NJ Student Learning Standards 1. English Language Arts. FOURTH GRADE Informational Writing Biography

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1 NJ Student Learning Standards 1 English Language Arts FOURTH GRADE Informational Writing Biography

2 Contents of Fourth Grade Informational Writing - Biography NJSLS English Language Arts Standards pgs. 3 5 Student Learning Objectives pg. 6 Enduring Understandings pg. 7 Essential Questions pg. 8 2 Mentor Text pg. 9 Mini-lesson Structure pg. 10 Teaching and Learning Actions for Launching Writer s Workshop pgs End-of-Year Benchmark Expectations pg. 14

3 NJSLS Anchor Standards Text Types and Purposes 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3 Student Learning Standards Range of Writing 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. 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, text evidence, or other information and examples related to the topic. c. Link ideas within paragraphs and sections 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 related to the information or explanation presented. W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.4.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.4.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing (using the keyboard) as well as to interact and collaborate with others. W.4.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.

4 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. Student Learning Standards 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]. ). RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4 RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI.4.7: Interpret factual information presented graphically or visually (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to understanding the text in which they appear. RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably SL.4.1. Engage effectively in range of collaborative discussions (one-on-one and in groups) on grade 4 topics and texts, building on others ideas and expressing their own clearly. a. Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon norms for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

5 SL.4.2. Paraphrase portions of a text read aloud or information presented in diverse media and formats (e.g., visually, Student quantitatively, and orally). Learning Objectives SL.4.3. Identify the reasons and evidence a speaker provides to support particular points. SL.4.4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 5 L.4.2. Observe conventions of capitalization, punctuation, and spelling when writing. a. Use correct capitalization. b. Use commas and quotation marks to mark direct speech and quotations from a text. c. Use a comma before a coordinating conjunction in a compound sentence. d. Spell grade-appropriate words correctly, consulting references as needed. L.4.3 Use language to enhance meaning and achieve particular effects when writing or speaking. a. Choose words and phrases to convey ideas precisely. b. Use punctuation for effect. L.4.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.4.6: Acquire and use accurately grade-appropriate general academic and domain-specific vocabulary, including words and phrases that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and words and phrases basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

6 Student Learning Objectives Use the writing process: To study mentor texts to identify common characteristics of biographies To demonstrate that a biography can be a true account of the person s whole life, or part of it To compose a biography that is completely factual or by adding dialogue to the events 6

7 IDEAS: Enduring Read aloud various mentor texts to assist students in writing biographical pieces. Understandings A biography is a true account of a person s whole life or a part of it. Write about the most important events of a person s life. Understand the significance of events and how personal decisions affected the person s life. ORGANIZATION: Details about the person life fit where they are placed and the sequencing is logical and effective. 7 VOICE: The writer shows a strong commitment to the subject by expressing details about the person s life in a way that keeps the reader interested and engaged. WORD CHOICE: The writer describes the person s emotions by using words and phrases that show rather than tell. SENTENCE FLUENCY: Interest and clarity is added when the sentence patterns and types are varied. CONVENTIONS: Conventions are applied correctly so that the writing makes sense to the reader. PRESENTATION: The presentation of the text enhances the ability for the reader to understand and connect with the message.

8 IDEAS: Essential What important or interesting events from the person s life did I include in my writing? Questions ORGANIZATION: Does my story have enough detail to describe the person s life events? Are the important or interesting events in the correct sequence? VOICE: How does my voice promote the subject of this biography? 8 WORD CHOICE: What language did I use (figurative and descriptive language) to make sure that my writing is vivid and comes alive to the reader? How did I use quotations from my subjects to bring additional insight? SENTENCE FLUENCY: In what ways does my sentence structure catch and keep the reader s interest? Do my words and phrases flow together? CONVENTIONS: Where can I improve my spelling, punctuation, verb usage, capitals and other grammar conventions to enhance my story?

9 My Brother Martin: A Sister Remembers Growing Up with the Rev. Dr. Martin Luther King Jr. - Christine King Farris Mentor Text Jose! Born to Dance - Susanna Reich Biography Series by Doreen Rappaport A Picture Book of Series by David Adler DK Biography Series 9 What Are You Figuring Now?, A Story About Benjamin Banneker Jeri Ferris Walking the Road to Freedom Jeri Ferris Amelia to Zora: Twenty-six Women Who Changed the World - Cynthia Chin-Lee Author: A True Story - Helen Lester Clean Sea: Story of Rachel Carson - Carol Hilgartner Schlank, Houdini: World's Greatest Mystery Man and Escape King - Kathleen Krull, Leonardo da Vinci - Diane Stanley Reaching for the Moon - Buzz Aldrin So You Want to be An Explorer? - Judith St. George Where Was Patrick Henry on the 29th of May? - Jean Fritz A Picture Book of Series by David Adler

10 Mini-lesson Structure Mini-lesson Teaching Points Writer s Workshop Model why, how, and when students will use the strategy you are about to teach. Teach students strategies that they will use often as writers. Demonstrate, explain, and show examples, engage in shared inquiry, or use guided practice. Incorporate technology to enhance learning. 10 Active Student Engagement After teaching, give all students a timed opportunity to apply what you have taught. Teachers must use this opportunity to observe students understanding of the teaching point prior to the formal writing portion of Writer s Workshop. Link Link the mini-lesson to the day s workshop. You can do this in your writing today. It is not something to do just today. Today and everyday you can do it. Share/Reflect After the formal writing portion of Writer s Workshop, share examples of students using the day s strategy by reading aloud or a pair/share.

11 Teaching and Learning Actions for Informational Writing Genre Biography Use technology (Smartboards, Document Cameras) to help teach various elements of narrative writing through the use of mentor text. Notes 11 Students write various kinds of biographical pieces (true account and fictionalized) by studying mentor texts. Students choose a subject and state a reason for their selection. Conduct research by completing an outline on the person s life based on the resource used. Include the following details: What events in this person s life, from child to adulthood, shaped him or her? What hurdles did they overcome in order to accomplish what they did? What did this person do that was the highlight of their life? Did this person do anything that was special and affected many others? How is this person known, locally, nationally, or internationally? Write about examples from the person s life that illustrates the qualities you choose to highlight. Is the world, or simply the family and friends, better off for having known this person? Choose events to write about that have significance to the subject and/or the writer. Include important decisions made by the subject. Exclude extraneous events and details. Relate your biography in an order (sequential, referential, small moment) that makes sense. Add dialogue, as appropriate to allow for greater insight of the person. What you think he or she said needs to be as accurate as you can possibly make it. Explain and/or substantiate opinions about the subject.

12 Teaching and Learning Actions for Informational Writing Genre Biography Conclude by writing about how the subject s life affected you. Notes Work with a partner and read each other s drafts to edit spelling, grammar, punctuation, and capitalization. A fresh pair of eyes may catch errors that the writer does not. Use a Writer s Checklist to confirm that all elements of writing are incorporated. Use word processing skills to produce a final copy of work. 12

13 13 Grade Four End-of-Year Benchmark Expectations for Narrative Writing LOOK FOR: IDEAS: Writes daily. Generates topics and content for writing through talking, reflecting on experiences, and listening to mentor text. Shares a clear and engaging story about a memorable experience or event.. Presents the story to entertain a specific audience. Includes a solution to a personal problem, conflict, or challenge. Provides background knowledge to enable the reader to imagine the experience or the event. Includes setting, character, problem, and solution. Uses details and dialogue to describe action, thoughts, and feelings. All events and details relate to the main problem, conflict, or challenge in the experience. Ideas are clear, rich, and presented in an authentic way. Provides a conclusion. ORGANIZATION: The beginning of the story hooks or invites the reader to read on. The end of the story leaves no doubt in the reader s mind why the experience was memorable. The sequence of events makes sense beginning, middle, and end. Recounts appropriately sequenced events using correct time order words. Incorporates transition words to move the reader from one detail to the next within and between sentences and paragraphs.. VOICE: Writer s voice adds interest to the message. The writing reveals the writer s thoughts, feelings, and personality. Shows how the writer feels about the experience. Uses some dialogue to add life to the story. WORD CHOICE: The writing paints a picture. The writer risks using appropriate words beyond their spelling ability. Uses clear and colorful language. Words and phrases convey precise meaning and appropriate description. Selects a more precise word when prompted. Includes some vivid verbs, strong adjectives, and specific nouns. Uses sensory details. Embeds literacy devices where appropriate. Incorporates newly used words from their reading and class discussion into their writing. SENTENCE FLUENCY: Uses mentor text to reproduces sentence structures. Uses an interesting variety of sentence lengths and beginnings. Uses a variation of simple and compound sentences. Sentences are complete and connect. Sentences flow smoothly and naturally. The piece is easy to read aloud. CONVENTIONS: The writing has capital letters for sentence beginnings and all proper nouns. The writing shows the use of ending punctuation marks correctly. Uses commas in a series correctly. Grade appropriate high-frequency words are spelled correctly. Approximates the use of quotations marks in dialogue. Errors in grammar, spelling, capitalization, and punctuation are infrequent and do not interfere with meaning.

14 14 Pemberton Township Schools Language Arts Literacy Informational: Biography

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