Post on 06-Mar-2018
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/
Plainfield Public School District Writing/4th Grade Curriculum Guide
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
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)
Plainfield Public School District Writing/4th Grade Curriculum Guide
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
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
Units of Study for Teaching Writing
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
Modifications: Small group and independent
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
Plainfield Public School District Writing/4th Grade Curriculum Guide
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
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
Units of Study for Teaching Writing
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
Teacher observations Teacher and peer
conferences Teacher conference
Picture books and trade books s
http://teacher.scholastic.com
Units of Study for Teaching Writing
Harcourt Trophies/Resources
Feedback forms
6. Review own writing with others to understand the
Model how to conduct effective peer conferences
Modifications: Small group and independent
lessons as needed Buddy Reviser
Students’ completed rough draft with revisions
Teacher observations Teacher and peer
Author’s chair Peer editing sessions NJ State Rubric Student rubrics
Plainfield Public School District Writing/4th Grade Curriculum Guide
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
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
Units of Study for Teaching Writing
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
Modifications: Small group and independent
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/
Plainfield Public School District Writing/4th Grade Curriculum Guide
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
synonym collage for a new “tired” word.
Units of Study for Teaching Writing
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
Modifications: Small group and independent
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
Modifications: Small group and independent
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
Plainfield Public School District Writing/4th Grade Curriculum Guide
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
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. 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
Modifications: Prewriting Student choice of graphic
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)
Teacher observations Teacher and peer
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
Units of Study for Teaching Writing
Plainfield Public School District Writing/4th Grade Curriculum Guide
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
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.
Modifications: Prewriting Student choice of graphic
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
Teacher observations Teacher and peer
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
Sentence Fluency Organization of ideas Use of transitions
Modifications: Small group and
independent lessons as needed
Buddy Reviser Prompting Dictionary / Thesaurus Word Bank
Extensions: Use picture books to find strong openings/closings
Students’ completed rough draft with revisions
Teacher observations Teacher and peer
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
Units of Study for Teaching Writing
Plainfield Public School District Writing/4th Grade Curriculum Guide
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
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
independent lessons as needed
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
Units of Study for Teaching Writing
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
Modifications: Small group and
independent lessons as needed
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
Plainfield Public School District Writing/4th Grade Curriculum Guide
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
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
Modifications: Small group and
independent lessons as needed
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
Teacher conferencing / observations
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
Modifications: Small group and
independent lessons as needed
Buddy Editors Prompting Colored pencils Highlighters
Extensions: Scavenger hunt in magazines, newspapers, etc.
Teacher conferencing / observations
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
Plainfield Public School District Writing/4th Grade Curriculum Guide
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
8. Improve the clarity of writing by rearranging words, sentences, and paragraphs.
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 Cut and Paste
Extension: Complete rough draft with revisions
Students’ completed rough draft with revisions
Teacher observations Teacher and peer
conferences Teacher made rubrics
Exemplars of modeled writing
Trophies books Conventions Grammar books Prose vs. Poetry http://wwwnew.towson.ed
u/
Plainfield Public School District Writing/4th Grade Curriculum Guide
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
9. Examine real-world writing to expand knowledge of sentences, paragraphs, usage, and authors’ writing styles.
Explicit mini lessons: Use of the student
rubric for revision Exemplars of writing
models Dissect a paragraph
using the paragraph sandwich (hamburger) model.
Modifications: Small group and
independent lessons as needed
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)
Teacher observations Teacher and peer
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.
Modifications: Small group and
independent lessons as needed
Buddy Reviser Prompting Word Bank Chart of transitional words
and phrases Extensions:
Design a comic strip that shows proper story sequence.
Teacher observations Teacher and peer
conferences Composed “How To”
piece Designed comic strip NJASK District Assessment
Graphic organizers Outlines Teacher made resources
http://speakingcenter.uncg.edu/
Units of Study for Teaching Writing
Plainfield Public School District Writing/4th Grade Curriculum Guide
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
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.
Small group and independent lessons as needed
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
Plainfield Public School District Writing/4th Grade Curriculum Guide
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
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. 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
Explicit instructions for sentence structure and proper grammar usage
Use of quality literature to demonstrate expectations and writing models for students
Modifications: Small group and
independent lessons as needed
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
Plainfield Public School District Writing/4th Grade Curriculum Guide
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
2. Use increasingly complex sentence structure and syntax to express ideas.
Explicit instructions for sentence structure and proper grammar usage (compound and complex sentences)
Modifications: Small group and
independent lessons as needed
Buddy Reviser Prompting
Extension: Use complex sentences in writing.
Completed Daily Language Practice activities
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
Units of Study for Teaching Writing
Plainfield Public School District Writing/4th Grade Curriculum Guide
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
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.
Explicit instructions for sentence structure and proper grammar usage
Small group and independent lessons as needed
Buddy Reviser Prompting
Extensions: Revise and edit sentences correctly. (Practice exercises)
Completed Daily Language Practice activities
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
and phrases Reference Books
(dictionary, thesaurus, grammar handbook)
Sentence strips http://www.internet4classr
ooms.com/skill_builders/verb_study_language_arts_fourth_4th_grade.htm
Units of Study for
Teaching Writing
Plainfield Public School District Writing/4th Grade Curriculum Guide
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
4. Use punctuation correctly in sentences, such as ending punctuation, commas, and quotation marks in dialogue.
Explicit instructions for sentence structure and proper grammar usage
Modifications: Small group and
independent lessons as needed
Buddy Reviser Prompting Chart of transitional
words and phrases Punctuations magnets for
dry erase boards Extensions: Mapping (sentence strips)
Completed Daily Language Practice activities
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.
Explicit instructions for sentence structure and proper grammar usage
Student centers to reinforce skills
Modifications: Small group and
independent lessons as needed
Buddy Reviser Prompting
Extensions: Sentence Mapping (sentence strips)
Completed Daily Language Practice activities
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
Plainfield Public School District Writing/4th Grade Curriculum Guide
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
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.
Modifications: Small group and
independent lessons as needed
Buddy Reviser Prompting
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
and phrases Reference Books
(dictionary, thesaurus, grammar handbook)
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)
Modifications: Small group and
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
Plainfield Public School District Writing/4th Grade Curriculum Guide
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
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
Buddy Reviser Prompting
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
Units of Study for Teaching Writing
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
Use of quality literature to demonstrate expectations and writing models for students
Modifications: Small group and
independent lessons as needed
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
Units of Study for Teaching Writing
Plainfield Public School District Writing/4th Grade Curriculum Guide
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
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
Modifications: Small group and
independent lessons as needed
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
Modifications: Small group and
independent lessons as needed
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
Plainfield Public School District Writing/4th Grade Curriculum Guide
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
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. 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
Modifications: Small group and
independent lessons as needed
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
Units of Study for Teaching Writing
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
Modifications: Small group and
independent lessons as needed
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
Units of Study for Teaching Writing
Plainfield Public School District Writing/4th Grade Curriculum Guide
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
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
independent lessons as needed
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
Modifications: Small group and
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
Units of Study for Teaching Writing
Plainfield Public School District Writing/4th Grade Curriculum Guide
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
5. Use writing to paraphrase, clarify, and reflect on new learning across the curriculum.
Model how to paraphrase information from a text.
Take notes
Modifications: Small group and
independent lessons as needed
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
Units of Study for Teaching Writing
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
Modifications: Small group and
independent lessons as needed
Buddy Writer Prompting Teacher Models
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
Units of Study for Teaching Writing
Plainfield Public School District Writing/4th Grade Curriculum Guide
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
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
Modifications: Small group and
independent lessons as needed
Buddy Writer Prompting Teacher Models
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
Units of Study for Teaching Writing
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
Small group and independent lessons as needed
Buddy Writer Prompting Teacher Models
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
Units of Study for Teaching Writing
Plainfield Public School District Writing/4th Grade Curriculum Guide
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
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
Modifications: Small group and
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
Units of Study for Teaching Writing
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
Small group and independent lessons as needed
Buddy Writer Prompting Teacher Models
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
Units of Study for Teaching Writing
Plainfield Public School District Writing/4th Grade Curriculum Guide
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
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
Modifications: Small group and
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
Units of Study for Teaching Writing
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….
Modifications: Small group and
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
Units of Study for Teaching Writing
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.
Modifications: Small group and
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
Units of Study for Teaching Writing
Plainfield Public School District Writing/4th Grade Curriculum Guide
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
14. Review scoring criteria of a writing rubric.
Revise and edit student writing pieces using student’s check list and rubrics
Modifications:
Small group and independent lessons as needed
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/
Units of Study for Teaching Writing
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