4th Grade Writing

  • Learning Outcome for Writing
    • 4.W.1 Write routinely over a variety of time frames and for a range of discipline-specific tasks, purposes, and audiences; apply reading standards to support reflection and response to literature and nonfiction texts.
  • Handwriting
    • 4.W.2.1 Write legibly in print or cursive, forming letters and words that can be read by others.
    • 4.W.2.2 Students are expected to build upon and continue applying concepts learned previously.
  • Writing Genres
    • 4.W.3.1 Write persuasive compositions in a variety of forms that
      • 4.W.3.1.a In an introductory statement, clearly state an opinion to a particular audience.
      • 4.W.3.1.b Support the opinion with facts and details from various sources, including texts.
      • W.3.1.c Use an organizational structure to group related ideas that support the purpose.
      • 4.W.3.1.d Connect opinion and reasons using words and phrases.
      • 4.W.3.1.e Provide a concluding statement or section related to the position presented.
    • 4.W.3.2 Write informative compositions on a variety of topics that
      • 4.W.3.2.a Provide an introductory paragraph with a clear main idea.
      • 4.W.3.2.b Provide supporting paragraphs with topic and summary sentences.
      • 4.W.3.2.c Provide facts, specific details, and examples from various sources and texts to support ideas and extend explanations.
      • 4.W.3.2.d Connect ideas using words and phrases.
      • 4.W.3.2.e Include text features (e.g., formatting, pictures, graphics) and multimedia when useful to aid comprehension.
      • 4.W.3.2.f Use language and vocabulary appropriate for audience and topic.
      • 4.W.3.2.g Provide a concluding statement or section.
    • 4.W.3.3 Write narrative compositions in a variety of forms that
      • 4.W.3.3.a Establish an introduction, with a context to allow the reader to imagine the world of the event or experience.
      • 4.W.3.3.b Organize events that unfold naturally, using meaningful paragraphing and transitional words and phrases.
      • 4.W.3.3.c Use dialogue and descriptive details to develop events and reveal characters’ personalities, feelings, and responses to situations.
      • 4.W.3.3.d Employ vocabulary with sufficient sensory (sight, sound, smell, touch, taste) details to give clear pictures of ideas and events.
      • 4.W.3.3.e Provide an ending that follows the narrated experiences or events.
  • The Writing Process
    • 4.W.4 Apply the writing process to
      • 4.W.4.a Generate a draft by developing, selecting and organizing ideas relevant to topic, purpose, and genre; revise to improve writing, using appropriate reference materials (e.g., quality of ideas, organization, sentence fluency, word choice); edit writing for format and conventions (e.g., spelling, capitalization, usage, punctuation).
      • 4.W.4.b Use technology to interact and collaborate with others to publish legible documents.
  • The Research Process
    • 4.W.5 Conduct short research on a topic.
      • 4.W.5.a Identify a specific question to address (e.g., what is the history of the Indy 500?).
      • 4.W.5.b Use organizational features of print and digital sources to efficiently to locate further information.
      • 4.W.5.c Determine the reliability of the sources.
      • 4.W.5.d Summarize and organize information in their own words, giving credit to the source.
      • 4.W.5.e Present the research information, choosing from a variety of formats.
  • Conventions of Standard English
    • 4.W.6.1 Demonstrate command of English grammar and usage, focusing on:
      • 4.W.6.1a Nouns/Pronouns — Writing sentences that include relative pronouns (e.g., who, which) and reflexive pronouns (e.g., myself, ourselves) and explaining their functions in the sentence.
      • 4.W.6.1b Verbs
        • 4.W.6.1b.1 Writing sentences that use the progressive verb tenses.
        • 4.W.6.1b.2 Recognizing and correcting inappropriate shifts in verb tense.
        • 4.W.6.1b.3 Using modal auxiliaries (e.g., can, may, must).
      • 4.W.6.1c Adjectives/Adverbs — Writing sentences using relative adverbs (e.g., where, when) and explaining their functions in the sentence.
      • 4.W.6.1d Prepositions — Writing sentences that include prepositions, explaining their functions in the sentence.
      • 4.W.6.1e Usage — Writing correctly complete simple, compound, and complex declarative, interrogative, imperative, and exclamatory sentences, using coordinating and subordinating conjunctions (e.g., yet, nor, so).
    • 4.W.6.2 Demonstrate command of capitalization, punctuation, and spelling, focusing on:
      • 4.W.6.2a Capitalization — Capitalizing names of magazines, newspapers, works of art, musical compositions, organizations, and the first word in quotations, when appropriate.
      • 4.W.6.2b Punctuation
        • 4.W.6.2b.1 Correctly using apostrophes to form possessives and contractions.
        • 4.W.6.2b.2 Correctly using quotation marks and commas to mark direct speech.
        • 4.W.6.2b.3 Using a comma before a coordinating conjunction in a compound sentence.
      • 4.W.6.2c Spelling — Using spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts, homophones/homographs) in writing single and multi-syllable words.

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