Epping Elementary School Plan for Writing Instruction Fourth Grade Unit of Study Learning Targets Common Core Standards LAUNCH: Becoming 4 th Grade Writers The Craft of the Reader s Response: Test Prep, the Reader s the Response Notebook and Literary Essays Write complete sentences in 3 forms declarative, exclamatory, question Understanding expectations for vocabulary how to complete the Writer s Log to 4 th grade standards for depth, neatness, conventions Parts of Speech using adjectives to enrich writing Spelling form ability groups, set standards for practice, homework and assessments, establish expectations for correct spelling in daily work Handwriting establish classroom routines for workbook practice, establish standards for written work Use the vocabulary program and Writer s Log specifically materials as a basis for applying these standards Establish routines and expectations for 4 th grade quality in Reader s Response Notebook (thoughtful, volume, specifically targeted to the writing task) Restating the question in the answer on open response test items Citing specific evidence from the text to support reasoning L.4.1d L.4.1f a b c d W.4.9 I Can Statements I can write complete questions, exclamations and declarative statements, using correct spelling, capitalization and end punctuation. I can complete vocabulary unit activities in Writer s Log using correct spelling, capitalization and end punctuation that demonstrate my understanding of vocabulary words. I can get the gist of new vocabulary words and demonstrate my understanding of meaning, while I work toward correct usage. I can practice and apply spelling strategies, create a personal dictionary of high-frequency and sight words, and use spelling tools effectively in my daily work. I can correctly form letters and use spaces to write legible manuscript in daily work, and to write legible cursive in a practice workbook. I can identify what I am being asked to explain. I can mirror the question or prompt in my opening sentence. I can cite evidence from the text to support my reasoning, as opposed to basing my reasoning on my own opinion. I can clearly explain my thinking. Epping Elementary School Grade 4 Plan for Writing Page 1 of 5
Beyond Small Moments: Elevating the Personal Narrative Mining for Meaning: From Personal Narrative to Personal Essay Articulating opinions and reactions that are supported by text Generating multiple ideas based on real life experience Applying focus lesson strategies in the Writer s Notebook Consistently and independently applying 4 th grade expectations for mechanics, spelling, volume, and legibility as introduced in the LAUNCH unit Craft sensory details using adjectives and other descriptive devices to extend the writing Introduce the use of dialog and its conventions (punctuation, tagging, said synonyms) Mastering the narrative stance of 1st person (writing from the I point of view) Attend to word choice to intentionally and deliberately craft the voice, tone, mood and style of personal writing Revisiting the memories, small moments and other ideas in the Writer s Notebook for inspiration Looking for lessons learned in our life experience identify messages, formative experiences and unforgettable moments (see Ralph Fletcher) Re-crafting entries to deepen the meaning and transform a piece from narrative to essay Attend to word choice to intentionally and deliberately craft the voice, tone, mood and style of personal writing W.4.4 W.4.5 L.4.1 L.4.5 W.4.4 W.4.5 L.4.1 L.4.5 I can mine my notebook and select a small moment to expand. I can fill my writing with sensory details to provide a descriptive account. I can create a neighborhood map or heart map full of special people, places, things, experiences, etc. to spark my writing. I can create a my summer vacation timeline to chronologically order fun recent memories that I might write about. entries in my Writer s based on focus lessons. I can mine my personal narrative ideas to identify a message, lesson, or theme. I can fill my writing with sensory details to provide a descriptive account. for the audience and purpose of the piece. Expanding 4 th Grade Identify parts of speech L.4.1 I can identify parts of speech Epping Elementary School Grade 4 Plan for Writing Page 2 of 5
Expectations Read This Book! Opinion Essay/Book Review Informational Writing: Fact-Filled Voice-Filled Science Picture Book proper and common nouns, adjectives, adverbs using the vocabulary program materials as a basis for study/analysis Reteach the use of quotation marks and tags in dialog Reteach paragraphs including indentation, thesis/topic sentences and supporting details Emphasize topic sentences as applied in essay writing Introduce using commas in series How to select a book that made a powerful impression on you How to frame an essay from the standpoint of persuading others to read this book Incorporate a persuasive, compelling voice for the express purpose of recommending the book Select specific passages to make your case Write a partial summary to interest the reader without giving away the ending Draw personal connections from reader to character Build on the NF Reading Unit of study in which student generated research notes on the science concept Processes that Shape the Earth Consider the text resources (NF articles, books and web sites) as L.4.4 W.4.1.a W.4.1.b W.4.1.c W.4.1.d W.4.2a W.4.2b W.4.2c W.4.2d W.4.2e proper and common nouns, adjectives, adverbs. I can appropriately use quotation marks and tags in dialog. I can construct paragraphs including indentation, thesis/topic sentences and supporting details. I can correctly use commas in series. I can identify main and supporting characters and their physical and personality traits. I can summarize the plot. I can communicate my enthusiasm for the book through my reactions, connections, predictions, etc. I can cite evidence from the text to support my reasoning, as opposed to basing my reasoning on my own opinion. I can clearly explain my thinking. I can use my paraphrased notes as the basis for my own original Epping Elementary School Grade 4 Plan for Writing Page 3 of 5
Narrative Historical Fiction: Character Sketches, Plot Map and Setting Descriptions mentor text that model expository writing Adopt the style, contentspecific vocabulary and tone of science writing for a peer audience Create a structure/overall organization for the book Incorporate researchbased facts, as opposed to vague recollections of prior knowledge Develop a lively, enthusiastic voice that reflects the author s point of view Make choices about where and how to use charts, graphs, diagrams, sectional views and realistic illustrations to support text Reference Ralph Fletcher s writing on developing characters, plots, heart maps, etc. Invent a character with physical characteristics and inner character traits Describe the time and place in which the character exists, and relate that setting to a historically significant event or period Generate small moment narrative fiction that captures a scene in which the character participates Generate other short text pieces, such as fictional journal entries and fictional personal letters that reveal the character Generate a story mountain to map out events in a fictional plot writing. I can use content-specific vocabulary. I can speak knowledgably about my topic. I can create clear and informative visual information graphics. I can fill my writing with sensory details to provide a descriptive account. I can develop the outline for a plot that includes characters facing a conflict that takes place in a particular historical setting. I can write friendly letters between characters. I can write vivid fictitious journal entries based on the characters I have created. I can use my schema to accurately describe the time and the place (setting). Epping Elementary School Grade 4 Plan for Writing Page 4 of 5
Poetry Using mentor texts to study forms such as haiku, rhyming couplets, odes and free verse, generating poems that mirror these structures Attending to word choice and using tools such as vocabulary program, favorite texts, and thesauri to expand our working vocabulary in writing Deliberately playing with the format of the text on the page to create poems that look different from prose structures/format a I can follow exemplars to try different forms of poetry. I can use vivid language to create a poetic effect. I can use the structure and format of the print on the page to create a poetic effect. Epping Elementary School Grade 4 Plan for Writing Page 5 of 5