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Grade 4 · unit review

Review: Headings, Graphics and Explanatory Organization

Apply choose an explanatory structure, read a graphic’s purpose, recognize a heading level, keep an explanatory tone using supplied texts and original responses.

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Bring the unit skills together

Use these 4 new cases to check your reasoning. Choices are temporary and are not saved to an account, sent to staff or recorded as school grades. Download your current review choices before leaving or reloading.

Unit review questions
1. Plan: how the device changed each year. Graphic: ordered action arrows. Heading job: whole-document name. Next action: joined the panels. Which structure matches the supplied paragraph plan?
Need a hint?
  • Dates suit development over time.
  • A heading alone does not establish the whole structure.
2. Plan: how the device changed each year. Graphic: ordered action arrows. Heading job: whole-document name. Next action: joined the panels. Which information is the supplied graphic designed to show?
Need a hint?
  • Time needs an ordered axis or dates.
  • A decorative picture is not a labeled measurement.
3. Plan: how the device changed each year. Graphic: ordered action arrows. Heading job: whole-document name. Next action: joined the panels. Which heading job is explicitly described?
Need a hint?
  • A subsection sits inside a section.
  • A caption is not a new major section.
4. Plan: how the device changed each year. Graphic: ordered action arrows. Heading job: whole-document name. Next action: joined the panels. Which wording reports a sequence without approving it?
Need a hint?
  • Neutral does not mean vague.
  • An enthusiastic adjective is not measurement evidence.

The download contains your current choices and any checked feedback. Keep the separate transfer-task work in your own document; downloading its instructions does not mark it complete.

Use the skills in a new task

Make a short complete response demonstrating the four skills in this unit. Write a short explanation of a fictional paper bridge with sections Materials and Testing. Supplied record: paper, two books, three toy blocks held before bending. Add a labeled diagram and a caption. Report the observed test without calling the design perfect. Longer writing targets in optional extensions can be completed in a later session.

Work on paper or in your own document. Explain the choices you made.

  • Read the stated plan and name how its ideas are connected. Sketch that arrangement before drafting a paragraph.
  • Identify the stated graphic format and the question it answers. Read labels and any units before interpreting details.
  • Use the supplied nesting description, not font size imagined from an unavailable page. Place the heading at the described level.
  • Distinguish the supplied factual reporting word from value judgments. Write an explanation that reports what was done.
Compare with a model response

Title: Paper Bridge Model. Materials: one paper sheet and two books. Testing: the folded sheet bridged the books and held three toy blocks before bending in this fictional test. Diagram labels show the sheet, books and blocks. Caption: Three blocks rest on the bridge. I report held three blocks rather than perfect, because one observation does not establish overall quality or unlimited strength.

A different response can also meet the criteria. Compare the evidence and reasoning, rather than copying the wording.