Tennessee Grade 4 English

Connect a Story to Its Visual Presentation

Connect a printed story with a visual version of the same text. Start with the short original text below, discuss the reasoning, and apply the same reading skill to a fuller classroom text.

Curriculum reference: Tennessee English Language Arts Standards, current state-linked 2019 edition, from the Tennessee English language arts standards page.

Tennessee Grade 4 references for this activity

The Tennessee State Board identifies the English language arts standards approved in February 2019 as the current edition through the transition to 2029–30. The department lists 2029–30 for implementation and assessment of a future revision. This page uses the currently linked 2019 document rather than treating a review or proposed revision as current. The activity addresses one selected reading reference; the complete curriculum also includes foundational skills, writing, language, speaking, and listening.

These selected reference labels identify an activity focus, with the correct grade and PDF page linked separately. Read the complete standards selected by the school and its learning sequence, including reading, writing, language, speaking, and listening. This short original example does not fulfill the entire curriculum or establish a student’s grade-level proficiency.

The sign for the empty chair

This original classroom example is separate from official assessment questions.

Pia placed an empty chair beside her table at the school craft fair. She hoped someone would sit and help fold paper birds, but visitors kept walking. She wrote “Fold a bird with me” on a sign and set it on the chair. A visitor stopped, read the sign, and sat beside her. Pia slid a square of paper across the table.

Try the activity

Compare the printed story with the three-panel visual presentation shown here. Connect the sign in the drawing to a particular sentence. What does the printed text tell you about Pia that the drawing’s objects alone cannot establish?

Follow the reasoning

The sign in the middle panel connects to Pia writing “Fold a bird with me” and setting it on the chair. The final panel presents the visitor sitting and Pia offering paper. The opening words explain Pia’s hope that someone would help; an empty chair by itself does not establish that thought. The panels select moments from the same story, while the words explain the intended invitation and the sequence leading to the visitor’s response. A reader can connect an object or action across versions and then explain what the printed wording adds. The drawing should be checked against the text instead of used to invent extra motives or events.

Notice what needs more practice

The visual is a simplified presentation of this same invented story. It does not show every walking visitor or record spoken dialogue. The visitor’s participation occurs in this story; it does not prove that a sign always attracts a helper.

Grade 4 English worksheets

Choose printable practice that matches the skill being taught. Check the task, reading difficulty, and directions before assigning it; the collection is independently published.

Browse Grade 4 English worksheets

Use the next session to build independence

1. Read the complete short story before examining the panels.
2. Match one depicted action to the relevant words.
3. Explain a thought or connection supplied by the text.

Read a classroom story and examine a teacher-selected visual or oral presentation of that same text. Make several supported connections and discuss how the presentation selects or emphasizes details. Use the printed words when a presentation leaves something uncertain.

For more general reading and writing resources, visit the Grade 4 English Online Center.

Tennessee Grade 4 English: useful planning questions

Can a drawing show every thought stated in a story?

A visual presentation can suggest or represent thoughts, but an object alone may not establish them. Explain the connection to the same text and distinguish supplied information from your own interpretation.

Which standards does the school use?

The Tennessee State Board identifies the English language arts standards approved in February 2019 as the current edition through the transition to 2029–30. The department lists 2029–30 for implementation and assessment of a future revision. This page uses the currently linked 2019 document rather than treating a review or proposed revision as current. The activity addresses one selected reading reference; the complete curriculum also includes foundational skills, writing, language, speaking, and listening. The school’s sequence also includes reading, writing, speaking, listening, and language work beyond this example.