Fourth Grade

Writing Core by Genre

Opinion / Informative/Explanatory / Narrative
  • Students will:
  • Write opinion pieces on topics or texts
  • Support point of view with reasons and information
  • Introduce topic or text clearly
  • State opinion
  • Create an organizational structure in which related ideas are grouped to support writer’s purpose
  • Provide reasons that are supported by facts and details
  • Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition)
  • Provide a concluding statement or section related to the opinion presented
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  • Students will:
  • Introduce a topic
  • Convey ideas and information clearly
  • Group related information in paragraphs and sections
  • Include formatting (e.g. headings) illustrations, multimedia
  • Develop topics with facts, definitions, concrete details, and quotations
  • Link ideas within categories of information using words and phrases (e.g., another, for example, also, because)
  • Use precise language and domain specific vocabulary to inform or explain
  • Provide a concluding statement or section related to information or explanation presented
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  • Students will:
  • Write narratives to develop real or imagined experiences or events
  • Effective technique
  • Descriptive details
  • Clear event sequence
  • Establish situation, introduce narrator and or characters
  • Organize an event sequence that unfolds naturally
  • Use dialogue, description, and events to develop experiences and events
  • Show the response of characters to situations
  • Use a variety of transitional words, and phrases to manage sequence of events
  • Use concrete words, phrases, sensory details to convey experiences and events precisely
  • Provide a conclusion

  • With guidance and support students will:
  • Use the writing process within a writing block organization
  • Planning
  • Revising
  • Editing (conventions should demonstrate command of Language Standards)
  • Publishing
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  • Students will:
  • Use the writing process within a writing block organization
  • Planning
  • Revising
  • Editing (conventions should demonstrate command of Language Standards)
  • Publishing
/
  • Students will:
  • Use the writing process within a writing block organizationPlanning
  • Revising
  • Editing (conventions should demonstrate command of Language Standards)
  • Publishing

  • With guidance and support students will:
  • Use technology, including keyboarding skills, to produce and publish writing
  • Use internet and collaborate with others
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  • With guidance and support students will:
  • Use technology, including keyboarding skills, to produce and publish writing
  • Use Internet and collaborate with others
/
  • With guidance and support students will:
  • Use technology, including keyboarding skills, to produce and publish writing
  • Internet and collaborate with others

  • Students will:
  • Produce clear and coherent writing in which development and organization are appropriate to task, purpose, and audience
  • Recall relevant information from experiences or gather information from print and digital sources
  • Draw evidence from literacy or informational texts to support analysis, reflection, and research
  • Take notes and categorize information
  • Provide a list of sources
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  • Students will:
  • Produce clear and coherent writing in which development and organization are appropriate to task, purpose, and audience
  • Conduct short research projects that use several resources to build knowledge through investigation
  • Draw evidence from literacy or informational texts to support analysis, reflection, and research
  • Recall relevant information from experiences or gather information from print and digital sources
  • Take notes and categorize information
  • Provide a list of sources
/
  • Students will:
  • Produce clear and coherent writing in which development and organization are appropriate to task, purpose, and audience
  • Draw evidence from literary or informational texts to support analysis, reflection, and research
  • Recall relevant information from experiences or gather information from print and digital sources
  • Take notes and categorize information

  • Students will:
  • Write daily
  • Short time frames (single sitting, day or two)
  • Extended time frames
  • Time for research, reflection, revision
  • Focus on a range of:
  • Discipline-specific tasks
  • Purposes
  • Audiences
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  • Students will:
  • Write daily
  • Short time frames (single sitting, day or two)
  • Extended time frames
  • Time for research, reflection, revision
  • Focus on a range of:
  • Discipline-specific tasks
  • Purposes
  • Audiences
/
  • Students will:
  • Write daily
  • Short time frames (single sitting, day or two)
  • Extended time frames
  • Time for research, reflection, revision
  • Focus on a range of:
  • Discipline-specific tasks
  • Purposes
  • Audiences