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Plainfield Public School District Writing/4th Grade Curriculum Guide

Grade level: 4th Grade Content: Writing

NJCCCS: STANDARD 3.2 Writing All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. 3.2.4 A. Writing as a Process (prewriting, drafting, revising, editing, postwriting)

CPI

Areas of Focus / Instructional Activities

(Students should know / Students should be able to do)

Modifications/ Extensions

(How will I differentiate?)

Assessments (What evidence will I show to

demonstrate mastery?)

Resources/Materials

1. Generate possible ideas for writing through talking, recalling experiences, hearing stories, reading, discussing models of writing, asking questions, and brainstorming.

Writing as a process: Pre-writing, drafting, revising editing publishing To establish writing

rituals and routines Establish writer’s

workshop Establish routines for

keeping a sourcebook/ journal

Modifications: Prewriting Student choice of graphic

organizer / story templates Bubbl.us (virtual graphic

organizer) Buddy writer Dictate to

teacher, peer, audio recorder Word banks Story starters Story element idea bank

Extensions:

Students’ completed graphic organizer

Informal teacher observation

Students’ rough drafts Independent teacher

observation during small group, large group, and independent work

A variety of graphic organizers (story maps/frames, webs, list, charts, diagrams, W’s chart, etc.) Sourcebooks Class created charts Writing Process Charts displayed in classroom

http://bubbl.us/ http://www.bbc.co.uk/

schools/kl http://www.eduplace.c

om/


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Resources/Materials

Prewriting / Drafting Use different types of writing

paper to best suit individual student needs

Share student examples in small groups for clarification as needed

http://www.nj.gov/education/aps/njscp/MAWGrade4Writing.pdf

http://themes.pppst.com/graphic-organizers.html

Units of Study for Teaching Writing

2. Develop an awareness of

Provide strategies for narrative accounts for

Modifications: Buddy Writer

Construct a Picture book Develop a Student Rubric

Book: (Craft lessons)


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Resources/Materials

form, structure, and author’s voice in various genres.

using speculative prompts as well as language use and conventions

Provide opportunities and guidance for students to analyze and score exemplars of speculative prompts

Story Frame Hamburger Model Word Bank Dictate to teacher, peer,

audio recorder Group Story Prompting Cloze activities Extension: Create Comic strip

Teacher made assessment District Assessment Respond to a writing prompt NJASK Teacher conference

by: Ralph Fletcher Trade books and

Picture book models

http://www.eduplace.com

http://www.youtube.com


3. Use strategies such as reflecting on personal experiences, reading, doing interviews or research, and using graphic organizers to generate and organize ideas for writing.

Generate ideas for writing

Model strategies for narrative writing

Shared writing Use quality literature

as a guide for modeled writing

Modifications: Small group and independent

lessons as needed Think, Pair, Share Buddy Writer Dictate to teacher, peer,

audio recorder Prompting Scribe Idea Bank Various Graphic Organizers

Extension: Create idea webs using Kidspiration software

Create a story map in student journals

Develop an idea list Share in Author’s Chair

(oral presentation of ideas) Peer Evaluation

Source books Journals Use of Venn diagrams Various graphic

organizers http://www.eduplace.c

om http://themes.pppst.co

m Units of Study for

Teaching Writing

4. Draft writing in a selected genre with supporting structure according to the intended message,

Explicit mini lessons on: Using prewriting to

guide drafting The different purposes

for writing; persuade, inform, entertain, and


lessons as needed Group Story Buddy Writer Dictate to teacher, peer,

Create a story from a speculative prompt (rough draft)

Teacher observations Teacher and peer

conferences

Genre study books Fountas and Pinnell

(The Writing Process) Harcourt

Trophies/Resources Grammar Handbook


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Resources/Materials

audience, and purpose for writing.

to teach Story elements:

characters, setting, problem, events, solution

Effective openings and closings

Story structure: Beginning, Middle, End

Study of an Author’s Craft

audio recorder Prompting Scribe Cloze activities

Extensions: Create a speculative prompt for another student to respond to

NJ holistic scoring rubric NJASK Quarterly District Interim

Assessment


5. Revise drafts by rereading for meaning, narrowing the focus, elaborating, reworking organization, openings, and closings, and improving word choice and consistency of voice.

Explicit mini lessons: Use of the student

rubric for revision Exemplars of writing

models Revise draft by adding

or deleting details, combining and rewording sentences to include variety

Sentence Fluency Organization of ideas Use of transitions

Modifications:

Small group and independent lessons as needed

Buddy Reviser Prompting Dictionary / Thesaurus Word Bank

Extensions: Develop a student –friendly revising checklist

Students’ completed rough draft with revisions


conferences Teacher conference

Picture books and trade books s

http://teacher.scholastic.com


Harcourt Trophies/Resources

Feedback forms

6. Review own writing with others to understand the

Model how to conduct effective peer conferences


lessons as needed Buddy Reviser



Author’s chair Peer editing sessions NJ State Rubric Student rubrics


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Resources/Materials

reader’s perspective and to consider ideas for revision.

Prompting Post it papers Cut and Paste sentences or

paragraphs Extensions:

Peer Mentors to model conferencing process

conferences http://www.articlesforeducators.com


7. Review and edit work for spelling, mechanics, clarity, and fluency.

Correct Use of conventions (Editing) Sentence construction Spelling Punctuation Capitalization Grammar Usage Proofreading symbols


lessons as needed Buddy Editor Prompting Dictionary / Thesaurus Color pencils Highlighters Post it paper

Extensions: Peer Mentors (conferencing)

Students’ edited rough draft Teacher observations Teacher and peer

conferences

Conventions Rubric Dictionaries Harcourt Trophies

textbooks Models of work with

proper sentence construction

World language textbooks

http://www.pdictionary.com/

http://www.merriam-webster.com/

http://thesaurus.com/ Units of Study for

Teaching Writing 8. Use a variety of reference materials to revise work, such as a dictionary, thesaurus, or internet/software resources.

Mini lessons on how to use resources

Create Synonyms collages for “tired” words: such as; said, went, big, run, etc.

Modifications: Dictionary / Thesaurus Construction / poster paper Color markers / pencils Highlighters Small group and independent

lessons as needed Extensions:

Review own draft and design a

Created student collages Teacher observations Teacher and peer

conferences

Dictionaries Thesaurus Internet/software

resources http://www.merriam-

webster.com/ http://thesaurus.com/ http://www.pdictionar

y.com/


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Resources/Materials

synonym collage for a new “tired” word.


9. Use computer writing applications during most of the writing process.

Mini lessons on the use of:

Microsoft word Kidspiration Google docs Power Point Use computer center


lessons as needed Youtube tutorials on use of

applications Extensions: Peer mentors to assist other students in the use of the computer.

Teacher observation Teacher and peer

conferences Student work

Power point Microsoft Word Inspiration

http://www.slideshare.

net/ http://www.freetech4te

achers.com/

10. Understand and apply elements of grade-appropriate rubrics to improve and evaluate writing.

Mini lessons on the use of rubrics

Use rubrics to evaluate writing


lessons Extensions: Peer mentors

Student created rubrics

Student created rubric for a speculative prompt

Teacher made rubrics NJ holistic rubric Teacher observation Peer conferences

Rubrics http://rubistar.4teachers.org/ NJRHSR Open-ended scoring rubric

11. Reflect on one’s writing, noting strengths and areas needing improvement.

Mini lessons on: Self reflection Self assessment Writer’s checklist Use a writer’s

checklist to complete a self reflection

Modifications: Various student checklists Small group and independent

lessons as needed Student exemplars

Extensions: Peer mentors Self-assessment/reflection

Completed self reflection Teacher observation

Student checklist Self reflecting journal Self reflection form


NJCCCS: STANDARD 3.2 Writing All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. 3.2.4 B. Writing as a Product (resulting in a formal product or publication)

CPI







Resources/Materials

1. Create narrative pieces, such as memoir or personal narrative, which contain description and relate ideas, observations, or recollections of an event or experience.

Writing as a product (resulting in a formal product or publication) Genre study: of memoir

/ personal narrative Write a Personal

narrative using the steps of the writing process

Students will incorporate strategies for: writing an engaging opening, developing a setting, organizing structure (beginning, middle, end), using sensory details and figurative language

Use of source book for ideas


organizer / story templates Bubbl.us (virtual graphic

organizer) Dictate to teacher, peer, audio recorder

Word banks Story starters Story element idea bank

Extensions: Prewriting / Drafting Use different types of

writing to best suit individual student needs

Share student examples in small groups for clarification as needed

Published memoir (student choice)


conferences NJ holistic rubrics Teacher made rubrics Quarterly District

Interim Assessment NJASK

Source books Work in progress

folders Personal journals

http://www.thewriting

site.org http://www.stanford.e

du http://languagearts.ppp

st.com/expository.html



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Resources/Materials

2. Write informational reports across the curriculum that frame an issue or topic, include facts and details, and draw from more than one source of information.

Model researching, note taking, and outlining strategies

Model organizing information into a logical sequence

Paragraph structure (main idea, supporting details, engaging opening, conclusion)

Write with an audience and purpose in mind

Produce a Cross curriculum report in science, social studies, etc.


organizer / outlines Bubbl.us (virtual graphic

organizer) Use of different color note

cards to assist in organization of information gathered

Extensions: Prewriting / Drafting Share student examples in

small groups for clarification as needed

Examples of engaging openings and closings


conferences Oral presentations Teacher made rubrics Fact file Timeline Diorama Book making / Brochure Computer (Word, Power

Point) Poster / Tri-fold

presentation

Teacher made materials Science and Social

Studies Textbooks Trophies Textbooks

http://writing.pppst.com/ Units of Study for

Teaching Writing

3. Craft writing to elevate its quality by adding detail, changing the order of ideas, strengthening openings and closings, and using dialogue.

Explicit mini lessons: Use of the student rubric /

checklist for revision Exemplars of writing

models Revise draft by adding or

deleting details, combining and rewording sentences to include variety, elaborating on word choice, and developing authors’ voice


Modifications: Small group and

independent lessons as needed

Buddy Reviser Prompting Dictionary / Thesaurus Word Bank

Extensions: Use picture books to find strong openings/closings



conferences Self assessment checklist Teacher made rubrics NJ holistic rubrics

District Assessment Respond to a writing

prompt NJASK Teacher conference

Ralph Fletcher’s book: Writer’s Craft

http://teacher.scholastic.com http://wwwnew.towson.edu http://literaryzone.com/?p=95 http://www.readwritethink.org/parent-afterschool-resources/activities-projects/creating-comics-cartoons-30291.html



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Resources/Materials

4. Build knowledge of the characteristics and structures of a variety of genres.

Provide exemplars for a variety of genres

Narrative (speculative),informational, procedural, and persuasive

Create a table that explains the characteristics of a variety of genres

Modifications: Various organizers Computer programs Examples of published

literature in a variety of genres

Buddy work Small group and


Extension: Peer mentors (prompting)

Students will take part in a genre treasure hunt and categorize their findings into a table

Completed table explaining characteristics of a variety of genres

Teacher made rubrics Teacher observations

Author’s Study in writer’s workshop

America’s Choice Core Assignments/Genre Study

http://literature.pppst.com/genres.html


Anchor charts

5. Sharpen focus and improve coherence by considering the relevancy of included details, and adding, deleting, and rearranging appropriately.

Use of trade books and picture books as models showing examples of narrowing the focus

Use of trade books and picture books showing craft

Design a collage / brochure of authors’ craft using trade books / picture books



Buddy Reviser

Extension: Peer Mentors (conferencing)

Student created collage / brochure

Teacher conferencing / observations

Peer conferencing Teacher made rubrics Respond to writing

prompts

Writer’s checklist Trade books and picture

books Teacher made resources Units of Study for

Teaching Writing


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Resources/Materials

6. Write sentences of varying lengths and complexity, using specific nouns, verbs, and descriptive words.

Word walls Explicit instruction on

language use/conventions via mini lessons and small group instructions

Explicit instructions for sentence structure and proper grammar usage

Use of quality literature to demonstrate expectations and writing models for students



Buddy Reviser Prompting

Extensions: Review own draft and design a synonym collage for a new “tired” word

Collaboratively created synonym posters for “tired” verbs and adjectives


Peer conferencing

Trophies Text/resources Conventions Grammar books http://wwwnew.towson.ed

u http://www.youtube.com Units of Study for

Teaching Writing

7. Recognize the difference between complete sentences and sentence fragments and examine the uses of each in real-world writing.

Mini lessons on: Conventions and

grammar Sentence structure



Buddy Editors Prompting Colored pencils Highlighters

Extensions: Scavenger hunt in magazines, newspapers, etc.


Peer conferencing Sentence structure self

assessment checklist Respond to writing

prompt NJASK District Assessment

Trophies books Conventions Grammar books http://wwwnew.towson.ed

u http://www.youtube.com


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Resources/Materials

8. Improve the clarity of writing by rearranging words, sentences, and paragraphs.



models Revise draft by adding

or deleting details, combining and rewording sentences to include variety




Buddy Reviser Prompting Dictionary / Thesaurus Word Bank Cut and Paste

Extension: Complete rough draft with revisions



conferences Teacher made rubrics

Exemplars of modeled writing

Trophies books Conventions Grammar books Prose vs. Poetry http://wwwnew.towson.ed

u/


CPI







Resources/Materials

9. Examine real-world writing to expand knowledge of sentences, paragraphs, usage, and authors’ writing styles.



models Dissect a paragraph

using the paragraph sandwich (hamburger) model.



Buddy Reviser Prompting Highlighters Sticky notes Timer

Extensions: Use student magazines to create a T chart that depicts complete sentences vs. fragments.

Sentence structure T chart

Paragraph sandwich (hamburger)


conferences Completion of a timed

writing prompt Teacher conference

Newspapers Magazines Assorted Novels http://writing.pppst.com http://reading.pppst.com Units of Study for

Teaching Writing

10. Provide logical sequence and support the purpose of writing by refining organizational structure and developing transitions between ideas.

Use of transitional words/sentences

Graphic organizer usage

Compose a “How To” piece on a topic of student choice.



Buddy Reviser Prompting Word Bank Chart of transitional words

and phrases Extensions:

Design a comic strip that shows proper story sequence.


conferences Composed “How To”

piece Designed comic strip NJASK District Assessment

Graphic organizers Outlines Teacher made resources

http://speakingcenter.uncg.edu/



CPI







Resources/Materials

11. Engage the reader from beginning to end with an interesting opening, logical sequence, and satisfying conclusion.

Mini lesson on engaging openings

Use of source books for ideas for engaging openings

Model revising an ineffective opening

Model revising an ineffective closing

Revise an ineffective opening by using the engaging strategies learned.

Revise an ineffective closing by using the engaging strategies learned.


Buddy Reviser Exemplars of effective

openings and closings Chart of transitional words

and phrases Extensions: Arrange parts of a story into a

logical sequence. (jigsaw puzzle)

Use a picture book to identify story elements, engaging opening and closing strategies, sequence of events….

Completed story jigsaw puzzle

Revised opening Revised closing Respond to a writing

prompt NJASK Teacher made

assessment

Graphic organizers Outlines Teacher made resources

http://literaryzone.com/ http://grammar.ccc.commnet.edu/grammar/five_par.htm http://www.internet4classrooms.com/skill_builders/sequence_language_arts_fourth_4th_grade.htm


NJCCCS: STANDARD 3.2 Writing All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. 3.2.4 C. Mechanics, Spelling, and Handwriting

CPI







Resources/Materials

1. Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.

Use conventions Explicit instruction on language use/conventions via mini lessons and small group instructions





Buddy Reviser Prompting Colored pencils Highlighters Chart of transitional

words and phrases Extension:

Peer Mentors (conferencing)

Completed Daily Language Practice activities

Completed Mad Libs Teacher conferencing

Trophies Textbooks Grammar books Teacher made

worksheets Trade books http://theteacherscafe.co

m http://wwwnew.towson.e

du/ows/indexexercises.htm#Punctuation%20Exercises

http://www.slideshare.net/stokelov/capitals

http://www.internet4classrooms.com/skill_builders/grammar_language_arts_fourth_4th_grade.htm

http://www.internet4classrooms.com/skill_builders/spelling_language_arts_fourth_4th_grade.htm

Units of Study for

Teaching Writing


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Resources/Materials

2. Use increasingly complex sentence structure and syntax to express ideas.

Explicit instructions for sentence structure and proper grammar usage (compound and complex sentences)




Extension: Use complex sentences in writing.


Completed Mad Libs Sentence maps Teacher conferencing

Grammar books Grammar worksheets Trophies Text /resources Chart of transitional words

and phrases Reference Books

(dictionary, thesaurus, grammar handbook)

Sentence strips http://www.internet4classr

ooms.com/skill_builders/sentence_structure_language_arts_fourth_4th_grade.htm



CPI







Resources/Materials

3. Use grade appropriate knowledge of English grammar and usage to craft writing, such as subject/verb agreement, pronoun usage and agreement, and appropriate verb tenses.




Extensions: Revise and edit sentences correctly. (Practice exercises)


Completed Mad Libs Sentence maps Teacher conferencing Completion of

Teacher-Created Grammar / Usage Quiz

Grammar books Grammar worksheets Trophies Text/resources Chart of transitional words



Sentence strips http://www.internet4classr

ooms.com/skill_builders/verb_study_language_arts_fourth_4th_grade.htm

Units of Study for

Teaching Writing


CPI







Resources/Materials

4. Use punctuation correctly in sentences, such as ending punctuation, commas, and quotation marks in dialogue.




Buddy Reviser Prompting Chart of transitional

words and phrases Punctuations magnets for

dry erase boards Extensions: Mapping (sentence strips)


Completed Mad Libs Sentence maps Teacher conferencing Participation in game Completion of Teacher-

Created Punctuation Quiz

Grammar books Grammar worksheets Trophies Punctuation magnets Chart of transitional words and

phrases Reference Books (dictionary,

thesaurus, grammar handbook) Sentence strips http://theteacherscafe.com http://wwwnew.towson.edu http://www.internet4classrooms

.com/skill_builders/grammar_language_arts_fourth_4th_grade.htm

5. Use capital letters correctly in sentences, for proper nouns, and in titles.


Student centers to reinforce skills




Extensions: Sentence Mapping (sentence strips)


Completed Mad Libs Sentence maps Teacher conferencing Completion of Teacher-

Created Capitalization Quiz

Grammar books Grammar worksheets Trophies Colored pencils Highlighters Chart of transitional words and

phrases Reference Books (dictionary,

thesaurus, grammar handbook) Sentence strips Dry erase boards and markers

http://wwwnew.towson.edu/ Units of Study for Teaching

Writing


CPI

Areas of Focus / Instructional Activities (Students should know /

Students should be able to do)





Resources/Materials

6. Study examples of narrative and expository writing to develop understanding of the reasons for and use of paragraphs and indentation.

Use of exemplars Read alouds Quality literature Dissect a paragraph

using the paragraph sandwich (hamburger) model.




Extensions: Paragraph scavenger hunt using magazines

Sentence structure T chart Paragraph sandwich

(hamburger) Teacher observations Teacher and peer conferences Completion of a timed writing

prompt

State Release Task Student exemplars Models of quality literature Trophies Chart of transitional words



Sentence strips http://www.thewritingsite.or

g/exemplars/index.asp Units of Study for Teaching

Writing 7. Indent in own writing to show the beginning of a paragraph.

Explicit instruction on paragraph structure and organization.

Arrange parts of a paragraph into a logical sequence. (jigsaw puzzle)


independent lessons Buddy Reviser Prompting

Extensions: Paragraph scavenger hunt using magazines

Paragraph sandwich (hamburger)

Teacher observations Teacher and peer conferences Completion of a timed writing

prompt

Grammar books Grammar worksheets Trophies Units of Study Teaching for

Writing


CPI







Resources/Materials

8. Spell grade-appropriate words correctly with particular attention to frequently used words, contractions, and homophones.

Use of word walls Model proper use of

a Dictionary and a Thesaurus

Create a Homophone Picture Dictionary

Small group and independent lessons


Extension: Spell words correctly in writing

Teacher Observations Student created Homophone

Picture Dictionary Participation in Contraction

game Completion of Teacher-Created

Quizzes (contractions, homophones, etc.)

Word walls Sourcebooks Mini lessons on

homophones and contractions

Grammar books http://pbskids.org/lions/videos/homophones.html http://www.teachingandlearningresources.co.uk/learningliteracyterm1yr4.shtml


9. Use knowledge of base words, structural analysis, and spelling patterns to expand spelling competency in writing.

Word walls Explicit instruction

on language use/conventions via mini lessons and small group instructions

Common prefixes, suffixes, and roots using word tiles




Buddy editor Prompting

Extension: Manipulate word tiles to build words with common prefixes, suffixes, and root words

Teacher observations Teacher-Created Quizzes

(spelling and prefixes, suffixes, and root words)

Participation with File Folder Games

Teacher made materials grammar books and lessons worksheets from Trophies

http://www.teachingandlearningresources.co.uk/learningliteracyterm1yr6.shtml



CPI







Resources/Materials

10. Use a variety of reference materials, such as a dictionary, grammar reference, and internet software resources to edit written work.

Mini lessons on how to use resources

Edit writing using an editing checklist



Buddy editor Prompting

Extensions: Edit writing using Microsoft Word

Teacher Observations Students’ Edited products Teacher conferences

Dictionary, thesaurus Teacher made charts grammar books Trophies lessons http://www.merriam-

webster.com/ http://thesaurus.com/ http://www.pdictionary.com

/

11. Write legibly in manuscript or cursive to meet district standards.

Use of model visual aid writing chart on cursive writing

Practice writing lessons



Wikki Sticks Manuscript and Cursive

Alphabet Charts. Extension: Practice penmanship in penmanship journal

Teacher observations Penmanship journals Teacher conference

Handwriting worksheets classroom alphabet in

cursive http://www.handwritingwor

ksheets.com/ Units of Study for Teaching

Writing


NJCCCS: STANDARD 3.2 Writing All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. 3.2.4 D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)

CPI







Resources/Materials

1. Write for different purposes (e.g., to express ideas, to inform, to entertain, to respond to literature, to question, to share) and a variety of audiences (e.g., self, peers, community).

Explicit mini lessons on: The essential features of

drafting The different purposes for

writing; narrative(speculative), informational, persuasive and procedural

Strategies to support and guide drafting

Expectations of teacher-student cduring drafting

Recognize the use of voice in writing

Recognize author’s purpose



Buddy Writer Prompting Story starters

Extensions: Create student models for peers

Teacher Observations Completed speculative

prompt Response to literature /

book recommendation Completed Procedural

Piece Teacher made rubrics NJ holistic rubric Quarterly District

Interim Assessment NJASK

Genre study books Best Practices Materials Author’s Purpose

Resources http://www.siue.edu/educati

on/readready/2_Modelling_Correct_Use/2_Subpages/2_wr_purposes.htm


2. Study the characteristics of a variety of genres, including expository, narrative, poetry, and reflection.

Explicit mini lessons on: The different purposes for

writing; narrative(speculative), informational, persuasive and procedural

Features of narrative, expository, reading responses, poetry



Buddy Writer Prompting Story Starters

Extension: Read a story and highlight different elements

Teacher Observations Student completed

memoir Student completed

poetry book Timed expository

prompt NJ Holistic rubric Teacher made rubrics NJASK

Genre study books Elements of the genres

Materials Poetry Books Various poems Self reflection forms

http://www.thewritingsite.org/http http://literature.pppst.com/genres.html



CPI







Resources/Materials

3. Develop independence by setting self-selected purposes and generating topics for writing.

Use of source book and personal journals

Use of graphic organizers

Modifications: Different types of idea

maps Small group and


Buddy Writer Prompting

Extensions: Create an idea map using Kidspiration software

Teacher observations Completed Idea Maps

Source books Writing journals http://www.eduplace.com/tales

/ Units of Study for

Teaching Writing

4. Write independently to satisfy personal, academic, and social needs (e.g., stories, summaries, letters, or poetry).

Students use the writing process at their own pace to develop a writing piece


independent lessons Buddy Writer Prompting Teacher Models Group letter, story,

poem, etc. Extensions: Type a story, poem, letter

on Microsoft word, publisher, etc….

Write a story about a memorable experience

Teacher Observations Completed works NJ holistic scoring rubric Teacher made rubrics

(letter, poem, etc) Quarterly District

Interim Assessments NJASK

Examples of friendly letters, business letters etc…

Exemplars of literature from picture books and trade books

Poems http://writing.pppst.com/letters.html http://www.thewritingsite.org/exemplars/index.asp



CPI







Resources/Materials

5. Use writing to paraphrase, clarify, and reflect on new learning across the curriculum.

Model how to paraphrase information from a text.

Take notes



Buddy Writer Prompting Teacher Models

Extensions: Create note cards using computer software www.flashcardmachine.com

Teacher observations Note cards / outline Teacher made rubrics NJASK District Assessment Teacher made

assessment

Cross curriculum resources


6. Respond to literature in writing to demonstrate an understanding of the text, to explore personal reactions, and to connect personal experiences with the text.

Response to literature Respond to open ended

questions, free writing, vocabulary, or illustrations

Reflect on personal opinions and experiences while reading

Reading Strategies (summarizing, inference, connections, visualizing, predicting, etc.)

Theme, Central Idea, Author’s message, Characterization, Plot Development




Extensions: Respond to literature after reading a story.

Teacher Observations Entry in Response

Journal Reading response rubric Response to literature District Assessment NJASK

Elements of response to literature materials

Response to literature genre study books

http://reading.pppst.com/elements.html http://www.thewritingsite.org/exemplars/index.asp



CPI







Resources/Materials

7. Write narratives that relate recollections of an event or experience and establish a setting, characters, point of view, and sequence of events.

Strategies for writing a memoir (including story structure, dialogue, figurative language, etc.)

Features of a memoir / personal narrative




Extension: Create a memoir picture book

Teacher observations Student created memoir

picture books Completed speculative

prompt Timed Writing NJASK District Assessment

Examples of narrative writing

Trade books and picture books

Author’s study Story elements

http://writing.pppst.com/narrative.html http://reading.pppst.com/elements.html http://reading.pppst.com/sequencing.html


8. Write informational reports that frame a topic, include facts and details, and draw information from several sources.

Explicit mini lessons on informational writing: Recognize features of

informational writing The essential features of

drafting Introduce lessons on facts and

opinions Strategies to support and guide

drafting Expectations of teacher-

student conferences during drafting



Extensions:

Create note cards using computer software www.flashcardmachine.com

Design a brochure

Teacher observations Note cards / outline Completed informational

report on a self selected topic

Teacher made rubrics NJASK District Assessment

Samples of informational reports

The elements of informational report materials

Fact and opinion materials/resources

http://writing.pppst.com/essays.html http://wps.prenhall.com/ipractice/47/12072/3090432.cw/index.html



CPI







Resources/Materials

9. Write formal and informal letters for a variety of audiences and purposes.

Model parts of a friendly letter

Model parts of a formal (business) letter


independent lessons Buddy Writer Prompting Friendly Letter

Template Teacher Models Group letter, story,

poem, etc. Extensions:

Email a letter to your principal.

Teacher observations Completed letter to an

author or character Respond to a writing

prompt Teacher made rubrics NJASK District Assessment

Samples of formal and informal letters

Show the 5 parts of a friendly letter

Components of a business letter

http://writing.pppst.com/letters.html


10. Use a variety of strategies to organize writing, including sequence, chronology, and cause/effect.

Model strategies to organize writing, prewriting, sequencing, time order, and cause / effect

Create a time line



Extensions: Write a cause and effect essay in Science.

Teacher observations Completed graphic

organizers Teacher conference Peer evaluation Respond to a writing

prompt District Assessment NJASK

Examples of problem and solution resources

Cause/effect materials Examples of Plot (a

series of events) Trade books /chapter

books http://languagearts.pppst.com/cause-effect.html http://www.myteacherpages.com/webpages/SGoldstein1/causeeffect.cfm http://www.internet4classrooms.com/skill_builders/sequence_language_arts_fourth_4th_grade.htm



CPI





Assessments (What evidence will I show to demonstrate mastery?)

Resources/Materials

11. Demonstrate higher-order thinking skills through responses to open-ended and essay questions in content areas or as responses to literature.

Explicit mini-lessons on writing effective response to open ended questions using cross curriculum content

Respond to an open-ended

questions in other content areas


independent lessons Buddy Writer Prompting Sticky Notes Teacher Models

Extensions: Create open ended questions for a unit of study

Teacher observations

Teacher conference Open-ended

questions District Assessment Practice Exercises Teacher made

assessments NJASK

Bloom’s Taxonomy Mathematics(Everyday

Math), Social Studies Text and Science (A Closer Look) materials

Open-ended scoring rubric


12. Use relevant graphics in writing (e.g., maps, charts, illustrations).

Explicit mini-lessons on effective use of graphics Venn diagrams A variety of charts and graphs

such as bar graphs, line graphs, and pie graphs

Design graphics to enhance reports, procedural writing, etc….


independent lessons Buddy Writer Prompting Dictionary / Thesaurus Teacher Models

Extensions: Create open ended questions for a unit of study

Teacher observations

Reports enhanced with design graphics

Teacher-made rubric

Venn diagrams Graphs Charts

http://www.yourchildlearns.com/ http://www.angelfire.com/wi/writingprocess/specificgos.html


13. Demonstrate the development of a personal style and voice in writing.

The use of author’s personal style

An author’s study Use picture books and trade

books Revise a written draft and add

in author’s voice.


independent lessons Buddy Writer Prompting Teacher Models

Extensions: Author’s Voice Scavenger Hunt using Trade Books or Picture Books

Teacher Observations

Teacher-Made Rubric

Revised draft

Author’s study books Chapter books/ picture

books http://www.internet4classrooms.com/skill_builders/authors_purpose_language_arts_fourth_4th_grade.htm



CPI







Resources/Materials

14. Review scoring criteria of a writing rubric.

Revise and edit student writing pieces using student’s check list and rubrics

Modifications:


Extensions: Use a writing rubric to evaluate peer’s work.

Student created rubric for a speculative prompt

Teacher made rubrics

NJ holistic rubric Teacher observation Peer conferences

NJ Registered Writing Scoring Rubric

http://rubistar.4teachers.org/


15. Develop a collection of writings (e.g., a literacy folder or a literacy portfolio).

Model selecting works for folders/portfolios

Model how to self-assess Develop a folder/portfolio

with selected pieces of writing

Modifications: Student selected works Prompting

Extensions: Create a digital portfolio

Completed Folder / Portfolio

Teacher-Made Checklist

Self assessment Collection of

Writing Pieces

Writing folders: work in progress, cumulative. and portfolio

plainfield public school district writing/4 grade ... guides/language arts/c.g. 3.2... ·...

Documents