.4.9

In this Grade 4 ELA informational writing task, students explore how to use factual communication to protect local landmarks. Working as community stewards, teams research a culturally or environmentally significant site in Hawaiʻi to compose an informational report teaching visitors how to mālama (care for) the land.

• Part 1 (Launch & Research) — Over the first week, students brainstorm significant local sites, establish group norms, and examine 2–3 curated digital or print sources. Teams use graphic organizers to record the site's location, cultural meaning, ecological threats, and protective visitor guidelines.

• Part 2 (Writing & Revision) — In week two, students work independently to draft a 3–5 paragraph essay targeting first-time visitors. Guided by templates and rubrics, they write a clear introduction, 1–2 fact-filled body paragraphs detailing conservation challenges, a call-to-action conclusion, and then revise for conventions.

• Part 3 (Publish & Reflect) — During the final week, students finalize their polished reports—with the option to format them as brochures—and share their work via a classroom gallery walk. The unit closes with students completing a written reflection on their learning and the power of informative stewardship.

CCSS ELA Standards: W.4.2.A-E, RI.4.1, RI.4.2, RI.4.7, RI.4.9

In this Grade 4 ELA performance assessment, students investigate the preservation of local natural and cultural spaces. Working as environmental and cultural educators, they research a significant site on their ʻāina (land) to design an informational campaign teaching visitors how to protect it.

• Part 1 (Research) — Students analyze informational texts and media to uncover a local site's history, cultural meaning, and ecological needs, such as protecting endangered species.

• Part 2 (Planning) — Students group their research into logical categories, creating a structural plan that balances historical context with conservation rules using clear linking words.

• Part 3 (Production) — Students craft a final product—such as a brochure, infomercial, or PSA—tailored for the Hawaiʻi Visitors Bureau. The piece must feature an explicit introduction, concrete facts, domain-specific vocabulary, a solid conclusion, and an organized delivery.

CCSS ELA Standards: W.4.2.A-E, SL.4.4, RI.4.1, RI.4.2, RI.4.7, RI.4.9