Grade 4 Writing Standards
Standard
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Essential Learning Outcomes
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Learning Targets
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Vocabulary
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CCSS: Writing Standard 4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented. |
Students will be able to write a well-detailed opinion piece.
Students will be able to write 4-5 well-written paragraphs. |
I know how to support a point of view with reasons and information.
I can identify information to support my point of view. I know how to introduce my topic clearly. I know how to group related ideas to support my purpose. I know how to write a concluding statement or section that relates to my opinion. I can determine 2-3 reasons to support my opinion. I can determine information to support my point of view. I can write a well-detailed opinion piece from my own or another’s point of view. I can determine an effective way to introduce and conclude my piece. I can write an introduction paragraph that effectively hooks the reader, gives the reader background information, and states a clear opinion with reasons. I can write a conclusion paragraph that restates the opinion and the big ideas and ends with a convincing final thought or thoughtful question. I can write a well-detailed opinion piece from my own or another’s point of view. |
CCSS: Writing Standard 4.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and phrases (e.g.,another, for example, also, because). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. |
Students will be able to write 4-5 organized and clear informative/explanatory paragraph with related information grouped together.
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I know what a quotation is.
I know what domain-specific vocabulary is. I know what a heading is. I can determine when I should use illustrations, formatting, and/or multimedia to support my ideas. I can use a quotation. I can use domain-specific vocabulary. I can use headings. I can use illustrations, formatting, and/or multimedia to support my ideas. I can group related information into paragraphs. I can share information on a topic clearly and accurately. I can write a well-written, detailed, organized piece. |
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CCSS: Writing Standard 4.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. |
Students will be able to write a well-detailed personal narrative and narrative.
Students will be able to write 4-5 paragraphs. |
I know how to orient the reader by establishing a situation and introducing a narrator and/or characters.
I know how to write a conclusion. I can write a well- detailed narrative piece. |
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CCSS: Writing Standard 4.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
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Students can develop and organize writing in a way that is appropriate for the task, purpose, and audience.
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I know what it means to have an audience for my writing.
I can choose how to organize and develop my writing (e.g., product type, voice, formal/informal language) specifically for the task, purpose, and audience |
audience
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CCSS: Writing Standard 4.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
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Students will be able to plan, revise, and edit their writing with guidance and support from adults and peers.
Students will be able to develop and strengthen their writing as needed by planning, revising, and editing. |
I can plan, revise, edit, share, and celebrate my writing with guidance and support from adults and peers.
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CCSS: Writing Standard 4.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
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Students will use technology, including the internet, to type at least one page in a single sitting.
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I know that I can share a writing piece online.
I know that there should be a reason to share a writing piece online. I can type a page in one sitting. I can use the internet to produce and publish writing. I can persevere through typing one page. |
Internet
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CCSS: Writing Standard 4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic.
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Students will be able to conduct a short research project that builds knowledge through investigation of different aspects of a topic.
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I can choose a topic that I will be able to find information about.
I can choose a credible website for my research. I can create an informational piece (e.g., brochure, Keynote, poster) about one topic using facts I’ve learned. |
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CCSS: Writing Standard 4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
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Students can determine and gather relevant information from experiences or print and digital resources; categorize information, and provide a list of sources.
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I can decide what information from my experiences or from print and digital resources is relevant.
I can provide a list of sources. I can cite the source from pictures taken from the Internet. I can categorize information. |
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CCSS: Writing Standard 4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”). |
I can draw evidence from literary or informational texts to support analysis, reflection, and research.
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I can support my analysis, reflection, and research with evidence from literary or informational texts.
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CCSS: Writing Standard 4.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
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I can regularly write for different assignments, purposes, and audiences.
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