Writing Portfolio Curriculum Guide. Grade 4

Transcription

1 Writing Portfolio Curriculum Guide Grade 4 Winnisquam Regional School District Dr. Tammy Davis, Superintendent Suzan Gannett, Director of Curriculum and Instruction Timothy Neville, Principal Union Sanborn School Richard Hines, Principal Southwick School Mikel LaChapelle, Principal Sanbornton Central School Compiled June 2010 by, Deb Rankin, SS Martha Mahoney, SS Rebecca Foulkes, SS

2 Pacing Guide 4 th Grade Writing TERM I Guided Write Narrative Write Persuasive Letter TERM 2 Respond to Literature TERM 3 Informational At the end of each theme, students should complete a 50 minute timed write (see writers companion). See appendix for rubrics for Dear Mryna, How to essay, Descriptive write (with lesson plan), and generic rubric with graphic organizer for open response question on weekly tests. Winnisquam Regional School District: Grade 4 Writing 2

3 WRITING PORTFOLIO LESSON Writing Process Indicators Addressed in the lesson GRADE 4 GRADING PERIOD: TEXT FORM: Personal Narrative TIME RANGE FOR LESSON: 7-10 days Winnisquam Regional School District Writing Process Indicators Addressed in the lesson 1. Generate writing ideas through discussions with others and from X printed material. 2. State and develop a main idea for writing. X 3. Determine purpose and audience for writing. X 4. Use organizational strategies (e.g., brainstorming, lists, webs and X Venn diagrams) to plan writing. 5. Organize writing, beginning with an introduction, body and a X resolution of plot, followed by a closing statement or summary of important ideas and details. 6. Vary simple, compound and complex sentence structures. 7. Create paragraphs with topic sentences and supporting sentences that are marked by indentation and are linked by transitional words and phrases. 8. Vary language and style appropriate to audience and purpose. 9. Use available technology to compose text. X 10. Reread and assess writing for clarity, using a variety of methods X (e.g., writer s circle or author s chair). 11. Add descriptive words and details and delete extraneous X information. 12. Rearrange words, sentences and paragraphs to clarify meaning. X 13. Use resources and reference materials, including dictionaries, to X select more effective vocabulary. 14. Proofread writing and edit to improve conventions (e.g., grammar, X spelling, punctuation, and capitalization) and identify and correct fragments and run-ons. 15. Apply tools (e.g., rubric, checklist and feedback) to judge the X quality of writing. 16. Prepare for publication (e.g., for display or for sharing with X others) writing that follows a format appropriate to the purpose, Winnisquam Regional School District: Grade 4 Writing 3

4 using techniques such as electronic resources and graphics to enhance the final product. Writing Applications Indicators 1. Write narratives that sequence events, including descriptive details and vivid language to develop plot, characters, and setting and to establish a point of view. 2. Write responses to novels, stories and poems that include a simple interpretation of a literary work and support judgments with specific references to the original text and to prior knowledge. 3. Write formal and informal letters (e.g., thank you notes, letters of request) that follow letter format (e.g., date, proper salutation, body, closing and signature), include important information and demonstrate a sense of closure. 4. Write informational reports that include facts and examples and present important details in a logical order. 5. Produce informational writings (e.g., messages, journals, notes and poems) for various purposes. X Writing Conventions Indicators 1. Write legibly in cursive, spacing letters, words and sentences X appropriately. 2. Spell high-frequency words correctly. X 3. Spell plurals and inflectional endings correctly. 4. Spell roots, suffixes and prefixes correctly. 5. Use commas, end marks, apostrophes and quotation marks X correctly. 6. Use correct capitalization. X 7. Use various parts of speech such as nouns, pronouns and verbs (e.g., regular and irregular, past, present and future). 8. Use conjunctions and interjections. 9. Use adverbs. 10. Use prepositions and prepositional phrases. 11. Use objective and nominative case pronouns. 12. Use subjects and verbs that are in agreement. 13. Use irregular plural nouns. Research Indicators 1. Identify a topic and questions for research and develop a plan for gathering information. Winnisquam Regional School District: Grade 4 Writing 4

5 2. Locate sources and collect relevant information from multiple sources (e.g., school library catalogs, online databases, electric resources and internet-based resources). 3. Identify important information found in the sources and summarize important findings. 4. Create categories to sort and organize relevant information charts, tables or graphic organizers. 5. Discuss the meaning of plagiarism and create a list of sources. 6. Use a variety of communication techniques, including oral, visual, written or multimedia reports, to present information gathered. Winnisquam Regional School District: Grade 4 Writing 5

6 Grade Level Winnisquam Regional School District Text Form Time Range For Lesson 4 Personal Narrative 7-10 Days Grade 4 Text types and Purposes Strand Addressed in the lesson 1. Write opinions in which the student: a. Introduce the opinion about a concrete issue or topic and create an organizing structure where related ideas are grouped to support the writer s purpose. b. Provide reasons that are supported by facts and details. c. Provide reasons and details together using words and phrases (e.g. so, then, for instance, in addition) d. Adopt an appropriate style for sharing and defending an opinion. e. Provide a concluding statement or section. 2. Write informative/explanatory pieces in which the student: a. State the topic clearly and group related information in paragraphs and sections. b. Develop the topic using facts, concrete details, quotations or other information and examples. c. Uses appropriate links to join ideas within categories of information. d. Employ domain-specific vocabulary when appropriate. e. Provide a conclusion related to the information or explanation offered. 3. Write narratives in which the student: a. Orients the reader by establishing a situation, introduce the narrator and/or characters, and organize an event sequence that unfolds naturally. b. Uses narrative techniques such as dialogue and description to develop events and show characters external behaviors and internal responses to events. c. Uses a variety of temporal words and phrases to manage the sequence of events. d. Uses concrete and sensory words, and phrases to manage the sequence of events. e. Provides a satisfying conclusion that follows form the narratives events. 4. Produces coherent and clear writing in which organization, development, substance, and style are appropriate to task, purpose, and audience. 5. With guidance and support from peers and adults, strengthen writing as needed by planning, revising, and editing. X X X X X X X Winnisquam Regional School District: Grade 4 Writing 6

7 6. With guidance and support from adults, use technology to produce, publish, and interact with others about writing. Grade 4 Research to Build Knowledge Strand 7. Perform short, focused research tasks that build knowledge through investigation of different aspects of a single topic. 8. Gather information from experience as well as print and digital resources, take notes on sources, categorize evidence, restate information in written text, and provide basic bibliographic information. 9. Write a response to literacy or informational sources, drawing evidence from text to support analysis and reflection as well as to describe what they learned: a. Apply grade 4 reading standards (e.g. Explain how an author uses evidence to support his or her claims in text ) b. Apply grade 4 reading standards (e.g. Explain how an author uses evidence to support his or her claims in text ) c. Apply grade 4 reading standards to literature (e.g., Describe in detail a character, event, or setting, drawing on specific details in the text, e.g., from a characters thoughts, words, deeds, and interactions with others ). Grade 4 Range of Writing Strand 10. Writes 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 X Winnisquam Regional School District: Grade 4 Writing 7

8 GRADE LEVEL 4 WRSD LANGUAGE ARTS TEXT FORM Narrative TIME RANGE FOR LESSON 7 TO 10 days TEXT FORM: NARRATIVE LESSON: PERSONAL EXPERIENCE NARRATIVE A narrative tells a story. The story may be a true story (personal experience narrative), or one that is not true but is created in the writer s imagination (fictional narrative). Generally, the purpose of a narrative is to entertain the reader or to share an experience from the life of the writer. In grade four, students should be able to write narratives that include the following: a sequence of events descriptive details vivid language to develop plot, characters, setting, and establish a point of view. This lesson will focus on writing a personal experience narrative. Students should have had numerous opportunities to read and write narratives at previous grade levels. Materials Needed: Storytown Textbook Chart Paper Student Webs* Student Story Maps* Student Revising Checklists* Peer Conference Rules* Peer Conference Summary Forms* Student Editing Checklists* Book Layout and Publishing* *See Appendix Winnisquam Regional School District: Grade 4 Writing 8

9 PREWRITING: GETTING STARTED Prewriting is the planning stage of the writing process. It may include reading, drawing, observing, discussing, jot listing, and webbing. Basically, prewriting is the thinking process, thinking about what to write and how to organize it. Developing writers should be encouraged to spend adequate time in the prewriting stage. Building Background/Accessing Prior Knowledge 1. During a discussion, Define a narrative. Distinguish between a personal experience narrative (a true story) and a fictional narrative (a made-up story). List some stories and/or books that students have recently read that are narratives. 2. After the discussion, review the major elements of a narrative, referring to the specific stories and books that students have recently read. Characters the people or animals in the story Setting the time and place in which the story occurs Plot all the events that make up the story Problem/Solution a specific problem that the major characters have and how the problem is solved 3. Inform students they will be writing a personal experience narrative using the writing process. They will share their narratives with other students in their school, their teacher, and other adults. PROMPT: Write a true story about something that has happened to you. Your story may be about an experience in your life that was funny, happy, embarrassing, scary, or sad, etc. Winnisquam Regional School District: Grade 4 Writing 9

10 Share the prompt with students, and engage them in a brainstorming session on choosing a life experience to write about. The brainstorming may be done using a web (see example below) Something that Has Happened To Me Shared/Independent Writing 1. Complete the spokes of the web Allow students to give ideas for topics. Model how you would go about choosing a topic. Have each student decide upon a topic (a life experience) to write about. The experience may be one that is listed on the web or one that is not. 2. Instruct students to create their own webs, placing the experience they have chosen in the center and adding details about the experience. (See blank web in Appendix) TIP: Students may wish to experiment with several webs and topics, finally choosing the topic which they find most interesting or Winnisquam Regional School District: Grade 4 Writing 10

11 about which they have the most to say. 3. Tell students they will use a story map to organize their ideas. Display a blank story map. For practice, have students complete one orally for the story, My Japanese Sister on page 130 of the Storytown textbook. Explain to students that this is an example of a personal narrative. STORY MAP Topic/Prompt: Setting: Characters: Problem: PLOT Events: Solution: Teacher Modeling: Story Map Model, thinking aloud as you write, how to complete a story map for the life experience you selected. What is my topic or prompt? When or where does my story take place? What other characters besides me are in my story? What story idea or problem am I sharing? What events happened at the beginning, middle, and end of my story? How is my problem solved? Independent Practice Winnisquam Regional School District: Grade 4 Writing 11

12 Distribute story maps and have students complete them. (See Appendix) When students have finished their story maps, ask them to draw pictures on the back to show the story events. Have students write words or phrases that tell about their pictures Conferencing Individual students may need teacher conferencing during the prewriting stage. Have students share their story maps and event pictures with peers for feedback. After peer and teacher conferencing, allow time for students to make changes to their story maps. Tell students that they will use their story maps when they write their stories. Winnisquam Regional School District: Grade 4 Writing 12

13 DRAFTING: GETTING IT DOWN During the drafting stage, writers get their thoughts down on paper. Drafting allows students to develop their ideas into sentences. During drafting, students should not be too concerned about spelling and other conventional skills. They will have time to correct errors later. TIP: During drafting, tell students that writing on every other line will make it easier to make revisions later on Give students the opportunity to begin drafting their narratives. Students may have difficulty making the transition from prewriting to drafting. If they seem unable to get started, offer a mini-lesson on writing a good beginning. MINI-LESSONS Mini-lessons are provided throughout the core instruction of each text form. They should be used when the teacher sees a need for them. Minilessons can be used with the whole class or a small group. Some mini-lessons can be used with other text forms. MINI-LESSON: WRITING A GOOD BEGINNING Teacher Modeling 1. Have students get out their Storytown textbooks and turn to the story, My Japanese Sister, p Read the opening lines to the class. Have students think about what makes them want to continue reading the story or book. Explain that a story beginning gets readers interested and helps them know about the characters, setting, and topic. Involve students in a discussion of how this is done by each author. Then have students turn to the story, Mighty Jackie the Strikeout Queen, p. 59 or Kai s Journey to Gold Mountain, p. 113 and repeat Winnisquam Regional School District: Grade 4 Writing 13

14 the above activities. 2. Model the following activity using your topic and story map. Write one beginning for your story. Then demonstrate how you could start your story another way by writing a second, completely different beginning. Finally, write a third story beginning. Try to make each beginning as unique and interesting as possible. Guided/Independent Practice 1. Have students discuss in small groups which of the three beginnings is the most interesting and makes them want to hear more of the story. As a class, discuss the different opinions and the reasons for them. 2. Tell students to look at their story maps and think of different ways to begin their stories. Have them jot down at least two beginnings. Tell them to reread their beginnings and ask themselves this question: Did I let the reader know about the characters, setting, and topic in my beginning? 3. Working in small groups of three or four, have students take turns reading their story beginnings to each other. After each writer shares two or more beginnings, the group should discuss which beginning they prefer, telling the writer why they have selected that particular one. 4. Allow time for each student to choose the best beginning and write it down. Remind students that the story beginnings they have written are the first part of their story drafts. Tell them that they will now use their story maps to continue writing the events in their stories. Inform students that events are usually written in chronological order (as they happened). Remind students to include descriptive details about each event. Winnisquam Regional School District: Grade 4 Writing 14

15 TIP: Some students may need teacher modeling or conferencing during drafting the middle of their stories. As students continue to draft their stories, they may need a mini-lesson on how to write a good ending. MINI-LESSON: CONCLUDING A STORY Teacher Modeling 1. Discuss the two stories used earlier in the lesson. Have students briefly retell the plot of each story. Focus on the story problem and how it is resolved. When students have discussed all the stories, read aloud the final sentences of each. Lead students to see how these final sentences let the reader know what happens to the main characters. 2. Tell students that the ending of a story has two parts. One part tells how the problem is solved. The other part contains the closing sentences that may summarize a lesson the characters have learned, restate the main idea, tell how the characters have gone on with their lives. Independent Practice Allow time for students to complete their draft copies. Individual students may need teacher or peer conferencing during this part of the process. REVISING: TAKING A FRESH LOOK During revision, students go back over their writing to view it again as readers as well as writers. They can make changes to the draft that will expand, develop, clarify, and improve the content. While some revisions have already occurred during the process, most revising takes place after the drafting stage. Winnisquam Regional School District: Grade 4 Writing 15

16 Review the importance of revision with students. Explain that since writers already understand what they are trying to say, it is often difficult for them to see where their writing is unclear. Teacher Modeling Be sure students are familiar with some revision techniques. If not, the teacher should model the following revising strategies: Skipping lines in their drafts will enable students to make changes and additions more easily. Students should not take time to erase on drafts. Instead, they should cross out unwanted words and use a carat (^) to add words and phrases. If students need to add longer passages to their drafts, they may cut the draft apart and use transparent tape to insert the passages where they belong. Independent Practice 1. Have students reread their stories and use the following checklist to help them revise their drafts. (See Appendix) REVISION CHECKLIST: NARRATIVES Does my beginning tell who the story is about and when and where it takes place? Does the middle contain a problem that needs to be solved? Have I included a sequence of events leading to the problem s solution? Does the ending show how the problem is solved with a logical conclusion? Is my story interesting and easy to follow? Winnisquam Regional School District: Grade 4 Writing 16

17 2. After students have revised their stories, have them share with peers for further revision. If students are not familiar with peer revision, they will need a mini-lesson on peer revision conferences. MINI-LESSON: PEER REVISION CONFERENCES Teacher Modeling 1. Peer revision involves students working together in peer conference groups, offering and accepting constructive criticism that enables the writer to make revising decisions. Obviously, this is not going to happen instantly. It requires guidance and practice for students to develop and refine this important skill. Students need to know the rules for peer conferences. Discuss your peer conferencing rules, and have them posted in the classroom. See Appendix for sample peer conference rules. 2. Model a peer conference, and have students practice their skills. Distribute the Peer Conference Summary Form, and discuss how and when to complete each part. (See Appendix) Independent Practice Divide the class into peer conferencing groups and have students take turns discussing each other s draft. After peer conferences, students should summarize the advice and suggestions they have received and make decisions about how they plan to make further changes to their drafts. TIP: Observe your students during peer conferencing. Take note of appropriate conference behaviors as you observe. After peer conferences, share your observations with the class. Praise specific behaviors to reinforce them. Discuss appropriate ways to handle problem situations. Winnisquam Regional School District: Grade 4 Writing 17

18 ADDITIONAL REVISION MINI-LESSONS During revision, have students focus on no more than one or two new revision skills at any one time. The teacher may use a mini-lesson to focus on a particular skill and then have students revise their drafts for that specific skill. MINI-LESSON: USING SPECIFIC DETAILS Teacher Modeling/Independent Practice 1. Show students that if they use specific information about people, places, and times, it makes the writing much more interesting. For example, instead of saying, The boy was late for school, the writer might say, Michael was now ten minutes late for Mrs. Jones reading class. 2. Model this revision technique using the teacher s or a student s story. (A student s story should be used only with the writer s permission.) Have students reread their stories to see if they can add more specific information. They are to make these revisions on the blank lines of their draft copies. MINI-LESSON: USING DIALOGUE Teacher Modeling 1. Have students turn to page 32 in the Storytown textbook. Tell students to read through the dialogue on this page of The Hot and Cold Summer. Demonstrate how the author uses conversations between characters to reveal information about the plot. 2. Model how you might incorporate more dialogue into your story or the story of one of your students. Instruct students to examine their stories to see if dialogue would make their stories more interesting. If so, have them add dialogue to their draft copies. TIP: If using dialogue is a new skill, a student may need guidance in selecting placement of appropriate dialogue. Winnisquam Regional School District: Grade 4 Writing 18

19 3. Often students will use the word said repeatedly in the explanatory words of conversation. A word web can help to alleviate this problem. Create a web on chart paper with the word said in the middle. Have students brainstorm other words they might use instead of said, such as answered, explained, added, etc. Ask them to notice the words the author used in place of said. Write these words in the spokes on the web. Display the web in the classroom so students can refer to it when writing. As students find other words for said during their reading, they can add them to the web. added explained said answered Independent Practice Have students look at the dialogue in their stories, and see if they have used the word said a number of times. Have them make appropriate changes. TIP: Word webs can be used to generate other word choice revision ideas. EDITING: GETTING IT RIGHT During the editing stage of the writing process, students make changes to make their writing as error-free as possible. Editing focuses on the mechanics (sentence structure, usage, punctuation, capitalization, and spelling), and should not be taught in isolation from the writing process. Students will not comprehend the skill unless they apply it to their own writing. Winnisquam Regional School District: Grade 4 Writing 19

20 EDITING THE NARRATIVE Teacher Modeling/Independent Practice 1. To demonstrate comprehension of the editing skills, students must apply them when writing. Focus on one or two new editing skills at a time, and have students edit for those particular skills. Some editing skills apply to particular kinds of writing. 2. Review with students the purpose for editing (to make writing easier for an audience to read). Students should have had previous experiences in editing for correct end marks (periods, question marks, exclamation points) and capital letters for proper nouns and beginnings of sentences. Review these skills with students and have them edit their stories. You may wish to use an editing checklist. (See Appendix) TIP: If a new skill is being introduced, the teacher should use a minilesson to model it. MINI-LESSON: CHECKING SPELLING Independent Practice 1. Have students look at their drafts and circle words that do not look correct. Model and have students use specific procedures to find the correct spelling. (See EDITING: CORRECTING SPELLING ERRORS, Appendix) CORRECTING SPELLING ERRORS 1. First, try it. Students try spelling the word, using as many sounds as they can hear. 2. Second, look it up. Students think of logical places to find the word in print, such as a word wall, a library book or textbook, or on a class bulletin board. Older students will be able to look up words in dictionaries; younger students may want to make individual or class dictionaries with words they need to spell. Winnisquam Regional School District: Grade 4 Writing 20

21 3. Third, ask a peer. If students have tried unsuccessfully to spell the word, they may ask other students for help. 4. Fourth, ask the teacher. MINI-LESSON: PUNCTUATING AND CAPITALIZING DIALOGUE Teacher Modeling Model recognizing direct quotations. Explain that quotation marks show when a character begins and finishes speaking. Point out that words that are actually spoken by a character are called direct quotations. Direct Quotations Write the following sentence on the board: That would not be a good idea, he said. Point out that the quotation marks tell which words are actually spoken. The statement begins with That and ends with idea. Circle the beginning and ending quotation marks. Underline the comma after the word idea, and explain that a comma separates a speaker s words from the explanatory words that identify the speaker. Note that the comma is placed inside the quotation marks. Point out that the first word in a direct quotation is always capitalized. Indirect Quotations Beneath the sentence on the board, write this sentence: He said that would not be a good idea. Ask students how the two sentences differ. Elicit the idea that the second sentence contains an indirect quotation. An indirect quotation does not include the exact words of the speaker, but it is a restatement of what the character says and often has the word that in it. 1. Tell students to look for dialogue in some of the books and stories on display. Ask questions such as the following: How can you tell when a character is speaking? How can you tell when the speaker changes? Winnisquam Regional School District: Grade 4 Writing 21

22 Who says the words in the first quotation on page? How do you know? 2. Point out to students that quotation marks are used before and after direct quotations (the exact words of the speakers). Tell students that the quotation marks will usually come after the end punctuation. Independent Practice Now tell students to look at the dialogue in their own stories and check to see if it is punctuated and capitalized correctly. Have them make appropriate changes. PUBLISHING The publishing stage of the writing process involves students writing a final draft of their stories to be read and enjoyed by others. When students recopy their stories, they should pay particular attention to their revisions and editing changes. Final drafts should be neatly written in cursive and as error-free as possible. (Students may wish to illustrate their stories.) Independent Practice 1. Have students share their stories by reading them to peers, parents, and other adults. 2. Published copies of stories may be displayed in the classroom, in the hallways, or they may become parts of the classroom/school libraries. 3. Ideas for formal publishing can be found in the Appendix. Winnisquam Regional School District: Grade 4 Writing 22

23 ASSESSMENT Use the Personal Narrative Rubric for Writing to evaluate each student s writing product from this lesson. Highlighting specific information in each column of the rubric will assist teachers in providing valuable feedback on writing strengths and areas of improvement. The rubric should be attached to the student s paper with identifying information and scores. Place the student s writing in the Student Writing Portfolio. You may wish to use additional developmental or trait rubrics for writing or the assessment rubrics included in the Storytown language arts series to evaluate other pieces of student writing. MAKING CONNECTIONS Sources for student writing should come from other content areas as well as from the reading texts. Lead students to incorporate ideas from as many areas as possible, including, but not limited to, the following: Independent reading Guided reading Read alouds Reading and lessons from other content areas Life experiences Ideas which spring from students imaginations RETEACHING 1. Mini-lessons are designed to be used both for first-line instruction and for re-teaching. 2. Mini-lessons provided here might be used for instruction in other text forms; mini-lessons offered in other text forms in this document might be used here as well. 3. Teachers will want to create mini-lessons to address the particular needs of individual students or groups of students. 4. The quality of student writing will improve as students are given additional opportunities to write in narrative text forms. Winnisquam Regional School District: Grade 4 Writing 23

24 EXTENSIONS 1. As students become more proficient in narrative writing, they should be offered the opportunity to choose their own topics/prompts. 2. Teachers might use additional suggested story prompts offered in this document along with others of their own to offer more narrative writing opportunities for students. 3. As students become more proficient in narrative writing and the writing process itself, teachers will wish to introduce more variety in prewriting, revising, and editing strategies. Developing young writers can learn to select the strategies that work best for them. 4. Students should be given opportunities to publish their finished writing in a variety of formats. Some additional ideas for publishing are listed in this document. Winnisquam Regional School District: Grade 4 Writing 24

25 SUGGESTED NARRATIVE PROMPTS Personal Experience Narratives Write a narrative about something you like to do with your family or friends. Write a narrative about your favorite hobby. Write a narrative about a favorite party. Write a narrative about a favorite summer vacation. Write a narrative about a time when you felt proud. Write a narrative about a time when you crashed on your bike. Write a narrative about a time when you were late. Write a narrative about a visit to your grandparents or to some other relative. Write a narrative about a time when you were lost. Write a narrative about the funniest experience you ve ever had. Write a narrative about a favorite relative. Fictional Narratives Write a narrative about a day you spent with an alien from another planet. Write a narrative that tells why a dog barks, a pig have a curly tail, grass is green, etc. Winnisquam Regional School District: Grade 4 Writing 25

26 Write a narrative about an animal s birthday party. Write a mystery about the day all the swimming pools were empty. Write a narrative about the land on the other side of the rainbow. Write a narrative about a buried treasure you found under your house. Write a sequel to a fictional story or book you have just read or one you have particularly enjoyed. You will use some of the same characters but introduce new conflicts, additional characters, and perhaps a new setting. Think of a time when you realized that an animal was telling you something or showing you how it felt. Write a made-up story about this experience. Use a favorite book as a springboard for writing your own fictional narrative. Winnisquam Regional School District: Grade 4 Writing 26

27 APPENDIX Winnisquam Regional School District: Grade 4 Writing 27

28 Name Something That Has Happened To Me Winnisquam Regional School District: Grade 4 Writing 28

29 Name Topic/Prompt: STORY MAP Setting: Characters: Problem: PLOT Events: Solution: Winnisquam Regional School District: Grade 4 Writing 29

30 Name REVISING CHECKLIST: NARRATIVES Does my beginning tell who the story is about and when and where it takes place? Does the middle contain a problem that needs to be solved? Have I included a sequence of events leading to the problem s solution? Does the ending show how the problem is solved with a logical conclusion? Is my story interesting and easy to follow? Winnisquam Regional School District: Grade 4 Writing 30

31 PEER CONFERENCE RULES Participating in a peer conference, 1. Choose 1 or 2 peers to meet with you. 2. Share your writing. 3. Talk quietly. 4. Listen respectfully to all ideas. 5. Thank your peer partners. 6. Summarize your conferences and revise by yourself. Adapted from The Reading-Writing Workshop: Getting Started, by Norma R. Jackson with Paula L. Pillow, 1992 Winnisquam Regional School District: Grade 4 Writing 31

32 PEER CONFERENCE SUMMARY (to be completed by author) Name Project Title Conference Partners 1. What is my project/title about? 2. What do you like best about it? 3. Did I say anything confusing? 4. Do I need to add more details? Where? beginning characters setting plot ending Summary Adapted from The Reading-Writing Workshop: Getting Started, by Norma R. Jackson with Paula L. Pillow, 1992 Winnisquam Regional School District: Grade 4 Writing 32

33 Name EDITING CHECKLIST I used correct punctuation at the end of my sentences. I capitalized the first word in all my sentences. I capitalized all names and proper nouns. I tried to spell all words correctly. Winnisquam Regional School District: Grade 4 Writing 33

34 EDITING: CORRECTING SPELLING ERRORS 1. First, try it. Try spelling the word, using as many sounds as you hear. 2. Second, look it up. Think of places to find the word in print, such as a word wall, a library book or textbook, or a bulletin board. If you can, use a dictionary. 3. Third, ask another student. 4. Fourth, ask the teacher. Winnisquam Regional School District: Grade 4 Writing 34

35 BOOK LAYOUT AND PUBLISHING Divide the class into groups of 3-5 students. Give each group several library books to examine. Have students look for the different kinds of information authors include in their books. Bring groups back together, and compile information in a class list containing data such as title, author s name, copyright name, place of publication, dedication, etc. Point out where each type of information is generally located. Students should plan how they want their published books to look. They should decide what size and kind of paper to use, and how they want their writing to appear on the page. (This page-by-page model is called a layout or dummy.) Next, students need to plan their title page, copyright page, cover, etc. They may need to make decisions about picture placement as well. After students make layout decisions, they may type their text or recopy it on the selected paper. Books may be assembled by stapling, sewing, gluing, etc. Students will enjoy seeing their books displayed in the classroom or the school library. Winnisquam Regional School District: Grade 4 Writing 35

36 Personal Narrative Rubric Name Score Point Content (Ideas) Completely focused Clear main idea supported with 4 strong, specific details Generally focused Clear main idea with 3 specific details Somewhat focused No clear main idea, 2 specific supporting details Not clearly focused No main idea, 1 or no specific details Organization Voice/Word Choice Conventions Clearly stated message Clearly developed beginning, middle, end Details presented in logical order Clearly stated message Simple beginning, middle and end Details mostly in logical order Somewhat confusing message Simple beginning, middle, end Details not clear in some places Confused message Missing either beginning, middle, end No clearly stated details Viewpoint is clear Using clear exact words and creative original phrases Viewpoint somewhat clear Word choice clear, somewhat interesting words and some original phrases Viewpoint is unclear Word choice and phrases somewhat unclear Writer seems uninterested in what he/she is writing about Uses word choices that are unclear or inappropriate Legible handwriting No errors in grammar, punctuation, capitalization, and spelling Legible handwriting in most cases Few errors in grammar, punctuation, capitalization, and spelling Legible handwriting sometimes Some errors in grammar, punctuation, capitalization, and spelling Not legible handwriting Many errors in grammar, punctuation, capitalization, and spelling Winnisquam Regional School District: Grade 4 Writing 36

37 WRITING PORTFOLIO LESSON Writing Process Indicators Addressed in the lesson GRADE 4 GRADING PERIOD: TEXT FORM: Persuasive Letter TIME RANGE FOR LESSON: 7-10 days Winnisquam Regional School District Writing Process Indicators Addressed in the lesson 1. Generate writing ideas through discussions with others and from X printed material. 2. State and develop a main idea for writing. X 3. Determine purpose and audience for writing. X 4. Use organizational strategies (e.g., brainstorming, lists, webs and X Venn diagrams) to plan writing. 5. Organize writing, beginning with an introduction, body and a resolution of plot, followed by a closing statement or summary of important ideas and details. 6. Vary simple, compound and complex sentence structures. 7. Create paragraphs with topic sentences and supporting sentences X that are marked by indentation and are linked by transitional words and phrases. 8. Vary language and style appropriate to audience and purpose. X 9. Use available technology to compose text. X 10. Reread and assess writing for clarity, using a variety of methods X (e.g., writer s circle or author s chair). 11. Add descriptive words and details and delete extraneous information. 12. Rearrange words, sentences and paragraphs to clarify meaning. X 13. Use resources and reference materials, including dictionaries, to select more effective vocabulary. 14. Proofread writing and edit to improve conventions (e.g., grammar, X spelling, punctuation, and capitalization) and identify and correct fragments and run-ons. 15. Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing. 16. Prepare for publication (e.g., for display or for sharing with X others) writing that follows a format appropriate to the purpose, Winnisquam Regional School District: Grade 4 Writing 37

38 using techniques such as electronic resources and graphics to enhance the final product. Writing Applications Indicators 1. Write narratives that sequence events, including descriptive details and vivid language to develop plot, characters, and setting and to establish a point of view. 2. Write responses to novels, stories and poems that include a simple interpretation of a literary work and support judgments with specific references to the original text and to prior knowledge. 3. Write formal and informal letters (e.g., thank you notes, letters of request) that follow letter format (e.g., date, proper salutation, body, closing and signature), include important information and demonstrate a sense of closure. 4. Write informational reports that include facts and examples and present important details in a logical order. 5. Produce informational writings (e.g., messages, journals, notes and poems) for various purposes. X X Writing Conventions Indicators 1. Write legibly in cursive, spacing letters, words and sentences X appropriately. 2. Spell high-frequency words correctly. X 3. Spell plurals and inflectional endings correctly. 4. Spell roots, suffixes and prefixes correctly. 5. Use commas, end marks, apostrophes and quotation marks X correctly. 6. Use correct capitalization. X 7. Use various parts of speech such as nouns, pronouns and verbs (e.g., regular and irregular, past, present and future). 8. Use conjunctions and interjections. 9. Use adverbs. 10. Use prepositions and prepositional phrases. 11. Use objective and nominative case pronouns. 12. Use subjects and verbs that are in agreement. 13. Use irregular plural nouns. Research Indicators 1. Identify a topic and questions for research and develop a plan for gathering information. Winnisquam Regional School District: Grade 4 Writing 38

39 2. Locate sources and collect relevant information from multiple sources (e.g., school library catalogs, online databases, electric resources and internet-based resources). 3. Identify important information found in the sources and summarize important findings. 4. Create categories to sort and organize relevant information charts, tables or graphic organizers. 5. Discuss the meaning of plagiarism and create a list of sources. 6. Use a variety of communication techniques, including oral, visual, written or multimedia reports, to present information gathered. Grade Level 4 Winnisquam Regional School District Text Form Persuasive Letter Time Range For Lesson 7-10 Days Grade 4 Text types and Purposes Strand Addressed in the lesson 1. Write opinions in which the student: a. Introduce the opinion about a concrete issue or topic and create an X organizing structure where related ideas are grouped to support the writer s purpose. b. Provide reasons that are supported by facts and details. X c. Provide reasons and details together using words and phrases (e.g. so, X then, for instance, in addition) d. Adopt an appropriate style for sharing and defending an opinion. X e. Provide a concluding statement or section. X 2. Write informative/explanatory pieces in which the student: a. State the topic clearly and group related information in paragraphs and sections. b. Develop the topic using facts, concrete details, quotations or other information and examples. c. Uses appropriate links to join ideas within categories of information. d. Employ domain-specific vocabulary when appropriate. e. Provide a conclusion related to the information or explanation offered. 3. Write narratives in which the student: a. Orients the reader by establishing a situation, introduce the narrator and/or characters, and organize an event sequence that unfolds naturally. Winnisquam Regional School District: Grade 4 Writing 39

40 b. Uses narrative techniques such as dialogue and description to develop events and show characters external behaviors and internal responses to events. c. Uses a variety of temporal words and phrases to manage the sequence of events. d. Uses concrete and sensory words, and phrases to manage the sequence of events. e. Provides a satisfying conclusion that follows form the narratives events. 4. Produces coherent and clear writing in which organization, development, substance, and style are appropriate to task, purpose, and audience. 5. With guidance and support from peers and adults, strengthen writing as needed by planning, revising, and editing. 6. With guidance and support from adults, use technology to produce, publish, and interact with others about writing. X X Grade 4 Research to Build Knowledge Strand 7. Perform short, focused research tasks that build knowledge through investigation of different aspects of a single topic. 8. Gather information from experience as well as print and digital resources, take notes on sources, categorize evidence, restate information in written text, and provide basic bibliographic information. 9. Write a response to literacy or informational sources, drawing evidence from text to support analysis and reflection as well as to describe what they learned: a. Apply grade 4 reading standards (e.g. Explain how an author uses evidence to support his or her claims in text ) b. Apply grade 4 reading standards (e.g. Explain how an author uses evidence to support his or her claims in text ) c. Apply grade 4 reading standards to literature (e.g., Describe in detail a character, event, or setting, drawing on specific details in the text, e.g., from a characters thoughts, words, deeds, and interactions with others ). Grade 4 Range of Writing Strand 10. Writes 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 X Winnisquam Regional School District: Grade 4 Writing 40

41 GRADE LEVEL 4 WRSD LANGUAGE ARTS TEXT FORM Persuasive Letter TIME RANGE FOR LESSON 7 TO 10 DAYS CORE INSTRUCTION TEXT FORM: LETTERS LESSON: PERSUASIVE LETTER Letter writing is a necessary life skill. If we are to communicate effectively, we must be able to organize our thoughts on paper. For giving and receiving information, we all rely on letters to some extent. Students should have experiences in writing different kinds of letters for different purposes and for different audiences. Listed below are some of the letter writing forms that elementary students should be able to do. Formal Letters Informal Letters Letters of Complaint Letters of Appreciation Letters of Request Business Letters Friendly Letters Thank-You Notes Letters of Invitation/Regret Dairies or Journals Post Cards Notes Lists Since writing for real purposes is crucial in motivating children to write, it is suggested that you have your students compose and send different kinds of letters as the appropriate occasions occur during the school year. Fourth grade students should be able to write both formal and informal letters that do the following: follow letter format (date, proper salutation, body, closing, and signature). include important information Winnisquam Regional School District: Grade 4 Writing 41

42 demonstrate a sense of closure For the purpose of this lesson, students will write a formal letter (persuasive letter). Students will go through the writing process from prewriting to publishing. Materials Needed: Storytown Textbook Selection: Amelia s Garden by Miriam Kirby (optional) Storytown, Harcourt School Publishers, 2008, Theme 5, Lesson 25, pp (pp. T307-T309). Chart paper Student writing paper Letter of Request Organizer* Revising Checklists* Editing Checklists* Model Envelope* *See Appendix PREWRITING: GETTING STARTED Prewriting is the planning stage of the writing process. It may include reading, drawing, observing, discussing, jot listing, and webbing. Basically, prewriting is the thinking process, thinking about what to write and how to organize it. Developing writers should be encouraged to spend adequate time in the prewriting stage 1. During a discussion, Have students orally share the different kinds of letters that they have written and received. List them on a chart/chalkboard. Discuss the different kinds of letters shared (how they are alike; how they are different). Have students categorize the letters according to their purpose and audience. Lead students to understand that letters have the same or similar format but differ in content according to their purpose and Winnisquam Regional School District: Grade 4 Writing 42

43 audience. Point out to students that some letters are considered to be formal letters and others are informal. Have students identify the letters on the chart as being formal or informal. 2. Let students know that they will be writing a persuasive letter to someone they know. They will share their letters with their teacher and classmates. They may deliver or mail them to the recipients. PROMPT: Write a letter of request to someone you know. In the letter you will state your request and follow it up with reasons or facts that support it. You will use the friendly letter format for your letter. 3. Share the prompt with students. Give them a few minutes to jot down some ideas of some people they could write to and what might be some of their requests. 4. Ask students to share their ideas on whom they could write to. List their responses as headings on a chart. (See the example that follows.) 5. Then ask students what their requests would be. Record these responses under the correct headings. (See the example that follows.) LETTERS OF REQUEST Principal ( ) Extra recess Change in school rule Change in dress code Need new basketball net Teacher ( ) Mom and Dad Increased allowance Fewer chores at home Get a new pet Take karate lessons Bus Driver Winnisquam Regional School District: Grade 4 Writing 43

44 No homework on weekends Change in classroom rules Class party for end of year music More field trips No assigned seats Play the radio Use headphones for 6. Have each student make a decision on whom s/he will write to and what will be the request. (Their choices may or may not be listed on the chart.) You will need to make a choice concerning a letter of request (persuasive letter) that you will model. 7. Let students know that a letter of request (persuasive letter) is an example of a formal letter. Explain that some formal letters use friendly letter format while others use business letter format. Tell students that since they will be writing to someone they know, they will use the friendly letter format. Point out that if the letter of request would have been to a company or corporation, a government official, politician, or someone whom they do not know well, the letter would be written in business letter format (including an inside address). 8. Review the five parts of a friendly letter. The Heading usually contains only the date. (Another option would include the writer s address in addition to the date.) Note the commas in the heading. The Greeting means Hello. It usually begins with Dear (the person s name) and ends with a comma. The Body is the main part of the letter. - Tell students that the body of a formal letter should include the following: T Tell the purpose of the letter. E Explain the details. A Appreciate or thank the receiver. Winnisquam Regional School District: Grade 4 Writing 44