Fourth Grade ELA Strand: Writing Domain: Text Types and Purpose

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Fourth Grade ELA

Strand: Writing Domain: Text Types and Purpose

Common Core Standard: W.4.1 Write opinion pieces on topics or 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.

Essential Vocabulary

Task Analysis Learning Activities/Assessments Resources

Opinion Fact Conclusion Introduction Because Therefore Since For example _____________ ___ For instance In order In addition _____________ __ Logical Ordering Consequently

-Using the writing process, write opinion pieces on topics or texts, supporting a point of view.

-Support point of view with reasons, facts, and opinions.

-Introduce the topic or text they are writing about, state an opinion, and create an

organizational structure that lists reasons. -Group related ideas to support the writer’s purpose.

 Students will write an opinion piece on a self-chosen topic or a topic given by the teacher.

 They can list the topic in the palm of their hand and write 5 specific details that support their opinion. (They can try use a graphic organizer or their actual palm.)  They can then use the graphic organizers

listed in the resource column to help organize their thoughts.

 Students will then go through the writing process.

 You can also correlate this with math and graph the students/class opinion on given topics.

 It is suggested to give students a more concrete example first to go through the opinion writing process like choosing their favorite ice cream, but then move them towards more abstract concepts or concepts focused on global events.

http://www.idealcurriculum.com/transitional-writing-traits.html has some great ideas on how to develop writing traits in students.

http://www.teacherspayteachers.com/Product/Opinion-Writing-Checklist-Student-Friendly-727091 is an opinion writing checklist (FREE)

http://pinterest.com/pin/355362226817762706/ is an opinion writing anchor chart.

http://pinterest.com/pin/129971139219073615/ is an opinion writing graphic organizer

http://pinterest.com/pin/426575395924882441/ is another opinion writing graphic organizer

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Specifically Clauses

-Provide reasons that support the opinion. -Use details and facts to support opinions. -Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

-Use linking words phrases (e.g., for instance, in order to, in addition).

-Provide a concluding statement or section. -Relate concluding statement or section to opinion.

 School Idea

In your opinion, should students have to wear school uniforms.

 State Idea

In your opinion, should the governor ______________ (insert any current event).

 United States Idea

In your opinion, how should the President of the United States help solve the conflict of___________ (insert a current event.)  CIF: Writing to Learn

 Score with writing rubric

 http://wvde.state.wv.us/teach21/writingrubrics/ assessment rubrics

http://www.ware.k12.ga.us/Curriculum/resources/4/4th %20Grade%20Writing/Gr%204%20Sec%204%20Opinion %20Point%20of%20View.pdf is a unit on point of view writing.

http://pinterest.com/pin/131800726567549587/ anchor chart on types of writing

Fourth Grade ELA

Strand: Writing Domain: Text Types and Purposes

Common Core Standard: 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.

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C.

Link ideas within categories of information using words or 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.

Also Another And More But For example Clauses In Contrast Especially

-Using the writing process, write

informative/explanatory texts to examine a topic and convey ideas and information clearly. -Write related information in paragraphs and sections -Include formatting (e.g. headings) and multimedia when useful to aiding comprehension.

-Develop the topic with facts, definitions, and details.

- Use quotations, other information, and examples related to the topic.

-Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

-Use words and phrases (e.g., another, for

example, also, because) to

 P.R.O.B.E Research Notebooks

PROBE = Personal Research On Basically Everything

 Expository Writing Unit

http://www.pps.k12.or.us/files/curriculum/ Writing_Binder_Grade_4_Section_4.pdf

 Make a T Chart comparing the elements of a Narrative to the elements of an Expository writings.

 Link to an expository text and look for the writing elements in the text.

 Have students complete a research project (you can use the P.R.O.B.E method listed above) on an expository text and write and present their information.

 All CIF strategies are applicable.

 http://wvde.state.wv.us/teach21/writingrubrics/ assessment rubrics

http://www.catawbaschools.net/schools/Oxford/staff/ Rachel_Lamb/Web%20Page%20Library/probes.aspx

walks you through the P.R.O.B.E process.

http://www.teacherspayteachers.com/Product/ Writing-Prompt-Genre-Informational-Writing-238878

has informational writing prompts.

http://pinterest.com/pin/189714203023208728/ is an anchor chart for informational writing.

http://pinterest.com/pin/271482683759385029/ is the Expository Pillar graphic

http://pinterest.com/pin/203506476884774218/ is a picture of a writing on post it note idea.

http://pinterest.com/pin/131800726567549587/

anchor chart on types of writing

http://thewritesource.com/writing_topics/ has topics for writing.

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link words and phrases.

-Use precise language and domain-specific

vocabulary to inform about or explain the topic.

-Provide a concluding statement or section. -Relate the concluding statement or section to the information or explanation presented.

Fourth Grade ELA

Strand: Writing Domain: Text Types and Purposes

Common Core Standard: 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.

Essential Vocabulary Task Analysis Learning Activities/Assessments Resources

Time Order Words: First

Before Midnight Following

_________________

-Using the writing process, write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

 Narrative Writing Unit

http://www.pps.k12.or.us/files/curriculum/ Writing_Binder_Grade_4_Section_3.pdf

 Have students list personal events that have happened to them.

 Allow students to select one event to write

 Book: Gummy Bird Greene (a great book for showing students how detailed stories can become when writing)

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_

Narrator Character Dialogue Narrative

_________________ _

Transitional Words: Meanwhile

During Later that day _________________ _

Pacing Clauses

Sensory Details

-Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. -Use dialogue and descriptions of actions, thoughts, and feelings to develop

experiences and events or show the response of characters to situations. -Use temporal words and phrases to signal event order.

-Use concrete words and phrases and sensory details to convey experiences and events precisely.

-Provide a sense of closure.

-Provide a conclusion that follows from the narrated experiences or e events.

about.

 Review the elements of narrative writing.  Have students go through the writing process

and create a narrative writing.

 They can present their writing to the class or work on word processing skills and type it on the computer.

 Writing Unit (WONDERFUL RESOURCE!!!)

http://www.tuckerton.k12.nj.us/

tes_curriculum/language_arts_literacy/ela-grade-4.pdf

http://wvde.state.wv.us/teach21/writingrubrics/ assessment rubrics

131800726567549587/ anchor chart on types of writing



Fourth Grade ELA

Strand: Writing Domain: Production and Distribution of Writing

Common Core Standard: W.4.4 Produce clear and coherent writing in which the development and organization are

appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3

above.)

Organization Purpose

-With guidance and support from adults, produce writing in which the

development and organization are

 Allow students opportunities to work with graphic organizers to organize their thoughts to produce clear and coherent

http://pinterest.com/pin/

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Produce Appropriate Rubric

Audience Coherent Analyze

appropriate to task and purpose.

-Recognize what clear and coherent writing looks like based on guided lessons.

-Produce writing pieces that are clear and coherent (considering the audience).

-Use rubrics to analyze writing pieces and determine if writing expectations were met.

-Produce clear and coherent writing in which the development and

organization are appropriate to task, purpose, and audience.

writing.

 The resource column has links to several graphic organizers.

http://pinterest.com/pin/ 192599321536191182/ topic sentence graphic organizer

http://wvde.state.wv.us/ strategybank/

GraphicOrganizersforWriting.html a whole webpage of graphic organizers for writing.

http://wvde.state.wv.us/teach21/ writingrubrics/ assessment rubrics

http://pinterest.com/pin/ 157696424424101487/ graphic organizer and rubric

http://pinterest.com/pin/ 131800726567549587/ anchor chart on types of writing

http://www.sanchezclass.com/ reading-graphic-organizers.htm is a site for graphic organizers

Fourth Grade ELA

Common Core Standard: W.4.5 With guidance and support from peers and adults, develop and strengthen writing as

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1-3 up to and including grade 4.)

Planning Revising Editing

-Use graphic organizer for planning suited for on the writing task. -Group like ideas/opinions/facts on the graphic organizer and sequence logically.

-Write a rough draft using the graphic organizer as a reference.

-Proofread for corrections (using peers, checklists, conferences, adults, reference materials, etc.)

-Recognize and correct conventions -Make corrections as needed. -Write the corrected paper.

-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

 As you are teaching writing, focus on specific grammar areas.

 Teach them editing marks.

 Teach them how to edit their own work and the work of a peer.

http://www.tburg.k12.ny.us/mcdonald/ grammar4.htm is a computer interactive game that students can use with ipads or desktops or laptops.

155303887121448856/ anchor chart on adding details

17732992254633817/ is an anchor chart on revising.

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Fourth Grade ELA

Common Core Standard: 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 on one page in a single sitting.

Publish

*Keyboarding related words

-With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and

collaborate with others. -Use keyboarding skills (home row keys, shift, enter, backspace, etc.) -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

 Incorporate computer teachers to help with keyboarding and writing.

http://www.bbc.co.uk/bitesize/ks2/english/writing/ writing games

http://www.readwritethink.org/files/resources/interactives/ storymap/ online interactive story maps

http://www.harcourtschool.com/storytown/ gives writing topics by grade level

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a minimum of one page in a single sitting.

Fourth Grade ELA

Strand: Writing Domain: Research to Build and Present Knowledge

Common Core Standard: W.4. 7 Conduct short research projects that build knowledge through investigation of different

aspects of a topic.

*Research Terms Investigation Terms Aspect

Source

-Using the research process to conduct short research projects that build knowledge about a topic.

-Develop a research question to investigate. -Determine a research plan to organize the

investigation.

-Investigate a topic in greater detail by looking at different aspects of a topic.

-Conduct short research projects that build knowledge through

investigation of different of a topic.

 Correlate with Science and social studies  Research Project Ideas

http://steveandcat.net/mrswalker/ research_reports.htm

 State Research Project Idea

http://pinterest.com/pin/ 271130840038404256/

Single Topic

Fourth-grade students can complete

straightforward research papers on a particular topic, such as U.S. presidents, U.S. states or foreign countries. Place slips of paper with these topics listed on them in a hat or basket, and have children choose a topic from the hat. This

method ensures that the topic selection is fair, and students are more likely to choose a topic they know little about. Students could also write research papers on subjects tied to current

http://www.catawbaschools.net/schools/Oxford/ staff/Rachel_Lamb/Web%20Page%20Library/ probes.aspx walks you through the P.R.O.B.E process.

research project idea

writing wallet with research projects

way to incorporate math/graphing and

technology, and students can write about their research.

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events or recognition months; for example, in February, students could write about famous Black Americans in recognition of Black History Month, or well-known women during October for Women's History Month.

Problem-Solution

To boost fourth-graders' critical thinking skills, assign a research paper in the problem-solution format. The topic should be a problem, such as global warming, illiteracy or animal welfare, that the students can research and then develop their own ideas for a solution. Choosing a problem-solution type of topic will encourage students to study current events and become more engaged in the world around them.

Compare and Contrast

Comparing and contrasting is another paper type that can develop students' critical thinking skills. Ask students to choose a research paper topic that compares two similar concepts, such as two states, two sports or two historical events. Students can research the basic facts about the topics, and then explore what makes them similar and different. As an alternative, the research paper could be designed to be a persuasive paper, in which the student must make a case for why one idea is better than another.

Research Studies

Asking students to design their own

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disprove the hypothesis. Students could conduct a survey of their classmates about their feelings about a particular subject, for example, and combine that research with information they learned about the topic through library research.

Fourth Grade ELA

Common Core Standard: 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.

Digital Sources Evidence Categories Relevant Sources Bibliography Paraphrase Summarize

-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

-Distinguish between relevant and irrelevant information. -Categorize information without predetermined categories.

-List sources that were used for research

Research Studies

Asking students to design their own research studies is bound to create some fun and creative research topics. If your students are learning about performing research experiments in science class, ask them to develop their own study for a research paper. The research paper can explore the students' hypothesis, and allow them to design their own "study" to prove or disprove the hypothesis. Students could conduct a survey of their classmates about their feelings about a particular subject, for example, and combine that research with information they learned about the topic through library research.

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-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.

 Correlate with Science and social studies  Research Project Ideas

http://steveandcat.net/mrswalker/ research_reports.htm

 State Research Project Idea

Fourth Grade ELA

Common Core Standard: 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”).

Evidence Analysis Reflection Research Setting Details Compare and Contrast

-Read a selected text closely (literary of informational).

-Formulate/respond to questions by referring to the text.

-Go back in the text and find specific details to support response.

-Write a response which includes specific details from the text that supports your answer.

-Draw evidence from literary or informational texts to support

 Close Reading  Response Journal

http://www.busyteacherscafe.com/literacy/ readers_response.html

http://pinterest.com/pin/234539093064205227/ 36 Week Reading Response Journal

 After presenting a research project, students will write a reflection on the research project.

 S.C.O.P.E

Create a foldable where students can lift the “S” and write under it the SETTING. Lift the “C” and they write about the CHARACTER. Lift the “O” and write about the ORDER OF EVENTS. Lift the “P” and write about the PROBLEM of the story. Lift the “E” and write about the ENDING of the story.

http://

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analysis, reflection, and research.

Fourth Grade ELA

Strand: Writing Domain: Range of Writing

Common Core Standard: 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.

Reflection Revision Purpose Audience

-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.

 Give daily opportunities to write

 Correlate with Science and Social Studies and Math  Exit Tickets

 Expository Writing  Narrative Writing  Opinion Writing  Response Journals

http://www.you-can-teach-writing.com/

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