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LITERACYB E N C H M A R K

LITERACYLITERACYB E N C H M A R K

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B e n c h m a r k e d u c a t i o n c o m p a n y®

Writing to Sources

Build speaking, language, and writing skills with text-dependent Opinion/Argument, Informative/Explanatory, and Narrative Prompts.

4Grade

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©2014 Benchmark Education Company, LLC. All rights reserved. Teachers may copy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.

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LITERACYB E N C H M A R K

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Writing to Sources

Table of ContentsUsing Writing to Sources 2

Evaluation Rubrics 3

Unit 1 Prompts 4

Unit 2 Prompts 6

Unit 3 Prompts 8

Unit 4 Prompts 10

Unit 5 Prompts 12

Unit 6 Prompts 14

Unit 7 Prompts 16

Unit 8 Prompts 18

Unit 9 Prompts 20

Unit 10 Prompts 22

Student Writing Checklists 24

Conventions of English Mini-Lessons 25

LITERACY B E N C H M A R KB

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LITERACY B E N C H M A R K

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Writing to Sources 4Grade

2 ©2014 Benchmark Education Company, LLC • Writing to Sources • Grade 4

Using Writing to SourcesCommon Core and other new state standards emphasize the importance of rigorous, text-dependent oral and written responses They require that students engage with texts directly and deeply to draw on textual evidence and to support valid inferences from the text

In order for students to be college- and career-ready writers, they must learn to assert and defend claims, explain what they know about a particular subject, and convey what they have experienced, imagined, thought, and felt Writing to Sources provides frequent opportunities for students to practice writing in a wide range of genres and provides authentic practice for standardized writing assessments

Each prompt in Writing to Sources is tied directly to the texts students read in each week of Benchmark Literacy The prompts require that students engage directly with the texts in order to successfully complete the task You may have students complete the writing tasks at independent workstations during the small-group reading block, or as homework assignments You may also choose to have students respond to the prompts orally to strengthen academic oral language skills

Use the Evaluation Rubrics on the next page to guide your scoring of students’ responses On page 24, reproducible Student Writing Checklists are provided Distribute them to students to serve as checklists as they write, or as self-assessment guides

If your students will be using computers to draft, edit, and revise their work, consider these ways to support online collaboration and digital publishing:

• Google Docs facilitate collaboration and allow teachers and peers to provide real-time feedback on writing pieces

• Wikis enable students to share their writing around a common topic.

• Audio tools such as GarageBand and Audacity enable students to record their works (podcasts) for others to hear on a safe sharing platform

• Blogs can be used as digital journals where students engage in short-form, interest-based writing that provides peer and teacher feedback Blogs can also be developed and extended into essays, opinion pieces, and research papers

• Student writing can be enriched with images, audio, and video, and shared with a wider audience via numerous web 2 0 technologies

Based on your observations of students’ writing, use the model mini-lessons on pages 26–50 to address Conventions of Standard English skills your students have not mastered These explicit mini-lessons address the grade-level skills outlined in Common Core Language Standards L 4 1, L 4 2, and L 4 3

3©2014 Benchmark Education Company, LLC • Writing to Sources • Grade 4

Evaluation RubricsStudent _______________________________________ Date ________________________________

Opinion/Argument

Traits 1 2 3 4The writer states a strong opinion, position, or point of view

The writer supplies well-organized reasons that support his or her opinion using facts, concrete examples, and supporting evidence from the text

The writer links opinions and reasons using words, phrases, and clauses

The writer provides a concluding statement or section that supports the position

The writer demonstrates command of grade-appropriate conventions of standard English grammar and usage The writer demonstrates command of grade-appropriate conventions of standard English capitalization, punctuation, and spelling

Informative/Explanatory

Traits 1 2 3 4The writer introduces his/her topic with a clear topic statement

The writer logically groups related information

The writer uses facts, definitions, concrete details, quotations, or other information and examples from the text to develop his or her points

The writer uses precise language and terminology to explain the topic

The writer provides a concluding statement or section

The writer demonstrates command of grade-appropriate conventions of standard English grammar and usage

The writer demonstrates command of grade-appropriate conventions of standard English capitalization, punctuation, and spelling

Narrative

Traits 1 2 3 4The writer establishes a setting or situation for his or her narrative

The writer introduces a narrator and/or characters

The writer organizes his or her narrative into a sequence of unfolding events

The writer uses narrative techniques, such as dialogue, description, and pacing

The writer uses transitional words to show the sequence of events

The writer uses concrete words and phrases and sensory details

The writer wrote a conclusion to the events in the narrative

The writer demonstrates command of grade-appropriate conventions of standard English grammar and usage

The writer demonstrates command of grade-appropriate conventions of standard English capitalization, punctuation, and spelling

Key 1–Beginning 2–Developing 3–Accomplished 4–Exemplary


Unit 1

Week 1 Week 2 Week 3

Opi

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/A

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ent

• How important is it to protect rain forests? Clearly state your opinion. Use evidence from “A Rain Forest Medicine” to support your ideas

• Marian Wright Edelman’s father said “Don’t let anything get between you and your education.” Do you agree or disagree with this statement? State your opinion and support it with details from both “César Chávez” and “Marian Wright Edelman.”

• What is your favorite quote in this book? Why? Support your opinion by including the complete quote and explaining how it helps you better understand the life of Marian Anderson or Frida Kahlo.

• Which biography do you think has the strongest lead? Why? Support your opinion with specific quotes and/or details from the lead and explain why it makes you want to keep reading

• Do you think Marian Anderson met her goal of being “someone whose music brought people closer together?” Why or why not? Support your opinion with evidence and quotes from the text

Info

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ive/

Expl

anat

ory • In the passage “Soil,” the author says that even a “handful of

soil is teeming with life.” Explain what teeming means and why healthy soil can be described as teeming with life Use evidence from the text to support your answer

• Explain how to write a biography. Use facts and examples from both “César Chávez” and “Marian Wright Edelman” to support your explanation

• How did the obstacles each subject had to overcome both hinder and help their careers? Use specific facts and details from the text to support your explanation

• How are Michelle Obama and Barack Obama’s childhoods alike and different? Use facts and examples from the text to support your explanation

• What ideas and feelings did Eleanor Roosevelt and Marian Anderson share? Use specific examples from the text to support your explanation

Nar

rativ

e

• Imagine you are an underwater explorer. Write an entry you might make in your science journal describing a journey to the ocean floor Use information and vocabulary from “Land Beneath the Waves” to make your journal realistic.

• Imagine what César Chávez might have been like as a child Write a short story from young César’s point of view Set the story on the day he finds out that he has to quit school

• Write what Marian Anderson and Frida Kahlo might have discussed if they had ever had the opportunity to meet in person

• Write a dialogue between Malia and Sasha Obama discussing what it’s like to live in the White House.

• Write what the apology letter from the D.A.R. might have said. Be sure to include the phrase “rewrite history” (page 15).

Comprehension Anchor Posters Genre Posters


Unit

1


Opi

nion

/A

rgum

ent

• How important is it to protect rain forests? Clearly state your opinion. Use evidence from “A Rain Forest Medicine” to support your ideas

• Marian Wright Edelman’s father said “Don’t let anything get between you and your education.” Do you agree or disagree with this statement? State your opinion and support it with details from both “César Chávez” and “Marian Wright Edelman.”

• What is your favorite quote in this book? Why? Support your opinion by including the complete quote and explaining how it helps you better understand the life of Marian Anderson or Frida Kahlo.

• Which biography do you think has the strongest lead? Why? Support your opinion with specific quotes and/or details from the lead and explain why it makes you want to keep reading

• Do you think Marian Anderson met her goal of being “someone whose music brought people closer together?” Why or why not? Support your opinion with evidence and quotes from the text

Info

rmat

ive/

Expl

anat

ory • In the passage “Soil,” the author says that even a “handful of

soil is teeming with life.” Explain what teeming means and why healthy soil can be described as teeming with life Use evidence from the text to support your answer

• Explain how to write a biography. Use facts and examples from both “César Chávez” and “Marian Wright Edelman” to support your explanation

• How did the obstacles each subject had to overcome both hinder and help their careers? Use specific facts and details from the text to support your explanation

• How are Michelle Obama and Barack Obama’s childhoods alike and different? Use facts and examples from the text to support your explanation

• What ideas and feelings did Eleanor Roosevelt and Marian Anderson share? Use specific examples from the text to support your explanation

Nar

rativ

e

• Imagine you are an underwater explorer. Write an entry you might make in your science journal describing a journey to the ocean floor Use information and vocabulary from “Land Beneath the Waves” to make your journal realistic.

• Imagine what César Chávez might have been like as a child Write a short story from young César’s point of view Set the story on the day he finds out that he has to quit school

• Write what Marian Anderson and Frida Kahlo might have discussed if they had ever had the opportunity to meet in person

• Write a dialogue between Malia and Sasha Obama discussing what it’s like to live in the White House.

• Write what the apology letter from the D.A.R. might have said. Be sure to include the phrase “rewrite history” (page 15).

Genre Text Genre Text Reader’s Theater


Unit 2


Opi

nion

/A

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ent

• Do you think students should study electrical engineering in school? Why or why not? Support your opinion with details from “Nikola Tesla” and “A Need to Build.”

• Which personal narrative, “The Cave” or “Monster Truck Rally,” helps you best visualize the action? Support your opinion with details from the narratives

• Which of the writers from A Joyful Moment do you think uses dialogue most effectively? Why? Support your opinion with examples from the text

• Which author do you think is most like you? Why? Support your opinion with details from the text and your own experiences

• Would you have moved west as Henry Johnson did? Why or why not? Support your opinion with details from the text

Info

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ive/

Expl

anat

ory • Use what you learned from “A Need to Build” to write

instructions about how to build a house as the Puritans did in the 1620s Explain why each step is important, using evidence from the text Conclude your instructions with a description of how the final product should look

• Think about the event described in “Monster Truck Rally.” Explain what a monster truck rally is using details from the text

• Why is it important to establish the setting in a personal narrative? Choose one narrative and describe how the setting relates to the main event Remember to use specific evidence from the text

• Explain how the author of “The Hammock” incorporates all five senses into the description of his special place Remember to include specific examples from the text

• Use events and details from the story to explain the significance of the title, Across a Stream

Nar

rativ

e

• Write a narrative that includes one of the characters being stung by a bee or ant Introduce the narrator and characters, organize the events in a natural way, and use dialogue and description to develop the characters and events

• Write a prequel, or beginning part, to “The Cave.” Tell the story from the same narrator’s point of view about how he or she and Julio ended up in the cave Use dialogue and description in your narrative

• Think about a moment you have had in your life that is similar to one of the narratives in this collection Write your own personal narrative about what happened to you Be sure to include concrete words and phrases and sensory details so your reader understands the situation

• Reread the last sentence on page 15 Write a personal narrative about a happy change in your life Conclude your narrative with a similar sentence

• Imagine that Wild Tooth and Henry Johnson had not found their wives at the stream that evening Write a new ending to the play Tell what could have happened if the women tried to communicate with each other




Opi

nion

/A

rgum

ent

• Do you think students should study electrical engineering in school? Why or why not? Support your opinion with details from “Nikola Tesla” and “A Need to Build.”

• Which personal narrative, “The Cave” or “Monster Truck Rally,” helps you best visualize the action? Support your opinion with details from the narratives

• Which of the writers from A Joyful Moment do you think uses dialogue most effectively? Why? Support your opinion with examples from the text

• Which author do you think is most like you? Why? Support your opinion with details from the text and your own experiences

• Would you have moved west as Henry Johnson did? Why or why not? Support your opinion with details from the text

Info

rmat

ive/

Expl

anat

ory • Use what you learned from “A Need to Build” to write

instructions about how to build a house as the Puritans did in the 1620s Explain why each step is important, using evidence from the text Conclude your instructions with a description of how the final product should look

• Think about the event described in “Monster Truck Rally.” Explain what a monster truck rally is using details from the text

• Why is it important to establish the setting in a personal narrative? Choose one narrative and describe how the setting relates to the main event Remember to use specific evidence from the text

• Explain how the author of “The Hammock” incorporates all five senses into the description of his special place Remember to include specific examples from the text

• Use events and details from the story to explain the significance of the title, Across a Stream

Nar

rativ

e

• Write a narrative that includes one of the characters being stung by a bee or ant Introduce the narrator and characters, organize the events in a natural way, and use dialogue and description to develop the characters and events

• Write a prequel, or beginning part, to “The Cave.” Tell the story from the same narrator’s point of view about how he or she and Julio ended up in the cave Use dialogue and description in your narrative

• Think about a moment you have had in your life that is similar to one of the narratives in this collection Write your own personal narrative about what happened to you Be sure to include concrete words and phrases and sensory details so your reader understands the situation

• Reread the last sentence on page 15 Write a personal narrative about a happy change in your life Conclude your narrative with a similar sentence

• Imagine that Wild Tooth and Henry Johnson had not found their wives at the stream that evening Write a new ending to the play Tell what could have happened if the women tried to communicate with each other


Unit

2


Unit 1Unit 3


Opi

nion

/A

rgum

ent

• Do you think you would enjoy a trip to the National Archives in Washington, D.C.? Why or why not? Support your opinion with details from the text

• Which passage best expresses the main character’s feelings about the events they are experiencing? How? Support your opinion with details from the text

• In “The Education of Abigail Adams,” Johnny said, “Education can happen anywhere, at any time.” Do you agree or disagree? Why? Support your opinion with details from the text and your own experiences

• Which do you think was the bigger sacrifice—John trading his toy horse or Anna giving away her radishes? Why? Support your opinion with details from the texts

• If you were with Lewis and Clark, would you have continued exploring once you reached the Rocky Mountains, or would you have turned back? Why? Support your opinion with details from the text

Info

rmat

ive/

Expl

anat

ory • If you were having friends over for a dinner party, what would

you do to prepare the food? Explain the steps you would take. Use facts and details from “Preparing Food Safely.”

• Explain what happened on March 7, 1965 in Alabama. Why were those events important in American history? Use facts and examples from “March to Freedom!” to support your explanation

• Why was reading important to both Benjamin Franklin and Abigail Adams? Use specific examples from pages 4–5 and both stories to support your explanation

• What were some obstacles early settlers had to overcome? Use the information on pages 4–5 and examples from both texts to support your explanation

• What types of information and experiences did Lewis and Clark record in their journals during the trip from the central United States to the Pacific Ocean? Use specific evidence from the text to support your explanation

Nar

rativ

e

• Write a story about a tourist visiting Mount Etna on July 17, 2001 Describe what happens, basing your fictional narrative on facts you learned from “Etna Blows Its Top.”

• Write a letter Amelia Boynton might write to Richard Oakes or a letter Richard Oakes might write to Amelia Boynton offering encouragement and support

• Write a narrative about the advice Abigail might have given Ben if she had been present when his brother slapped him and refused to print any more of his stories

• Write a narrative describing how Chief Massasoit might have told the people of his village about his experience with John and Will at Plymouth

• Write a letter that President Jefferson might have sent to Meriwether Lewis upon hearing of the successful journey of discovery



Unit

3


Opi

nion

/A

rgum

ent

• Do you think you would enjoy a trip to the National Archives in Washington, D.C.? Why or why not? Support your opinion with details from the text

• Which passage best expresses the main character’s feelings about the events they are experiencing? How? Support your opinion with details from the text

• In “The Education of Abigail Adams,” Johnny said, “Education can happen anywhere, at any time.” Do you agree or disagree? Why? Support your opinion with details from the text and your own experiences

• Which do you think was the bigger sacrifice—John trading his toy horse or Anna giving away her radishes? Why? Support your opinion with details from the texts

• If you were with Lewis and Clark, would you have continued exploring once you reached the Rocky Mountains, or would you have turned back? Why? Support your opinion with details from the text

Info

rmat

ive/

Expl

anat

ory • If you were having friends over for a dinner party, what would

you do to prepare the food? Explain the steps you would take. Use facts and details from “Preparing Food Safely.”

• Explain what happened on March 7, 1965 in Alabama. Why were those events important in American history? Use facts and examples from “March to Freedom!” to support your explanation

• Why was reading important to both Benjamin Franklin and Abigail Adams? Use specific examples from pages 4–5 and both stories to support your explanation

• What were some obstacles early settlers had to overcome? Use the information on pages 4–5 and examples from both texts to support your explanation

• What types of information and experiences did Lewis and Clark record in their journals during the trip from the central United States to the Pacific Ocean? Use specific evidence from the text to support your explanation

Nar

rativ

e

• Write a story about a tourist visiting Mount Etna on July 17, 2001 Describe what happens, basing your fictional narrative on facts you learned from “Etna Blows Its Top.”

• Write a letter Amelia Boynton might write to Richard Oakes or a letter Richard Oakes might write to Amelia Boynton offering encouragement and support

• Write a narrative about the advice Abigail might have given Ben if she had been present when his brother slapped him and refused to print any more of his stories

• Write a narrative describing how Chief Massasoit might have told the people of his village about his experience with John and Will at Plymouth

• Write a letter that President Jefferson might have sent to Meriwether Lewis upon hearing of the successful journey of discovery



Unit 4


Opi

nion

/A

rgum

ent

• Do you think a botanist would be interested in visiting Antarctica? Why or why not? Support your opinion with facts and details from both “Botanists” and “Land of Ice and Snow.”

• Which character do you think faces the bigger challenge? Support your opinion with details from the texts and your own experiences

• Based on these two stories, do you prefer the technique of writing in first person point of view or third person point of view in realistic fiction? Support your opinion with specific details from the text

• Do you think it was good or bad for Cai that Tucker ran off? Why? Support your opinion with specific evidence from the text

• Think about Doc Nan. Would you like to be a veterinarian in a cold climate? Why or why not? Support your opinion with details from the text

Info

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ive/

Expl

anat

ory • How is Antarctica different from the other continents on Earth?

Use specific examples from “Land of Ice and Snow” to support your explanation

• What techniques does the author of “Bike Tour to Comanche” use to help readers understand the character’s feelings? Use specific examples from the text to support your explanation

• What are some ways in which our daily lives are different from those of the pioneers? Use facts and details from “Luke and the Books” to support your explanation

• How does the message pointed out on page 20 of “Jamal’s Secret” apply to the first story? Use examples and details from both texts to support your explanation

• Explain what the Iditarod is. Use specific details and quotes from the text to support your explanation

Nar

rativ

e

• Rewrite the story “Recycled Gloves” as a personal narrative from Lara’s point of view Be sure to use words such as I and me and to include Lara’s thoughts and feeling about the events

• Write an e-mail exchange the authors of “Bike Tour to Comanche” and “The Waterslide” might have with each other about their day’s adventures

• After reviewing the “Meet the Characters” information on page 5, choose one of the Oak Street Kids to place in “Slow and Steady Wins the Race.” Use self-stick notes to add that character’s thoughts, feelings, and experiences to the story

• Write a short story in which Jamal from “Jamal’s Secret” meets Cai from “The Thing in the Cave” and introduces Buff to Cai and Tucker. Will the boys be friends? Will the dogs?

• Write a journal entry Stephanie might record after her first experience standing on the back runner of the dogsled with Dad



Unit

4


Opi

nion

/A

rgum

ent

• Do you think a botanist would be interested in visiting Antarctica? Why or why not? Support your opinion with facts and details from both “Botanists” and “Land of Ice and Snow.”

• Which character do you think faces the bigger challenge? Support your opinion with details from the texts and your own experiences

• Based on these two stories, do you prefer the technique of writing in first person point of view or third person point of view in realistic fiction? Support your opinion with specific details from the text

• Do you think it was good or bad for Cai that Tucker ran off? Why? Support your opinion with specific evidence from the text

• Think about Doc Nan. Would you like to be a veterinarian in a cold climate? Why or why not? Support your opinion with details from the text

Info

rmat

ive/

Expl

anat

ory • How is Antarctica different from the other continents on Earth?

Use specific examples from “Land of Ice and Snow” to support your explanation

• What techniques does the author of “Bike Tour to Comanche” use to help readers understand the character’s feelings? Use specific examples from the text to support your explanation

• What are some ways in which our daily lives are different from those of the pioneers? Use facts and details from “Luke and the Books” to support your explanation

• How does the message pointed out on page 20 of “Jamal’s Secret” apply to the first story? Use examples and details from both texts to support your explanation

• Explain what the Iditarod is. Use specific details and quotes from the text to support your explanation

Nar

rativ

e

• Rewrite the story “Recycled Gloves” as a personal narrative from Lara’s point of view Be sure to use words such as I and me and to include Lara’s thoughts and feeling about the events

• Write an e-mail exchange the authors of “Bike Tour to Comanche” and “The Waterslide” might have with each other about their day’s adventures

• After reviewing the “Meet the Characters” information on page 5, choose one of the Oak Street Kids to place in “Slow and Steady Wins the Race.” Use self-stick notes to add that character’s thoughts, feelings, and experiences to the story

• Write a short story in which Jamal from “Jamal’s Secret” meets Cai from “The Thing in the Cave” and introduces Buff to Cai and Tucker. Will the boys be friends? Will the dogs?

• Write a journal entry Stephanie might record after her first experience standing on the back runner of the dogsled with Dad



Unit 5


Opi

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/A

rgum

ent

• If you were a scientist, would you prefer to study space or the ocean? Why? Support your opinion with information from “Mercury,” “Mammals of the Sea,” and “Tsunamis.”

• The characters from “The Monkey and the Crocodile” and “Anansi and the Turtle” are tricksters Which trickster do you like best of all? Why? Support your opinion with details from the text

• Which trickster do you think is the most clever? Why? Support your opinion with evidence from the text

• Who is braver—Anansi or Hare? Why? Support your opinion with evidence from “Anansi and Sky King” and “Hare and Lion.”

• Do you think the village is better off or worse off with Coyote living there? Why? Support your opinion with evidence from the text

Info

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ive/

Expl

anat

ory • What would make another good title for each text? State the

new titles and support each choice with details from the text and the visuals

• Use examples from both trickster tales to support the idea that finding food is an important part of the plot in many stories with animal characters

• Read the last callout box on page 20 of “Terrapin Races Rabbit.” Write a similar feature to go with “Brer Rabbit and Sis Cow.”

• What character traits mentioned in the information on pages 4–5 do you observe in the tales in this book? Use specific details and examples to support your explanation

• How are Juan and Orlando alike? How are they different? Use specific details from the text to support your explanation

Nar

rativ

e

• Imagine you are a television reporter. Use the information and photograph from “Tsunamis” to describe a tsunami to your audience

• Write a continuation of the story. Tell what happens when the crocodile returns home to his wife without the monkey

• Write a short story about another character with the same character traits as Brer Rabbit

• Write the story Hare might tell about his experience to add to Anansi’s story collection.

• Write a short play about Esmeralda’s wedding using the same characters Will Coyote behave himself?



Unit

5


Opi

nion

/A

rgum

ent

• If you were a scientist, would you prefer to study space or the ocean? Why? Support your opinion with information from “Mercury,” “Mammals of the Sea,” and “Tsunamis.”

• The characters from “The Monkey and the Crocodile” and “Anansi and the Turtle” are tricksters Which trickster do you like best of all? Why? Support your opinion with details from the text

• Which trickster do you think is the most clever? Why? Support your opinion with evidence from the text

• Who is braver—Anansi or Hare? Why? Support your opinion with evidence from “Anansi and Sky King” and “Hare and Lion.”

• Do you think the village is better off or worse off with Coyote living there? Why? Support your opinion with evidence from the text

Info

rmat

ive/

Expl

anat

ory • What would make another good title for each text? State the

new titles and support each choice with details from the text and the visuals

• Use examples from both trickster tales to support the idea that finding food is an important part of the plot in many stories with animal characters

• Read the last callout box on page 20 of “Terrapin Races Rabbit.” Write a similar feature to go with “Brer Rabbit and Sis Cow.”

• What character traits mentioned in the information on pages 4–5 do you observe in the tales in this book? Use specific details and examples to support your explanation

• How are Juan and Orlando alike? How are they different? Use specific details from the text to support your explanation

Nar

rativ

e

• Imagine you are a television reporter. Use the information and photograph from “Tsunamis” to describe a tsunami to your audience

• Write a continuation of the story. Tell what happens when the crocodile returns home to his wife without the monkey

• Write a short story about another character with the same character traits as Brer Rabbit

• Write the story Hare might tell about his experience to add to Anansi’s story collection.

• Write a short play about Esmeralda’s wedding using the same characters Will Coyote behave himself?



Unit 6


Opi

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/A

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ent

• Do you think Dad will support Chloe’s decision to get an older cat? Why or why not? Identify details in “Chloe’s New Friend” that support your opinion

• Why do you think the story “How the Kangaroo Got Its Pouch” was originally told? Support your opinion with details from the text

• The features web on page 3 states that “The setting is often a key part of the story.” In which story is the setting most important to the characters and plot? Why? Support your opinion with evidence from the text

• Which pourquoi tale about the sky do you like best? Why? Clearly state your opinion and support it with specific details from the text

• On page 15, Woodpecker says, “Don’t you realize it is much better to be yourself?” Do you agree or disagree with his idea? Support your opinion with details from the text and your own experiences

Info

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Expl

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ory

• How do the photographs on “Moving Joints” support the text? Use specific facts and examples from the passage in your explanation

• Based on these two pourquoi tales, what is a common relationship between the title of each tale and the last sentence in each?

• What conclusion can you draw about pourquoi tales from the information on pages 4–5? How is this conclusion supported in one or more of the stories?

• On page 4, the text says, “Pourquoi tales provided listeners with problem-solving strategies and encouraged them to use their wits in their daily challenges.” Where do you find examples of this purpose in these texts? Use details and events from at least two of the tales to support your explanation

• The number three—such as three characters, three events, or three attempts—is important in many stories from long ago. How do the storytellers use this technique in Why Coyote Stopped Imitating His Friends? Use specific examples from the text to support your explanation

Nar

rativ

e

• Imagine you are an underwater photographer. Write an entry you might record in a science journal about the fish you spotted based on information in the text and photographs from “Amazing Fish.”

• Retell the story “Why the Fly Bites the Moose” from the fish’s point of view. Include its thoughts and feelings

• Think about the events in “Why Mole Lives Underground.” Write a thank-you letter that Adahy might send to Mole Include his feelings about what happened as a result of Mole’s help

• Choose one of the stories. Write your own brief pourquoi tale using the same title

• Write a scene in which Story Man or Story Woman reminds someone who is trying to imitate another person about this story



Unit

6


Opi

nion

/A

rgum

ent

• Do you think Dad will support Chloe’s decision to get an older cat? Why or why not? Identify details in “Chloe’s New Friend” that support your opinion

• Why do you think the story “How the Kangaroo Got Its Pouch” was originally told? Support your opinion with details from the text

• The features web on page 3 states that “The setting is often a key part of the story.” In which story is the setting most important to the characters and plot? Why? Support your opinion with evidence from the text

• Which pourquoi tale about the sky do you like best? Why? Clearly state your opinion and support it with specific details from the text

• On page 15, Woodpecker says, “Don’t you realize it is much better to be yourself?” Do you agree or disagree with his idea? Support your opinion with details from the text and your own experiences

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• How do the photographs on “Moving Joints” support the text? Use specific facts and examples from the passage in your explanation

• Based on these two pourquoi tales, what is a common relationship between the title of each tale and the last sentence in each?

• What conclusion can you draw about pourquoi tales from the information on pages 4–5? How is this conclusion supported in one or more of the stories?

• On page 4, the text says, “Pourquoi tales provided listeners with problem-solving strategies and encouraged them to use their wits in their daily challenges.” Where do you find examples of this purpose in these texts? Use details and events from at least two of the tales to support your explanation

• The number three—such as three characters, three events, or three attempts—is important in many stories from long ago. How do the storytellers use this technique in Why Coyote Stopped Imitating His Friends? Use specific examples from the text to support your explanation

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• Imagine you are an underwater photographer. Write an entry you might record in a science journal about the fish you spotted based on information in the text and photographs from “Amazing Fish.”

• Retell the story “Why the Fly Bites the Moose” from the fish’s point of view. Include its thoughts and feelings

• Think about the events in “Why Mole Lives Underground.” Write a thank-you letter that Adahy might send to Mole Include his feelings about what happened as a result of Mole’s help

• Choose one of the stories. Write your own brief pourquoi tale using the same title

• Write a scene in which Story Man or Story Woman reminds someone who is trying to imitate another person about this story



Unit 7


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• Would moviemaking be a good hobby for you? Why or why not? Support your opinion with details from “Making Movies.”

• In “The Dragon and the Prince,” why do you think the old woman and the duck helped the prince? Support your opinion with evidence from the text

• Which “bad guy” from “Hansel and Gretel” and “Rumpelstiltskin” do you think is most evil—the stepmother, the witch, or Rumpelstiltskin? Why? Support your opinion with evidence from the text

• Do you think the miller in “Puss in Boots, or The Master Cat” divided his property fairly among his three sons? Why or why not? Support your opinion with evidence from the text

• Would you describe Gingerbread Boy as clever, rude, or both? Clearly state your opinion and support it with specific details from the text

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ory • How do the authors of “Making Movies,” “Danger on a

Mountain,” and “Wise Words” use the title and first paragraph, or images, or both, to draw readers into each text?

• Based on these two stories, how important is magic in a fairy tale? Use specific examples from the texts to support your explanation

• How does each fairy tale follow the “happily ever after” formula? Use specific details from the texts to support your explanation

• Summarize the accidental cause and effect of Mordrid’s anger in “Sleeping Beauty” in your own words and explain how it changed the lives of everyone in the kingdom

• Make a list of the places to buy food and the types of food each one sells in New Johnson City. Compare this list with places you know of to buy food in your own community

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• Review the proverbs from “Wise Words” and what they mean. Then use one of the proverbs in a brief personal narrative describing an event from your own life

• Write a scene in which the monk from “The Raccoon-Dog” invites the prince from “The Dragon and the Prince” over for tea. What will the teapot change into when the prince arrives?

• Write a thank-you letter that the queen from “Rumpelstiltskin” might send to the messenger explaining why his discovery was so important and how the challenge turned out

• Write a scene in which Mordrid from “Sleeping Beauty” and the ogre from “Puss in Boots, or The Master Cat” compete with each other on who is more clever and evil Base their bragging on what you read about them in the stories

• Write a journal entry Tyrone might record about his eventful day



Unit

7


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• Would moviemaking be a good hobby for you? Why or why not? Support your opinion with details from “Making Movies.”

• In “The Dragon and the Prince,” why do you think the old woman and the duck helped the prince? Support your opinion with evidence from the text

• Which “bad guy” from “Hansel and Gretel” and “Rumpelstiltskin” do you think is most evil—the stepmother, the witch, or Rumpelstiltskin? Why? Support your opinion with evidence from the text

• Do you think the miller in “Puss in Boots, or The Master Cat” divided his property fairly among his three sons? Why or why not? Support your opinion with evidence from the text

• Would you describe Gingerbread Boy as clever, rude, or both? Clearly state your opinion and support it with specific details from the text

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ory • How do the authors of “Making Movies,” “Danger on a

Mountain,” and “Wise Words” use the title and first paragraph, or images, or both, to draw readers into each text?

• Based on these two stories, how important is magic in a fairy tale? Use specific examples from the texts to support your explanation

• How does each fairy tale follow the “happily ever after” formula? Use specific details from the texts to support your explanation

• Summarize the accidental cause and effect of Mordrid’s anger in “Sleeping Beauty” in your own words and explain how it changed the lives of everyone in the kingdom

• Make a list of the places to buy food and the types of food each one sells in New Johnson City. Compare this list with places you know of to buy food in your own community

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• Review the proverbs from “Wise Words” and what they mean. Then use one of the proverbs in a brief personal narrative describing an event from your own life

• Write a scene in which the monk from “The Raccoon-Dog” invites the prince from “The Dragon and the Prince” over for tea. What will the teapot change into when the prince arrives?

• Write a thank-you letter that the queen from “Rumpelstiltskin” might send to the messenger explaining why his discovery was so important and how the challenge turned out

• Write a scene in which Mordrid from “Sleeping Beauty” and the ogre from “Puss in Boots, or The Master Cat” compete with each other on who is more clever and evil Base their bragging on what you read about them in the stories

• Write a journal entry Tyrone might record about his eventful day



Unit 8


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• Do you think it was acceptable for Spider to take some of Sun’s fire? Why or why not? Support your opinion with details from “Spider and Sun.”

• Which tall tale character would you like to meet more? Why? Support your opinion with details from the text

• Which hero or heroine do you think has the most superhuman strengths and skills? Why? Support your opinion with events and details from the text

• Which story solution do you think requires the most wits on the part of the hero or heroine? The most strength? The most bravery? Support your opinions with examples from the texts

• Dixie says that Pecos Bill and Sluefoot Sue “are legends from the Old West” (page 2). Which feats do you think best support this claim? Why? Be sure to include details from the text about the incidents you select in your answer

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ory • Write a summary of the information from “Mushrooms” in

your own words. Add a new title that highlights the most important idea from your summary

• How do the storytellers use numbers to exaggerate events in these tall tales? Use specific examples from the texts in your explanation

• Reread “Who invented tall tales?” on page 3 What evidence do you find in “Casey Jones” and ”Pecos Bill and Sluefoot Sue” that supports this information?

• Who can be the subject of a tall tale? Use information from page 4 and at least one detail from each tale to support your explanation

• How are both riding and roping important to Pecos Bill and Sluefoot Sue? Use specific examples from the text to support your explanation

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• Reread Linda’s ideas about compromise from “Compromising.” Write a story in which the characters from “Spider and Sun” use this method to work out their differences

• Imagine that you are a homesteader passing through the Nebraska plains in the story of “Febold Feboldson.” Rewrite the story from the homesteader’s point of view Remember to include your thoughts and feelings about the events

• Write a brief retelling of the first story from Sim Webb’s point of view or the second story from Widow Maker’s point of view

• Write a scene in which the woman Keelboat Annie helps returns home to her grandchildren and describes what happened

• Imagine you were a guest at the wedding of Pecos Bill and Sluefoot Sue Write a journal entry describing the experience in your own words



Unit

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• Do you think it was acceptable for Spider to take some of Sun’s fire? Why or why not? Support your opinion with details from “Spider and Sun.”

• Which tall tale character would you like to meet more? Why? Support your opinion with details from the text

• Which hero or heroine do you think has the most superhuman strengths and skills? Why? Support your opinion with events and details from the text

• Which story solution do you think requires the most wits on the part of the hero or heroine? The most strength? The most bravery? Support your opinions with examples from the texts

• Dixie says that Pecos Bill and Sluefoot Sue “are legends from the Old West” (page 2). Which feats do you think best support this claim? Why? Be sure to include details from the text about the incidents you select in your answer

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ory • Write a summary of the information from “Mushrooms” in

your own words. Add a new title that highlights the most important idea from your summary

• How do the storytellers use numbers to exaggerate events in these tall tales? Use specific examples from the texts in your explanation

• Reread “Who invented tall tales?” on page 3 What evidence do you find in “Casey Jones” and ”Pecos Bill and Sluefoot Sue” that supports this information?

• Who can be the subject of a tall tale? Use information from page 4 and at least one detail from each tale to support your explanation

• How are both riding and roping important to Pecos Bill and Sluefoot Sue? Use specific examples from the text to support your explanation

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• Reread Linda’s ideas about compromise from “Compromising.” Write a story in which the characters from “Spider and Sun” use this method to work out their differences

• Imagine that you are a homesteader passing through the Nebraska plains in the story of “Febold Feboldson.” Rewrite the story from the homesteader’s point of view Remember to include your thoughts and feelings about the events

• Write a brief retelling of the first story from Sim Webb’s point of view or the second story from Widow Maker’s point of view

• Write a scene in which the woman Keelboat Annie helps returns home to her grandchildren and describes what happened

• Imagine you were a guest at the wedding of Pecos Bill and Sluefoot Sue Write a journal entry describing the experience in your own words



Unit 9


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• Do you agree that making your own cards and gifts does Earth a favor? Why or why not? Support your opinion with information from “Express Yourself” and your own experiences

• With which letter do you agree more? Why? Support your opinion with details from the texts and your own experiences

• Choose the letter from “Organic Farming” that you agree with most Write a brief speech in which you support the author’s position Use your own words along with at least three facts and details from the letter

• Which letter do you think will most easily change the minds of readers? Why? Support your opinion with evidence from the text

• Do you agree with President Grant’s decision to set the inspectors free? Why or why not? Support your opinion with information and details from the text

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the element of danger? Use specific examples from the texts, illustration, and photographs to support your explanation

• Using examples from both texts, discuss how persuasive letters can include information about both sides of an issue or just one side

• Compare and contrast the solutions or actions of either the Pro letters or the Con letters Support your explanation with specific examples from the letters

• Summarize the problem(s) and solution(s) in each letter Be sure to include specific details from the texts

• Create a time line of Susan B. Anthony’s adult life based on the dates and events in the script

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• Imagine that you were an eyewitness to Benjamin Franklin’s famous experiment Write a first person narrative about what you saw and how you felt, and describe the scene using sensory details to help your reader picture the event

• Choose one of the ideas from “Volunteer!” and write a narrative about how you could volunteer in your own community

• Imagine you are a customer at Farmer Laurie’s farm. Write a dialogue in which you and Laurie discuss her fruits and vegetables Include at least one question you would ask her and what her answer might be

• Choose one of the letters. Write a thank-you letter that Amy, Juan, or Justin might send if he or she receives a positive response

• Write a journal entry Susan B. Anthony might have recorded after hearing what the women who disagreed with her mission said about her



Unit

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• Do you agree that making your own cards and gifts does Earth a favor? Why or why not? Support your opinion with information from “Express Yourself” and your own experiences

• With which letter do you agree more? Why? Support your opinion with details from the texts and your own experiences

• Choose the letter from “Organic Farming” that you agree with most Write a brief speech in which you support the author’s position Use your own words along with at least three facts and details from the letter

• Which letter do you think will most easily change the minds of readers? Why? Support your opinion with evidence from the text

• Do you agree with President Grant’s decision to set the inspectors free? Why or why not? Support your opinion with information and details from the text

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ory • How do both “Ben Franklin” and “Olympic Gymnasts” describe

the element of danger? Use specific examples from the texts, illustration, and photographs to support your explanation

• Using examples from both texts, discuss how persuasive letters can include information about both sides of an issue or just one side

• Compare and contrast the solutions or actions of either the Pro letters or the Con letters Support your explanation with specific examples from the letters

• Summarize the problem(s) and solution(s) in each letter Be sure to include specific details from the texts

• Create a time line of Susan B. Anthony’s adult life based on the dates and events in the script

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• Imagine that you were an eyewitness to Benjamin Franklin’s famous experiment Write a first person narrative about what you saw and how you felt, and describe the scene using sensory details to help your reader picture the event

• Choose one of the ideas from “Volunteer!” and write a narrative about how you could volunteer in your own community

• Imagine you are a customer at Farmer Laurie’s farm. Write a dialogue in which you and Laurie discuss her fruits and vegetables Include at least one question you would ask her and what her answer might be

• Choose one of the letters. Write a thank-you letter that Amy, Juan, or Justin might send if he or she receives a positive response

• Write a journal entry Susan B. Anthony might have recorded after hearing what the women who disagreed with her mission said about her



Unit 10


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• In “Talk, Talk, Talk,” the author states, “The most annoying aspect of cell phones is the constant interruptions.” Do you agree or disagree with the author’s comments? Support your opinion with details from the text and your own experiences

• Think about the events in “Wolf and Crane.” Imagine that Crane came across Wolf in a similar situation for a second time Should Crane help Wolf? Explain why or why not, using reasons and evidence from the fable

• Do you agree with the wanderer’s last sentence in “The Miser and His Gold”? Why or why not? Support your opinion with evidence from the text

• Which fable do you like best? Clearly state your opinion Support it with evidence from the texts and what you learned about the genre of fables

• Do you think Sally Sheep is brave or foolish to go visit the wolves? Why? Support your opinion with evidence from the text

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ory • Explain why and how a city may end up with unnecessary

laws. Use evidence and direct quotes from “Necessary Laws?” to support your ideas

• Explain why the duck in “The Plain Duck and the Swan” never changed. Use evidence from the story to support your explanation

• On page 5, the text states that Aesop “shared fables to help bring . . . people together.” How can you support this purpose with evidence from the texts?

• How are the characters in the three fables alike and different? Use specific details from the texts to support your explanation

• Write a moral to the story from the sheep’s perspective Then write a moral from the wolves’ perspective

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• Write a scene in which you try to convince a friend or family member to take his or her purchases home in a reusable bag instead of a paper or plastic bag

• Write a continuation of the story “The Plain Duck and the Swan.” Tell what happens when swan finally notices that the duck has been following her What might the swan and duck say to each other?

• Reread the moral of “Father, Son, and Donkey.” Think about a similar lesson you learned in your own life Write a personal narrative about what happened

• Choose one of the morals. Write another brief fable using different animal characters that teaches the same lesson

• Write a continuation of the play in which the sheep and wolves go visit Grandma and the little girl



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• In “Talk, Talk, Talk,” the author states, “The most annoying aspect of cell phones is the constant interruptions.” Do you agree or disagree with the author’s comments? Support your opinion with details from the text and your own experiences

• Think about the events in “Wolf and Crane.” Imagine that Crane came across Wolf in a similar situation for a second time Should Crane help Wolf? Explain why or why not, using reasons and evidence from the fable

• Do you agree with the wanderer’s last sentence in “The Miser and His Gold”? Why or why not? Support your opinion with evidence from the text

• Which fable do you like best? Clearly state your opinion Support it with evidence from the texts and what you learned about the genre of fables

• Do you think Sally Sheep is brave or foolish to go visit the wolves? Why? Support your opinion with evidence from the text

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ory • Explain why and how a city may end up with unnecessary

laws. Use evidence and direct quotes from “Necessary Laws?” to support your ideas

• Explain why the duck in “The Plain Duck and the Swan” never changed. Use evidence from the story to support your explanation

• On page 5, the text states that Aesop “shared fables to help bring . . . people together.” How can you support this purpose with evidence from the texts?

• How are the characters in the three fables alike and different? Use specific details from the texts to support your explanation

• Write a moral to the story from the sheep’s perspective Then write a moral from the wolves’ perspective

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• Write a scene in which you try to convince a friend or family member to take his or her purchases home in a reusable bag instead of a paper or plastic bag

• Write a continuation of the story “The Plain Duck and the Swan.” Tell what happens when swan finally notices that the duck has been following her What might the swan and duck say to each other?

• Reread the moral of “Father, Son, and Donkey.” Think about a similar lesson you learned in your own life Write a personal narrative about what happened

• Choose one of the morals. Write another brief fable using different animal characters that teaches the same lesson

• Write a continuation of the play in which the sheep and wolves go visit Grandma and the little girl



Student Writing ChecklistsOpinion/Argument__ I stated a strong opinion, position, or point of view.

__ I used well-organized reasons to support my opinion.

__ I supported my reasons with facts and details.

__ I linked my opinions and reasons using words, phrases, and clauses.

__ I wrote a conclusion that supports my position.

__ I reviewed my writing for good grammar.

__ I reviewed my writing for capitalization, punctuation, and spelling.

Informative/Explanatory__ I started with a clear topic statement.

__ I grouped related information in paragraphs.

__ I developed my topic with facts, definitions, concrete details,

quotations, or other information and examples from text.

__ I linked ideas and information effectively using words, phrases, and clauses.

__ I used precise language and terminology to explain the topic.

__ I wrote a conclusion related to the information I presented.



Narrative Writing__ I established a setting or situation for my narrative.

__ I introduced a narrator and/or characters.

__ I organized my narrative into a sequence of unfolding events.

__ I used dialogue and description to develop events and show how characters

respond to them.

__ I used transitional words to show my sequence of events.

__ I used concrete words and phrases and sensory details to describe events.

__ I wrote a conclusion to the events in my narrative.




Conventions of English Mini-Lessons

The short mini-lessons in this section address the Grade 4 Conventions of English expectations outlined in Common Core Language Standards L 4 1, L 4 2, and L4 3 Based on your observations of students’ writing, use these explicit lessons to teach the conventions students have not mastered Use them as models for additional follow-up instruction as needed

L.4.1a Relative Pronouns 26

L.4.1a Relative Adverbs 27

L.4.1b Past Progressive Verb Tense 28

L.4.1b Present Progressive Verb Tense 29

L.4.1b Future Progressive Verb Tense 30

L.4.1c Modal Auxiliaries 31

L.4.1d Order of Adjectives 32

L.4.1e Prepositional Phrases that Tell “Where” 33

L.4.1e Prepositional Phrases that Tell “How” 34

L.4.1e Prepositional Phrases that Tell “When” 35

L.4.1f Complete Sentences 36

L.4.1f Sentence Fragments 37

L.4.1f Sentence Run-Ons 38

L.4.1g Homographs 39

L.4.1g Heteronyms 40

L.4.1g Homophones 41

L.4.2a Proper Nouns 42

L.4.2a Capitalize Titles 43

L.4.2a Capitalize Places 44

L.4.2b Commas and Quotation Marks in Dialogue 45

L.4.2b Commas and Quotation Marks in Text Quotations 46

L.4.2c Commas Before Coordinating Conjunctions 47

L.4.3a Choose the Best Word 48

L.4.3b Choose the Best Punctuation 49

L.4.3c Choose Between Formal and Informal Language 50


CCSS L4.1a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why)

Relative Pronouns

Purpose: To understand what relative pronouns are and their function in particular sentences

Objective: Students will use correct relative pronouns when writing

1 Before the lesson, write the following chart on the board Be sure to leave space under each example sentence Cover the chart

Relative Pronoun

Typically Refers To

How It Is Used

Example Sentence

who people subject Jared visits his friend who lives down the road.

which, that things subject The bake sale, which ended early, was a great success This is the door that needs to be fixed

that things object The apples that we picked are ripe

whom people object This is the person for whom I was waiting

whose people possessive Every student whose book is returned late will be fined

2 On the board, write the words relative pronoun. Ask students to share what they know about pronouns Say: A relative pronoun is a pronoun that introduces dependent clauses that tell about a word or phrase in the independent clause of a sentence. We need to use the correct relative pronoun in a sentence based on whether it functions as a subject, object, or possessive.

3 Show the chart and say: The five relative pronouns are who, which, that, whom, and whose. Each serves a particular purpose. Review the chart with students. For each example sentence, work with students to identify the relative pronoun, the dependent clause it introduces, and the word or phrase the clause tells about Then have students think of another example sentence Write their example underneath the first

3. Have students work with a partner to write sentences using the relative pronouns who, which, that, whom, and whose

4 Invite each pair to share their sentences with the group Record responses on the board

5 Remind students that good writers and speakers use the correct relative pronoun when introducing a dependent clause


CCSS L4.1a Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why)

Relative Adverbs

Purpose: To understand what relative adverbs are and their function in particular sentences

Objective: Students will use correct relative adverbs when writing


where place This is the park where we play baseball

why reason I do not know the reason why Josh quit the team.

when time June is the month when school ends.

2 On the board, write the words relative adverb. Say: A relative adverb is an adverb that introduces a relative clause that gives more information about something in the sentence.

3 Uncover the chart and say: Each relative adverb serves a particular purpose. Each relative adverb can take the place of a preposition + which. Review the chart with students Point out that where takes the place of at/in which; why takes the place of for which and when takes the place of on which. After each example sentence, ask students to think of another example. Write their example underneath the first example

3. Have students work with a partner to write sentences using where, why, and when as relative adverbs

4 Invite each pair to share their sentences with the group Record responses on the board or chart paper

5 Remind students that good writers and speakers use relative adverbs to introduce clauses that give more information about a word, phrase, or idea in the sentence.


CCSS L4.1b Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses

Past Progressive Verb Tense

Purpose: To understand what the past progressive verb tense is and its function in writing

Objective: Students will use past progressive verb tense when writing


I was jumping during recess We were jumping during recess

You were jumping during recess You were jumping during recess

He/She/It was jumping during recess. They were jumping during recess

2 On the board, write the words verb tense. Ask students to Think/Pair/Share what the tense of a verb is. Have pairs offer responses. Say: A verb’s tense helps to identify when the action takes place.

3. Review the simple past verb tense. Have students give example sentences using the simple past tense of the verb jump

4 Write the words past progressive tense on the board Say: The past progressive tense tells about an action that was going on when another action was taking place in the past.

5 Show the chart and say: The past tense of the verb to be is used with the -ing form of the main verb to form the past progressive tense. Review the chart. Have students identify the past progressive verb in each sentence. Ask students to think of sentences using another verb in the past progressive tense Write their examples underneath the example sentences

6. Have students work with a partner to write additional sentences for the verbs paint, reach, and open using the past progressive tense

7. Invite each pair to share their sentences with the group. Record responses on the board.

8 Remind students that good writers and speakers use the past progressive tense to tell about actions that were taking place at the same time as another action was taking place in the past



Present Progressive Verb Tense

Purpose: To understand what the present progressive verb tense is and its function in writing

Objective: Students will use present progressive verb tense when writing


I am playing We are playing

You are playing You are playing

He/She/It is playing. They are playing

2 On the board, write the words past progressive verb tense. Ask students to Think/Pair/Share as they review what they learned about this tense. Have pairs offer responses. Say: Remember, the past progressive tense tells about an action that was going on while another action was taking place.

3. Review the simple present tense. Have students give example sentences for the present tense of the verb play

4 Write the words present progressive tense on the board Say: The present progressive tense tells about an action that is taking place right now, as you are writing the sentence.

5 Show the chart and say: The present tense of the verb to be is used with the -ing form of the main verb to form the present progressive tense. Review the chart. Ask students to think of example sentences for another verb using the present progressive tense Write their examples underneath the sentences in the chart

6. Have students work with a partner to write additional sentences for the verbs run, study, and plant using the present progressive tense


8 Remind students that good writers and speakers use the present progressive tense to tell about actions that are taking place as they are writing



Future Progressive Verb Tense

Purpose: To understand what the future progressive verb tense is and its function in writing

Objective: Students will use future progressive verb tense when writing

Teacher Note: The Past Progressive and Present Progressive lessons are prerequisites for this lesson


I will be playing We will be playing

You will be playing You will be playing

He/She/It will be playing. They will be playing

2 On the board, write the words present progressive verb tense. Ask students to Think/Pair/Share as they review what they learned about this tense. Have pairs offer responses. Say: Remember, the present progressive tense tells about an action that is going on right now.

3. Review the simple future tense. Have students give example sentences for the future tense of the verb read

4 Write the words future progressive tense on the board Say: The future progressive tense tells about a continuing action that will be going on in the future.

5 Show the chart Say: The verb form will be is used with the -ing form, or present participle, of the main verb to form the future progressive tense. Review the chart. Ask students to think of example sentences for another verb using the future progressive tense Write their examples underneath the sentences in the chart

6. Have students work with a partner to write additional sentences for the verbs speak, visit, and ride using the future progressive tense


8 Remind students that good writers and speakers use the future progressive tense to tell about actions that will continuously take place in the future


CCSS L4.1c Use modal auxiliaries (e g , can, may, must) to convey various conditions

Modal Auxiliaries

Purpose: To understand what modal auxiliaries are and their function in writing

Objective: Students will use modal auxiliaries when writing


can possibility and ability We can work together on the assignment

could request Could you come to my party?

may more certainty She may win the election for class president

must necessity Jason must eat before going to school.

might less certainty He might not be available tonight.

should ought to You should wear boots in the rain

would request Would you pass the potatoes?

will prediction The dog will chase the squirrel

2 On the board, write the words modal auxiliaries. Ask students to Think/Pair/Share what the word auxiliary means. Have pairs offer responses. Say: An auxiliary is something that often helps. A modal auxiliary is a verb that helps a main verb express a particular meaning or idea.

3 Uncover the chart and review with students Point out that although the chart lists one different meaning for each modal auxiliary verb, there are additional ideas that can be connected with each Say: Most modal auxiliaries are connected with ideas related to certainty, permission, or an obligation.

4. Ask students to think of other example sentences for each modal auxiliary listed. Write their examples underneath the first example

5. Have students work with a partner to write sentences using any three modal auxiliary verbs from the chart

6 Invite each pair to share their ideas with the group Record responses on the board

7. Remind students that good writers and speakers use modal auxiliary verbs to help main verbs express ideas such as certainty, permission, or obligation


CCSS L4.1d Order adjectives within sentences according to conventional patterns (e g , a small red bag rather than a red small bag)

Order of Adjectives

Purpose: To understand how to order adjectives and their function in writing

Objective: Students will correctly order adjectives when writing

1 On the board, write the word adjective. Ask students to Think/Pair/Share what an adjective is. Have pairs offer responses Say: Adjectives describe nouns. In English, an adjective usually comes before the noun it describes.

2 Write the following adjectives on the board

old, big, wooden

3. Ask a volunteer to name a noun that can be described using all three adjectives. Have the volunteer write the sentence about the noun using the three adjectives, for example:

Kevin pulled the old, big, wooden wagon down the street.

4. Have students rewrite the sentence using a different order for the adjectives. Invite volunteers to share their sentences Discuss which sentence sounds best Write it on the board

5 Say: The common correct order of adjectives follows a pattern. Often, the order sounds right to us. The incorrect order often just sounds wrong Write the correct order of adjectives on the board:

opinion à size àshapeàageàcolorànationalityàmaterialàpurpose or qualifier

6 Say: Look back at the sentence about the wagon. Decide if the adjectives are in the correct order.

7. List the following adjectives on the board. Have partners work together to write them in the correct order

short nice round American old racing blue (nice, short, round, old, blue, American, racing)

8 Say: Remember not to use too many adjectives to describe a noun. Typically no more than three adjectives should be used

9. Have students work with a partner to write sentences using three adjectives to describe each of the following nouns: car, house, tiger


11 Remind students that good writers and speakers list adjectives in the correct order


CCSS L4.1e Form and use prepositional phrases.

Prepositional Phrases that Tell “Where”

Purpose: To understand what “where” prepositional phrases are and their function in writing

Objective: Students will use “where” prepositional phrases when writing.

1 On the board, write the word preposition. Ask students to Think/Pair/Share to review what a preposition is. Have pairs offer responses. Say: Prepositions are small words that begin phrases that answer questions like where, how, and when.

2 Say: Prepositional phrases are made up of a preposition and the object of the preposition. In this lesson we will study prepositional phrases that tell where. Prepositional phrases that tell “where” function as an adverb phrase. Remember, adverbs modify or tell about verbs, adjectives, or other adverbs. Write the following sentence on the board

The ant crawls.

3. Ask a volunteer to read this sentence, and say: What are some prepositions we can use that might tell where the ant crawls? (Sample answers: on, into, beneath, under)

4. Have students suggest sentences using these prepositions in phrases to tell where the ant crawls. Then choose several sentences and write them on the board. Have volunteers underline the prepositional phrase in each Point out that each phrase modifies the verb crawls

Example sentences:

The ant crawls under the rock The ant crawls into the bag

The ant crawls on the leaf The ant crawls beneath the table

5. Have students work with a partner to write three sentences using a “where” prepositional phrase.

6 Invite each pair to share their sentences with the group Record responses on the board, then have volunteers underline the prepositional phrase and tell which word it modifies

7. Remind students that good writers and speakers can use prepositional phrases to tell “where.”



Prepositional Phrases that Tell “How”

Purpose: To understand what “how” prepositional phrases are and their function in writing

Objective: Students will use “how” prepositional phrases when writing.

Teacher Note: The Prepositional Phrases that Tell “Where” lesson is a prerequisite for this lesson.

1 On the board, write the words prepositional phrase. Ask students to Think/Pair/Share to review what a prepositional phrase is. Have pairs offer responses.

2 Say: In this lesson we will study prepositional phrases that tell “how.” Like the prepositional phrases that tell “where,” these “how” prepositional phrases can also function as an adverb phrase. Remember, adverbs modify or tell about verbs, adjectives, or other adverbs. Write the following sentence on the board

Turtles move at a slow pace.

3. Ask a volunteer to read this sentence, and ask: What is the prepositional phrase? (at a slow pace) What question does it answer? (How does the turtle move?)

4. Have volunteers answer each of the following questions with a sentence that uses a prepositional phrase with the preposition shown Record the sentences on the board You may wish to model the first answer

How do birds fly? (with)

How can students get good grades? (by)

How do skiers go down a hill? (with)

How can a child learn to ride a bike? (by)

5. Have students work with a partner to write three sentences using a “how” prepositional phrase.

6 Invite each pair to share their sentences with the group Record responses on the board, then have volunteers underline the prepositional phrase and tell what question it answers

7. Remind students that good writers and speakers use prepositional phrases to tell “how.”



Prepositional Phrases that Tell “When”

Purpose: To understand what “when” prepositional phrases are and their function in writing

Objective: Students will use “when” prepositional phrases when writing.

Teacher Note: The Prepositional Phrases that Tell “Where” and Prepositional Phrases that Tell “How” lessons are prerequisites for this lesson

1 On the board, write the words prepositional phrase. Ask students to Think/Pair/Share to review the two kinds of prepositional phrases students have learned about so far: those that tell “where” and those that tell “how.” Have pairs offer responses.

2 Say: In this lesson we will study prepositional phrases that tell “when.” Like the other prepositional phrases we talked about, these also can function as an adverb phrase. Remember, adverbs modify or tell about verbs, adjectives, or other adverbs Write the following sentence on the board

School starts in a half hour.

3. Ask a volunteer to read this sentence, and ask: What is the prepositional phrase? (in a half hour) What question does it answer? (When does school start?)

4. Have volunteers answer each of the following questions with a sentence that uses a prepositional phrase and the preposition shown Record the sentences on the board You may wish to model the first answer

When is Jack’s doctor’s appointment? (at)

When will Grandpa arrive? (within)

When can you visit me? (before)

When do you like to watch television? (during)

5. Have students work with a partner to write three sentences using a “when” prepositional phrase.

6 Invite each pair to share their sentences with the group Record responses on the board, then have volunteers underline the prepositional phrase and tell what question it answers

7. Remind students that good writers and speakers use prepositional phrases to tell “when.”


CCSS L4.1f Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons

Complete Sentences

Purpose: To understand what complete sentences are and their function in writing

Objective: Students will use complete sentences when writing


Simple sentence

an independent clause The gardener plants a rose bush

Compound sentence

two independent clauses joined by a coordinate conjunction

The gardener plants a rose bush, and he waters it daily

Complex sentence

an independent and dependent clause with a subordinate conjunction

The gardener plants a rose bush, which he waters daily

2 On the board, write the words complete sentence. Ask students to Think/Pair/Share what a complete sentence is. Have pairs offer responses. Say: A complete sentence always has a subject and verb that tell a complete thought.

3. Uncover the chart and review with students. After reading about each sentence type, say: We have learned about three kinds of sentences. Each type has different parts, but they all contain a subject, a verb, and a complete thought. Have volunteers underline the subject and verb in each of the sentences In addition, have them identify the two clauses in the compound and complex sentences Ask students to think of another sentence for each type. Write their examples underneath the example sentences

4. Have students work with a partner to write additional sentences for each type shown in the chart.

5. Invite each pair to share their sentences with the group. Record responses on the board. Have students identify the subject and verb in each

6 Remind students that good writers and speakers use complete sentences in their writing and speaking. Also point out that they should vary their writing by including the different types of sentences discussed in this lesson



Sentence Fragments

Purpose: To recognize sentence fragments and know how to avoid or correct them in writing

Objective: Students will identify and correct sentence fragments to make complete sentences

1 Before the lesson, write the following story on the board and cover it with chart paper

The Tigers were ready for the championship game When the pitcher warmed up before the game She knew much of the responsibility rested on her skills

“I just hope I can keep them from getting any home runs,” Mara said to the coach During the last two innings Unfortunately the game did not turn out as the Tigers had hoped. Although it was close. They lost. The coach, however, was still proud of the way they played Learn from their mistakes The team playing hard the following year

2 On the board, write the words sentence fragments. Ask students to share what they know about complete sentences and sentence fragments Say: A complete sentence always has a subject and verb that tell a complete thought. A sentence fragment often is missing either the subject or the verb. A sentence fragment does not contain an independent clause.

3 Uncover the chart and say: Some of the sentences in this story are complete. Some are fragments. Read the first paragraph aloud. Have a volunteer identify the sentence fragment. Discuss why it is a fragment. Have students suggest ways to correct it and make it a complete sentence. Use one of their suggestions to correct the sentence (Sample answer: Change the second sentence to “The pitcher warmed up before the game.”)

4. Have students work with a partner to copy and correct any sentence fragments in the second paragraph of the story

5 Invite each pair to share their corrected paragraphs with the group Then have volunteers underline the sentence fragments in the paragraph on the board, and write the complete sentence to replace each

6 Remind students that good writers edit their writing, look for sentence fragments, and correct them to form complete sentences



Sentence Run-Ons

Purpose: To recognize sentence run-ons and know how to avoid or correct them in writing

Objective: Students will identify and correct sentence run-ons to make complete sentences

1 Before the lesson, write the following story on the board and cover it with chart paper

Alice was excited she never thought the day would come. In about an hour her favorite cousin, Tara, would arrive She knew just how she would spend the weekend they would start by playing video games

The doorbell rang there was Tara. To Alice’s surprise she was not alone. Tara was holding the cutest little puppy it was brown and white. Alice’s plans to play video games changed quickly She and Tara ran out to the backyard they played with the puppy for the rest of the day

2 On the board, write the words sentence run-ons. Ask students to share what they know about complete sentences and sentence run-ons Say: Remember, a complete sentence always has a subject and verb that tell a complete thought. A sentence run-on is made up of two sentences with no punctuation or coordinators.

3 Uncover the chart and say: Some of the sentences in this story are complete. Some are run-ons. Read the first paragraph aloud. Have a volunteer identify the run-on sentences. Discuss why each is a run-on. Have students suggest ways to correct them and make them complete sentences. Use one of the suggestions to correct each sentence. (Sample answers: Alice was excited. She never thought the day would come She knew just how she would spend the weekend She and Tara would start by playing video games )

4. Have students work with a partner to copy and correct any run-on sentences in the second paragraph of the story

5 Invite each pair to share their corrected paragraphs with the group Then have volunteers underline the run-on sentences in the paragraph on the board, and write complete sentences to replace each

6 Remind students that good writers edit their writing, look for run-on sentences and correct them to form complete sentences


CCSS L4.1g Correctly use frequently confused words (e g , to, too, two; there, their)

Homographs

Purpose: To understand what homographs are and their function in writing

Objective: Students will use homographs when writing


bank1 a place that does financial business; 2 land alongside a river

1 I need to go to the bank to withdraw money 2 We walked along the bank of the river

park1 a public place with trees and grassy areas; 2 to leave a vehicle stopped in a place for a while

1 We will have a picnic in the park 2. He will park the car in front of his house.

ball1 a spherical object; 2 a dance

1 The pitcher threw the ball 2 We stayed late at the ball

train1 to teach a skill; 2 railroad cars that ride on tracks

1 Ted can train a dog to sit 2 She rides the train to work every day

2 On the board, write the word homograph Say: A homograph is a word that has more than one meaning. Homographs are pronounced and spelled the same. When using homographs in your writing, be sure that the homograph makes sense.

3 Uncover the chart and say: Each homograph listed in the first column has at least 2 meanings. Review the chart with students Point out that each meaning shown in the second column has a corresponding example sentence in the last column. After each example sentence, ask students to think of another example Write their example underneath the first example

4. Have students work with a partner to write at least two different meanings and sentences for the following homographs: stick, play, tie You may wish to allow students to use print or online dictionaries

5 Invite each pair to share their sentences with the group Record responses on the board or chart paper. Have volunteers tell what each homograph means in each sentence.

6 Remind students that good writers and speakers use the correct meaning when using homographs



Heteronyms

Purpose: To understand what heteronyms are and their function in writing

Objective: Students will use heteronyms when writing


tear1 (tare) to rip; 2 (teer) liquid in an eye

1 You need to tear the corner to open the bag 2. A tear fell down her cheek.

minute1 (min’-nit) 60 seconds; 2 (my-noot’) tiny

1 The alarm will ring in one minute 2 The splinter in her finger is minute

refuse1 (ree-fuze’) to say no; 2 (ref’-yoos) garbage

1. Why did he refuse to accept the gift? 2 Place the refuse in the correct container

conduct1 (con’-duckt) behavior; 2 (kun-duckt’) to guide or lead

1 The teacher expects good conduct from the class 2. Jason will conduct a tour of the museum.

2 On the board, write the word heteronym Say: Heteronyms are words that are spelled the same but have different meanings and pronunciations. When using heteronyms in your writing, be sure the word you choose makes sense and you know its correct pronunciation.

3 Uncover the chart and say: Each heteronym listed in the first column has at least two meanings and pronunciations. Review the chart with students Point out that each meaning and pronunciation shown in the second column has a corresponding example sentence in the last column. After each example sentence, ask students to think of another example Write their example underneath the first example

4. Have students work with a partner to write at least two different meanings and sentences for the following heteronyms: close, object, wind You may wish to allow students to use print or online dictionaries

5 Invite each pair to share their sentences with the group, pointing out the different pronunciation for each pair of heteronyms. Record responses on the board or chart paper. Have volunteers read the heteronyms and define each

6 Remind students that good writers and speakers use the correct meaning when including heteronyms in their writing, and the correct pronunciation when reading their writing aloud



Homophones

Purpose: To understand what homophones are and their function in writing

Objective: Students will use homophones when writing


to, too, two

1 to: going toward; 2 too: also; 3 two: the number after one

1. Let’s go to the concert tonight. 2. Kevin will come, too. 3 We have two extra tickets

there, their,

they’re

1 there: a specific place; 2 their: belonging to them; 3 they’re: they are

1 Put the book there 2 Their coats are hanging in the closet 3 They’re coming to my house

board, bored

1 board: a flat piece of hard material; 2 bored: to feel uninterested

1 The carpenter hammered the board onto the wall 2. After a while we were bored listening to the speech.

see, sea1 see: to be able to view; 2 sea: a large body of water

1. Did you see the new show? 2 The ship sailed on the rough and cold sea

2 On the board, write the word homophone Say: Homophones are words that are pronounced the same but have different spellings and meanings. When using homophones in your writing, be sure the word you choose is the correct homophone for the context of your writing.

3 Uncover the chart and say: The homophones listed in each row are pronounced the same but have different spellings and meanings. Review the chart with students Point out that each meaning and spelling shown in the second column has a corresponding example sentence in the last column After each example sentence, ask students to think of another example. Write their example underneath the first example

4. Have students work with a partner to write different meanings and sentences for the following homophones: side and sighed, for and four, knight and night You may wish to allow students to use print or online dictionaries

5 Invite each pair to share their sentences with the group, pointing out the different meanings for each pair of homophones Record responses on the board or chart paper

6 Remind students that good writers and speakers use the correct homophones, making sure that the homophone they choose makes sense in the context of their writing or speaking


CCSS L4.2a Use correct capitalization

Proper Nouns

Purpose: To understand what proper nouns are and capitalize them in writing

Objective: Students will identify and capitalize proper nouns when writing

1 Before the lesson, write the following chart on the board Be sure to leave space under each example proper noun Cover the chart

girl Megan

state Tennessee

ocean Atlantic Ocean

day Monday

month January

language English

building Empire State Building

holiday Thanksgiving

2 On the board, write the word noun. Ask students to Think/Pair/Share what nouns are. Have pairs offer responses

3 Uncover the chart and say: The first column of words lists all common nouns. The second column lists examples of proper nouns. Ask: What do you think proper nouns are? After students share their answers, say: Nouns name a person, place, thing, or idea. Proper nouns are nouns that name a specific person, place, thing, or idea. Proper nouns begin with a capital letter. After each example proper noun, ask students to think of another example Write their example underneath the first example

4. Have students work with a partner to write sentences using two more proper nouns for each common noun listed in the chart


6 Remind students that good writers always capitalize proper nouns they use in their writing



Capitalize Titles

Purpose: To recognize that people’s titles are proper nouns and to capitalize them in writing

Objective: Students will capitalize specific titles of people they mention in their writing

1 Before the lesson, write the following chart on the board Be sure to leave space under each specific person and title Cover the chart

the doctor Dr Wilson

my uncle Uncle Joe

her aunt Aunt Kate

the man Mr Ortiz

a woman Ms Chang

a wife Mrs Smith

the general General Pace

the president President Kennedy

2 On the board, write the words proper noun. Ask students to Think/Pair/Share what proper nouns are. Have pairs offer responses.

3 Uncover the chart and say: The first column of words lists different people in general. The second column lists specific people and their titles. We know that a person’s name is always capitalized. Whenever we write a specific person’s title, the title is also capitalized. Read the chart together After each example with a title, ask students to think of another example. Write their example underneath the first example

4. Have students work with a partner to write sentences using two more names with titles for each general person listed in the chart


6 Remind students that good writers always capitalize the names of specific people and their titles



Capitalize Places

Purpose: To recognize places that are proper nouns and to capitalize them in writing

Objective: Students will capitalize specific places used in their writing

1 Before the lesson, write the following chart on the board Be sure to leave space under each example of a specific place Cover the chart

a river Mississippi River

a country Mexico

a state Tennessee

a city Memphis

a school Washington Elementary School

an ocean Atlantic Ocean

a street Whalepond Street

a store Sports World

a building Cook Convention Center

2 On the board, write the words proper noun. Ask students to Think/Pair/Share examples of proper nouns. Have pairs offer responses.

3 Uncover the chart and say: The first column of words lists different places in general. The second column lists specific places. Specific places are proper nouns and are always capitalized. Read the chart together. After each example of a specific place, ask students to think of another example. Write their example underneath the first example

4. Have students work with a partner to write sentences for two more specific places for each general place listed in the chart


6 Remind students that good writers always capitalize the names of specific places


CCSS L4.2b Use commas and quotation marks to mark direct speech and quotations from a text

Commas and Quotation Marks in Dialogue

Purpose: To understand how to use commas and quotation marks in dialogue

Objective: Students will correctly use commas and quotation marks when writing dialogue


Put quotation marks around the exact words Insert a comma after the word “said” and before the dialogue begins.

Grace said, “Let’s go to the concert in the park.”

Put a comma inside the final quotation mark when the word “said” follows the dialogue.

“Let’s go to the concert in the park,” said Grace

2 On the board, write the word dialogue Ask students to share what they know about what dialogue is and what rules they know about writing dialogue

3 Uncover the chart and say: There are rules to follow about how to place commas and quotation marks when writing dialogue. Review the chart with students In addition to focusing on the commas and quotation marks in each sentence, point out that the end punctuation in the dialogue goes before the end quotation mark. After each example sentence, ask students to think of another example Write their example underneath the first example

4. Have partners take turns saying something to each other. One partner makes a statement and the other writes the statement as dialogue, telling who said it. Partners reverse roles and repeat. Have students write each statement two different ways as shown in the chart

5 Invite each pair to share their sentences with the group, pointing out the different ways to write commas and quotation marks Record some of the responses on the board or chart paper

6 Remind students that good writers use correct punctuation when including dialogue in their writing


CCSS L4.2b Use commas and quotation marks to mark direct speech and quotations from a text

Commas and Quotation Marks in Text Quotations

Purpose: To understand how to use commas and quotation marks when quoting from a text

Objective: Students will correctly use commas and quotation marks when quoting from a text


Put quotation marks before and after exact words taken from the text Do not use a comma if the quote follows directly as part of the sentence

In the end, Elton’s brother was “too tired to walk three more steps.”

If the speaker is being given the credit for the quote, precede the quote with a comma

On page 5 the author states, “Fall is the most refreshing season of the year.”

2 On the board, write the word dialogue. Ask students to share what they know about what dialogue is and what rules they know about writing dialogue

3 Uncover the chart and say: There are rules to follow about how to place commas and quotation marks when quoting from a text.

4 Review the chart with students Say: Notice that in the first example, the text continues as if it is part of the entire sentence. There is no comma before the quoted text. However, in the second example, similar to dialogue, there is a comma after the word “states.”

5. Have partners copy text from a book using both formats as shown in the chart.

6 Invite each pair to share their quotes with the group, pointing out the different ways to write commas and quotation marks Record some of the responses on the board or chart paper

7. Remind students that good writers use correct punctuation when quoting from a text.


CCSS L4.2c Use a comma before a coordinating conjunction in a compound sentence

Commas Before Coordinating Conjunctions

Purpose: To understand where to place commas in compound sentences

Objective: Students will place a comma before the coordinating conjunction when writing compound sentences


and Sandy likes reading, and she enjoys playing chess

but Hector likes football, but he does not enjoy tennis.

or He may go to the movies, or he may go to the mall.

nor The baby did not eat, nor did she sleep

for The dog drank all of the water, for it was thirsty

yet Dan wore a heavy coat, yet he was still cold

so It began to rain, so I opened my umbrella

2 On the board, write the words compound sentence. Ask students to share what they know about a compound sentence Remind them that a compound sentence is made up of two independent clauses connected with a coordinating conjunction

3 Uncover the chart and say: When you use a coordinating conjunction to connect the first independent clause with the second, always place a comma before the conjunction. Review the chart with students. After each example sentence, ask students to think of another example. Write their example underneath the first example

4. Have students work with a partner to write two more compound sentences using each coordinating conjunction in the chart


6 Remind students that good writers always place a comma before the coordinating conjunction when writing compound sentences


CCSS L4.3a Choose words and phrases to convey ideas precisely

Choose the Best Word

Purpose: To understand which words best convey ideas

Objective: Students will choose words to precisely convey ideas in their writing


He was mad at him Jared was furious with his little brother.

The dog stepped on the bush The greyhound trampled the rosebush

Fruit comes down from the tree Apples tumble from the apple tree.

She was happy to see her Anne was delighted to visit her grandmother.

The boy was cold, so he put on a nice top Hector was freezing, so he put on a woolen jacket.

2 On the board, write the word precise. Ask students to Think/Pair/Share what they think it means to make their writing precise. Have students share their responses.

3 Uncover the chart and say: The sentences in both columns contain the same ideas. However, the sentences in column 2 convey each idea more precisely. Review the chart with students. Have volunteers identify the precise words that replaced the underlined words in column 1. After each example sentence, ask students to think of another example Write their example underneath the first example

4. Have students work with a partner to write two more sentences with the same ideas using more precise words to replace the underlined words in the following sentences:

The food was warm The animals made noise She asked for a new toy


6 Remind students that good writers and speakers always use the most precise words possible when conveying ideas


CCSS L4.3b Choose punctuation for effect

Choose the Best Punctuation

Purpose: To choose punctuation for effect

Objective: Students will choose the best punctuation for the effect they want to convey in their writing


, comma to set off extra information Sandy, in fact, is going to the dance

( ) parentheses to set off extra but helpful information Sandy is going to the dance (the last one this year)

! exclamation mark to show a strong feeling or emotion Sandy is going to the dance!

2. On the board, write the following punctuation marks: , ( ) ! Ask students to Think/Pair/Share to name each one and tell what effect each might have in writing. Have students share their responses.

3 Uncover the chart and say: One way to express what you want to in your writing is to choose the correct punctuation. Review the chart with students. Have volunteers identify how each type of punctuation mark changed the effect in each example sentence Then ask students to think of another example for each mark Write their example underneath the first example

4. Have students work with a partner to write two more sentences for each punctuation mark in the chart

5 Invite each pair to share their sentences with the group Record responses on the board Talk about what effect each punctuation mark has on the sentence

6 Remind students that good writers always choose the best punctuation to convey the effect they want in their writing


CCSS L4.3c Differentiate between contexts that call for formal English (e g , presenting ideas) and situations where informal discourse is appropriate (e g , small-group discussion)

Choose Between Formal and Informal Language

Purpose: To differentiate between contexts that call for formal and informal language

Objective: Students will use formal and informal language in appropriate situations


Formal Informal

Matt: Would you like to accompany me to the meeting? Ron: It would be a pleasure

Matt: You want to go to the meeting with me? Ron: Sure, I can go

I look forward to your company I can’t wait to see you

It may be possible for us to arrive early We could get there early

Please refrain from arriving late Don’t get there late

2 On the board, write the following words: formal language; informal language. Ask students to Think/Pair/Share what each means. Have students share their responses.

3 Uncover the chart and say: Formal language is used when it is important to be polite, both in speaking and in writing. Ask: What are some situations in which you might use formal language? Review column 1 in the chart with students Point out that the first row is formal speaking and the last three are examples of formal writing. Ask students to think of another example for each mark. Write their example underneath the first example Repeat the same procedure for informal speaking and writing Then review each example and discuss the context in which each type of conversation or writing might take place

4. Have students work with a partner to have a formal conversation inviting each other to a party and an informal conversation. Have them write one example sentence from each conversation.


6 Remind students that good writers and speakers always use the appropriate type of language to match the context of their writing or conversation

Writing to Sources Grade 4LITERACYB E N C H M A R K

LITERACYLITERACYB E N C H M A R K

TM

Opinion/argument, informative/explanatory, and narrative writing prompts for each week of instruction

® B e n c h m a r k e d u c a t i o n c o m p a n y

Writing to Sources

• Provides authentic practice for standardized writing assessments

• Requires students to engage directly with texts

• Asks students to quote accurately and explicitly from texts

• Provides practice in writing various genres

• Correlates to Common Core and other new state standards

grade writing to sources - amazon s3€¦ · writing to sources is tied directly to the texts...

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