Students will know Vocabulary: purpose details reasons phrases conclusion point of view persuasive evaluate

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1 Fourth Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process guide writers in the communication of ideas? 3. How does the selection of resources impact the quality and validity of the research process and product? 4. How do regular, varied writing opportunities make you a stronger writer? Essential purpose, details, reasons, phrases, conclusion, point of view, persuasive, evaluate, informative, explanatory, paragraph, sections, formatting, headings, concrete details, quotations, categories, precise language, domain specific vocabulary, orient, sensory detail, conclusion College and Career Readiness Anchor Standard 1 for Writing: Write arguments to support claims in an analysis in substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.4.1 Write opinion pieces on topics for 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. 4 th Grade Enduring Understandings identify fact and opinion. write an introduction and conclusion. use linking words (because, therefore, since, for example) to connect their opinion to reasons. construct an opinion piece that clearly states their point of view and provides reasons to support. purpose details reasons phrases conclusion point of view persuasive evaluate that they have an opinion and that they can support their opinion with details. that their opinions vary according to points of view. that their opinions may change based on facts and details. that good writers always provide a concluding statement to support their point of view. write an opinion with supporting details/information. correctly use transition words in writing an opinion piece. provide a concluding statement related to their opinion.

2 College and Career Readiness Anchor Standard 2 for Writing: Write informative/explanatory texts to explain and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. W.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. write an informative piece with a clear introduction and conclusion. group related information together. use linking words (also, another, and, more, but) to connect ideas within categories. decide if illustrations would aid comprehension. develop a way to present their ideas using facts, definitions, and details. informative explanatory paragraphs sections formatting headings concrete details quotations categories precise language domain specific vocabulary that grouping related information in paragraphs and sections is useful to the reader. that the elements of a nonfiction text helps convey an information on the topic. that they can convey ideas through their that precise language and domain specific vocabulary helps to explain topics. create an informative text by grouping related information in paragraphs and using effective transition words. use precise language and domain specific vocabulary in their organize ideas, facts, and details to develop comprehension. utilize facts, details, quotations, and other information to develop their topic. construct a conclusion that is related to the information.

3 College and Career Readiness Anchor Standard 3 for Writing: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.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. introduce characters and/or narrator and engage them in actions and conversation through the use of dialogue. show characters responses to situations through description of actions and dialogue. organize events in a natural sequence. use temporal (time order) words and phrases to signal event order (first, next, then, later). create a satisfying conclusion that pulls events in the story together. write realistic and imaginary stories. orient sensory details conclusion that it is important to orient the reader by introducing a narrator or characters. that dialogue and detailed descriptions help develop the events and show responses of the characters. that using a variety of transitional words and phrases help to order the events. that concrete words, phrases, and sensory details enhance the characters experiences and the story events. that it is important to provide a conclusion the follows the experience or event. construct a narrative with real or make believe events. support the narrative with dialogue and sequential events that show the characters reaction to a situation. formulate experiences and precise events with concrete words and sensory details. provide a conclusion that summarizes the written narrative.

4 Fourth Grade Writing : Production and Distribution of Writing Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process guide writers in the communication of ideas? 3. How does the selection of resources impact the quality and validity of the research process and product? 4. How do regular, varied writing opportunities make you a stronger writer? Essential coherent, internet, prewrite, outline, proofread, publish, internet College and Career Readiness Anchor Standard 4 for Writing: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1-3 above.) 4 th Grade Enduring Understandings have multiple writing experiences. coherent that writing can have different purposes. that different types of writing have different organizational structures. that task and purpose are reflected in organization and development of a topic. write for a specific purpose. choose a structure appropriate to the task and grade level expectation. College and Career Readiness Anchor Standard 5 for Writing: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.4.5 With guidance and support from peers and adults develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4.) have multiple writing experiences. respond to suggestions from adults and peers to prewrite outline proofread publish that writing is a process; the first draft is not the final draft. that planning develops and strengthens the that writing is improved plan a piece of writing using varied techniques and strategies (story frame, graphic organizer, story map, etc.). recognize spelling,

5 strengthen use grade level conventions. through revision and editing. that writing is a tool for communication so it must be understandable to the reader. that collaboration enriches grammar, and punctuation errors and having strategies to correct them (conferences, check sheets, and peer editing) using grade level conventions. evaluate for task and purpose. analyze and strengthen their writing using various strategies (rubrics, peer conferences, rereading). College and Career Readiness Anchor Standard 6 for Writing: Use technology, including the internet, to produce and publish writing and to interact and collaborate with others. W.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. demonstrate basic keyboarding skills. demonstrating basic word processing knowledge. internet that technology is a tool that supports communication and collaboration. that there is a process to the final product of published produce published writing by collaborating with others. use technology, including the internet, to publish their demonstrate sufficient keyboarding skills to type a minimum of one page at a single setting.

6 Fourth Grade Writing : Research to Build and Present Knowledge Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process guide writers in the communication of ideas? 3. How does the selection of resources impact the quality and validity of the research process and product? 4. How do regular, varied writing opportunities make you a stronger writer? Essential research, investigation, aspects, relevant, bibliography, analysis, reflection, plagiarize, evidence College and Career Readiness Anchor Standard 7 for Writing: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. (IEFA)W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. Include topics and/or sources by and about American Indians. identify and locate information from print and digital sources (including those by and about American Indians and other cultures). research a topic and gather data take notes and organize information. conduct a short research project to communicate their learning. investigation research aspects that research provides opportunities that build knowledge through investigation. execute short research projects that build knowledge on different aspects of a topic. incorporate topics about American Indians.

7 College and Career Readiness Anchor Standard 8 for Writing: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. W.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. gather information from varied sources including oral, print, and digital (including by and about American Indians). select the relevant information (note-taking) and categorize. relate their own experiences to a topic (when appropriate and relevant). relevant bibliography plagiarize that using gathered information that is categorized helps provide clarity on a topic. that providing a list of sources gives credit to the author and prevents plagiarism. that analyzing information ensures the credibility of the sources. gather relevant information from multiple sources. recall information from experiences. take notes, categorize, and list relevant information. provide a list of sources from research.

8 College and Career Readiness Anchor Standard 9 for Writing: Draw evidence from literary or informational text to support analysis, reflection, and research. W.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 ). 4 th Grade Enduring Understandings (begins in grade 4) evidence analysis reflection that skills transfer from one subject to another. that evidence from a literary or informational text can be used to support evidence, analysis, and research. that authors use evidence and reasons to support their own works. transfer their fiction and nonfiction reading skills of analysis, reflection, and research into their daily use evidence from the text to describe a character, stetting or event. use evidence from the test to explain how an author supports particular points.

9 Fourth Grade Writing : Range of Writing Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process guide writers in the communication of ideas? 3. How does the selection of resources impact the quality and validity of the research process and product? 4. How do regular, varied writing opportunities make you a stronger writer? Essential edit, revise, purpose, audience College and Career Readiness Anchor Standard 10 for Writing: 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 tasks, purposes, and audiences. W.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. produce numerous pieces of writing (varied content and length). engage in research, reflection, and revision. demonstrate understanding of task, audience, and purpose through their edit revise purpose audience that different writing tasks require different amounts of time. that determining purpose and audience is the first step in formatting the that revision and editing is necessary. write a range of discipline specific tasks, for different purposes, and audiences over shorter or extended time frames.