4th Grade Pacing Guide for Writing/ELA SC Standards 2015

Unit Standard Unpacking Resources/Language Skills Language Unpacking1st Nine Weeks(One week for each skill, with the last week writing a narrative piece independently)

4-W. 3. Write narratives to develop real or imagined experiences or events using effective techniques, well –chosen details, and well-structured events.

Indicator 3.1 gather ideas from texts, multimedia, and personal experience to write narratives.

Language4-L-4: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Teach with a daily mini lesson for about ten minutes and encourage students to use properly in their writing.

4th Grade Focus: Relative Pronouns/ adverbs Progressive verb tenses Order adjectives within

sentences Inappropriate shifts in verb

tense Prepositional phrases

(different positions within a sentence)

Coordinating conjunctions Subordinating conjunctions Sentence variety Sentence fragments and run-

ons Frequently confused

homonyms

3rd Grade Focus: Functions of Nouns,

pronouns, verbs, adjectives, and adverbs

Regular and irregular plural nouns

use abstract nouns Regular and irregular verbs Simple verb tenses Subject verb agreement pronoun antecedent

agreement comparative and superlative

adverbs and adjectives

A. Develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Ideas Logical Sequencing Descriptive

details(thoughts actions, ideas)

a. Use relative pronouns and relative adverbs.

B. Orient the reader by establishing a situation and introducing a narrator and /or characters.

NarratorWell-developed Character

b. form and use progressive verb tenses.

(choose between them depending on what is being modified)

prepositional phrases coordinating and

subordinating conjunctions simple, compound, and

complex sentences

C. Organize an event sequence that unfolds naturally .

Logical sequence of events

e. Order adjectives with in sentences according to conventional patterns.

D. Use dialogue and description to develop experiences and events or show the responses of characters to situations.

Dialogue Appropriate Pacing

g. Explore using prepositional phrases in different positions within a sentence.

E.Develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others.

Writing Process h. Use coordinating and subordinating conjunctions.

F. Use a variety of transitional words and phrases to manage the sequence of events.

Transitional Phrases

i. Use a variety of sentences, recognizing and correcting inappropriate fragments and run-ons.

G. Use imagery, precise words, and sensory details to develop characters and convey experiences and events.

Imagery Word Choice Sensory words

j. Use frequently confused homonyms.

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

Grade 4Narrative Writing - Personal Narrative

Instructional Unit Resource for the South Carolina College- and Career-Ready Standards for English Language Arts

South Carolina Department of EducationOffice of Standards and LearningAugust 2016

Grade 4: Narrative Writing: Personal NarrativeUnit Rationale/Overview:This unit is focused on narrative writing with an emphasis on analyzing author’s craft. Its purpose is for students to analyze literary texts while exploring author’s craft to write a personal narrative. The culminating assessment of this unit will require the students to plan and publish a narrative.

Students will be immersed in literary texts that demonstrate the qualities of narrative writing. Prior to writing their own narratives, students will have opportunities to engage in activities that increase their abilities to analyze meaning and make logical interpretations. The process of synthesizing information from multiple texts and exploring author’s craft enhances students’ comprehension skills. The will also become more adept at communicating new information and integrating it into their writing.

Teacher modeling of writing strategies, using personal stories and thinking aloud about the writing are crucial to the implementation of this narrative unit. Demonstrating craft, revision, and drafting, the teacher serves as an expert writer, who instructs children by modeling and by writing along with them.

Through collaboration, analysis of literary texts, and writing within this unit, students will learn skills that will assist them in developing the world class skills listed in the Profile of the South Carolina Graduate.

http://ed.sc.gov/scdoe/assets/File/newsroom/Profile-of-the-South-Carolina-Graduate.pdf

Estimated time frame for this unit: two to three weeks.Standards and IndicatorsTargeted implies that these standards are the focus of the unit.

Embedded implies that these standards will be naturally integrated throughout the units.

Targeted Standards/IndicatorsReading Literary-Text4.RL.9 Interpret and analyze the author’s use of words, phrases, and conventions, and how their relationships

shape meaning and tone in print and multimedia texts.4.RL.9.1 Identify and explain how the author uses imagery, hyperbole, adages, or proverbs to shape meaning and

tone.4.RL.9.2 Explain how the author’s choice of words, illustrations, and conventions combine to create mood,

contribute to meaning, and emphasize aspects of a character or setting.

4.RL.12 Analyze and critique how the author uses structures in print and multimedia texts to shape meaning and impact the reader.

4.RL.12.2 Determine characteristics of crafted text structures and describe why an author uses this structure.4.RL.11 Analyze and provide evidence of how the author’s choice of point of view, perspective, and purpose

shape content, meaning, and style.4.RL.11.1 Compare and contrast first and third person points of view; determine how an author’s choice of point of view

influences the content and meaning.

Writing4.W.3 Write narratives to develop real or imagined experiences or events using effective techniques, well-

chosen details, and well-structured event sequences.4.W.3.1 Gather ideas from texts, multimedia, and personal experience to write narratives that:

a. develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences;b. orient the reader by establishing a situation and introducing a narrator and/or characters;

c. organize an event sequence that unfolds naturally;d. use dialogue and description to develop experiences and events or show the responses of characters to situations;e. develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others;f. use a variety of transitional words and phrases to manage the sequence of events;g. use imagery, precise words, and sensory details to develop characters and convey experiences and events precisely; andh. provide a conclusion that follows from the narrated experiences or events.

Embedded Standards/indicatorsInquiry-Based Literacy Standards4.I.1 Formulate relevant, self-generated questions based on interests and/or needs that can be investigated.4.I.1.1 Formulate questions to focus thinking on the idea to narrow and direct further inquiry.4.I.2 Transact with texts to formulate questions, propose explanations, and consider alternative views

and multiple perspectives4.I.2.1 Explore topics of interest to formulate logical questions; build knowledge; generate possible explanations;

consider alternative views.4.I.3 Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the

world through exploration, collaboration, and analysis.4.I.3.1 Develop a plan of action for collecting relevant information from primary and secondary sources4.I.3.2 Organize and categorize important information; collaborate to validate or revise thinking; report relevant

findings.4.I.4 Synthesize information to share learning and/or take action.4.I.4.1 Draw logical conclusions from relationships and patterns discovered during the inquiry process.4.I.4.2 Reflect on findings to build deeper understanding and determine next steps.4.I.4.3 Determine appropriate tools and develop plan to communicate findings and /or take informed action.4.I.5 Reflect throughout the inquiry process to assess metacognition, broaden understanding, and guide

actions, individually and collaboratively.4.I.5.1 Acknowledge and value individual and collective thinking.4.I.5.2 Employ past learning to monitor and assess current learning to guide inquiry4.I.5.3 Assess the process and determine strategies to revise the plan and apply learning for further inquiry.

Writing4.W.4 Demonstrate command of the conventions of standard English grammar and usage when writing and

speaking.4.W.4.1 When writing:

a. use relative pronouns and relative adverbs;i. use a variety of sentence types to produce complete sentences, recognizing and correcting inappropriate fragments and run-ons;

4.W.6 Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.

4.W.6.1 Write routinely and persevere in writing tasks:a. over short and extended time frames;b. for a range of domain-specific tasks;c. for a variety of purposes and audiences;

Communication4.C.1 Interact with others to explore ideas and concepts, communicate meaning, and develop logical

interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.

4.C.1.1 Explore and create meaning by formulating questions, engaging in purposeful dialogue with peers and adults, sharing ideas and considering alternate viewpoints

4.C.1.2 Participate in discussions; ask and respond to questions to acquire information concerning a topic, text, or issue.

4.C.1.4 Engage in focused conversations about grade appropriate topics and texts; build on the ideas of others, pose specific questions, respond to clarify thinking and express new thoughts.

Clarifying Notes and/or “I Can” StatementsClarifying Notes:Scaffold the LearningAnalyzing relationships among themes is a challenging concept for students to grasp. Lacking the clarity of setting or plot, theme is subtle and subjective. Students must understand the role of characters, setting, and plot in relation to theme. The key to building students’ understanding of theme is the use of a wide variety of narrative texts, media, and oral experiences to allow for repeated practice.

Gradual Release of ResponsibilityThe lesson format is that of gradual release. The Gradual Release Model is when a teacher models for students as a whole group, has them practice in a small group, and then work independently (Levy, 2007). The modeling portion (I do) is a mini-lesson shown by the teacher and should emphasize how to think through the process while demonstrating it. The guided practice (we do) might include the teacher and students’ working together, students’ working in small groups, or both. It is recommended, but not required, that students complete the independent practice (you do) on their own to determine their individual mastery of the “I can” statement (and standard). Naturally, this format is not required, and teachers who choose to use the included lessons or structure should determine which suggestions fit best within the gradual release components (or other instructional method) based on their knowledge of students. Refer to Gradual Release Model at http://www.sjboces.org/doc/Gifted/GradualReleaseResponsibilityJan08.pdf

Reminders: Encourage students to begin using the words “story” and “text” interchangeably.

● Use anchor charts as visual references to provide students with ongoing support as they develop in their understanding. Ideally, anchor charts are made with students and may be displayed as needed or determined by the student work.

A narrative is a story with a beginning, a series of events, and an ending. Narratives may be fiction or nonfiction, and they usually tell about important events from a character’s or subject’s life. Narrative stories may be composed in the structural form of a circular text, seesaw text, or diary. Genres of narrative includes personal narrative, memoir, testimonials, oral history, biography, and narrative fiction. Within narrative fiction, the categories are realistic fiction, historical fiction, folktales, fantasy, fables, and myths.

The strategies listed within this unit can be taught within Writer’s Workshop. When Writer’s Workshop is integrated with reading, students construct meaning more accurately. The components of Writer’s Workshop are read aloud/mentor texts, mini-lessons, independent writing, conferring, guided writing, and sharing/publishing.

For a complete Writer’s Workshop personal narrative unit, see the following links:http://northernenglishpowell.wikispaces.com/file/view/PersonalNarrativeDetailedLessons.pdfhttp://www.amaesd.net/media/TWP/Grade%20Level%20Teaching%20Resources/2nd/Resources/Explicit%20Instruction%202nd%20Grade%20Personal%20Narrative.pdf

The use of a reader’s notebook is a key component in developing reading skills. It helps students reflect on their reading through notes and sketches, short-writes, graphic organizers, letters to other readers, and diary entries.

Teaching Elementary Students to be Effective Writers, provides evidence –based recommendations

for addressing writing for instructional practices. Those recommendations include the following:1. Provide daily time for students to write.2. Teach students the writing process.3. Teach students to write for a variety of purposes.4. Teach students to become fluent with handwriting, spelling, sentence construction, typing, and word processing.5. Create an engaged community of writers. (Institute of Education Sciences, 2012)

For more information: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/writing_pg_062612.pdf

The Fundamentals of Writing (K-12)The Fundamentals of Writing provides the classroom structure for a writing community in a workshop.  Students learn the recursive process of writing, act as collaborators with their teacher and peers in the writing workshop, produce clear and coherent writing, and incorporate author’s craft techniques in their work. Fundamentals of Writing is designed for students in K-12; therefore, these are on-going expectations for English Language Arts classrooms. You may find the Fundamentals of Writing in the South Carolina College-and- Career Ready Standards for English Language Arts. http://ed.sc.gov/scdoe/assets/File/instruction/standards/ELA/ELA%20Standards/Fundamentals%202015%20Process.pdf

Encourage students to read like a writer and have collaborative conversations through “Turn and Talk.”

Teaching Tips: Before you begin, model “turn and talk” with another adult or student. Emphasize the importance of having a two-way conversation with one

person speaking at a time. Assign students a “turn and talk” partner or small group. During read aloud, stop several times at natural breaking points and pose queries for students to “turn and talk” about with each other. Where do you think this author got his/her ideas for this book? Listen to this! Let me reread the beginning of this book. Did the lead make you want to read the story? Did you hear any words that you want to remember and use in your writing? Can you picture this setting/character/event in your mind? How did the author help you do that? What words did the author use? Notice the way the sentences flow. Talk about how the author used sentence structure and style.. Does this writing have voice? (Routman, 2003)

Targeted “I Can” Statements: I can identify how the author uses imagery, hyperbole, adages, or proverbs to shape meaning and tone. (4.RL.9.1) I can explain how the author uses words and phrases in order to shape and clarify meaning. (RL.9.2)

I can compare and contrast different points of view and how the point of view influences the meaning of a story. (4.RL.11.1) I can identify text structures and explain why an author used the structure. (4.RL.12.2) I can gather ideas and use effective techniques to write a narrative with descriptive details and sequenced events about real or imagined

experiences. (4.W.3.1a) I can write a narrative that introduces the situation and the characters and/or the narrator. (4.W.3.1b) I can sequence my story correctly. (4.W.3.1c) I can use dialogue to show responses to characters or situations about real or imagined experiences. (4.W.3.1d) I can strengthen writing by planning, revising, and editing ideas. (4.W.3.1e)

I can use transitional words in my writing. (4.W.3.1f) I can use sensory and precise words to develop the characters and set the mood of my writing. (4.W.3.1g) I can write a narrative that includes a conclusion. (4.W.3.1h) I can expand my sentences when revising to make my word choices more clear. (4.W.4.1i)

Essential Question(s)These are suggested essential questions that will help guide student inquiry.

How does the author use words and phrases in order to shape and clarify meaning? How can tone be identified in a text? How are text structures determined in texts? How does gathering personal ideas or creating imaginative ideas support the development of an effective narrative? How does dialogue contribute to an effective narrative? How does planning, revising, and editing ideas support the development of an effective narrative?

Academic VocabularySome students may need extra support with the following academic vocabulary in order to understand what they are being asked to do. Teaching these terms in an instructional context is recommended rather than teaching the words in isolation. The ideal time to deliver explicit instruction for the terms would be during the modeling process. Ultimately, the student should be able to use the academic vocabulary in conversation with peers and teachers. Effective instruction includes the use of formative assessment data to determine student’s vocabulary needs.

These terms are new to the fourth grade standards. It is important to note that other important terms were taught in third grade, but you may need to revisit those terms. Effective instruction includes the use of formative assessment data to determine the student’s vocabulary needs.

topics

sensory detailsimageryhyperboleadagesdialoguemeaningnarrativeclosureconcludestonesequencetransitional words- Examples found in personal narratives include first, second, next, last, before, after, as soon as it started, after that, later,meanwhile, since, pretty soon, in the meantime, during, later on, at the end, at the beginning, when we finished, lastly, suddenly, soon after, after thatmood- Examples of mood words include excited, scared, cool, happy, dark, lonely, angry, hopeful, warm, disgusted, suspenseful, spooky, funnyPrior KnowledgeIn third grade, students learned to explain how illustrations contribute to the creation of mood, character and setting. Third grade students also learned to compare and contrast how an author uses characters to develop theme and plot in different texts within a series.

Subsequent KnowledgeIn fifth grade, students will compare and contrast textual, dramatic, visual, or oral presentations to identify similarities and differences. Fifth graders will also have to compare and contrast the treatment of similar themes, topics, and patterns of events depicted in diverse modalities.

Potential Instructional StrategiesAll lessons build toward the culminating activity of writing a personal narrative.

Instructional Strategy: Identifying the Elements of a Personal NarrativeLearning Targets:

I can gather ideas and use effective techniques to write a narrative with descriptive details and sequenced events about real or imagined experiences. (4.W.3.1a)

I can compare and contrast different points of view and how the point of view influences the meaning of a story. (4.RL.11.1) I can use relative pronouns when writing a narrative (4.W.4.1a)

* Prior to this writing lesson:

Access YouTube video to see a modeled lesson about personal narratives. (https://www.youtube.com/watch?v=YHRkS_a5Km0 ‘Personal Narrative Modeled Lesson”).

Conduct an interactive read aloud, using a personal narrative text. See Resources for suggested titles. Create an anchor chart(s) that lists the following:

Elements of a personal narrative: Personal pronouns: I, me, my, mine are used Characters- people or creatures about whom your readers will care Setting- familiar or fantasy place Action: something interesting and significant happens

Rules of a narrative: Know your audience Have a story in mind:

o story could be a small momento the story can center on a lesson, an idea, or an image

Describe: The story shows; it doesn’t tell It uses sensory words and imagery It creates a movie in the reader’s mind (www.teachwith-movies.org)

Model (I do) To begin the lesson, refer back to the previous read aloud. Tell the students to close their eyes while the teacher rereads portions of the text

aloud. Explain to the students that this text is a type of personal narrative. All personal narratives have certain elements – refer to the anchor chart. Use the text to identify the personal narrative characteristics from the text. Brainstorm a topic list of personal stories that could be used as a personal narrative.

Guided Practice (We do) Have students assist in the completion of the personal narrative, referring to the chart as needed.

Independent (You do) The students will brainstorm a list of stories from their lives that they could use as a topic list for writing a personal narrative. The teacher will conduct independent writing conferences, document the results, and provide scaffolding, as needed. The teacher will bring the students together in a large group to share items from their topic lists.

Instructional Strategy: Crafting Narratives through Small MomentsLearning Targets:

I can gather ideas and use effective techniques to write a narrative with descriptive details and sequenced events about real or imagined experiences. (4.W.3.1a)

I can strengthen writing by planning, revising, and editing ideas. (4.W.3.1e) I can compare and contrast different points of view and explain how the point of view influences the meaning of a story. (4.RL.11.1)

Model (I do) Review the anchor chart on personal narratives by re-visiting a text previously read aloud. Highlight how the author crafted the text, using a

specific point of view. Ask the students to identify the pronouns that identify the point of view in the text. Explain that today the class will begin to plan and draft their personal narratives with a story or topic from the list they generated previously. Show your topic list and choose a topic to write about and model. Model how to decide between two topics; one should be a seed (small

moment) topic, and one should be a watermelon (big moment) topic. Continue by showing the students how to take a watermelon topic and use the details seed moments. Use a graphic organizer (Calkins, 2010)

Guided Practice (We do) Give each group of students a watermelon topic (a topic from the students’ experiences in school such as a field trip, guest speaker, first day of

school, etc.) Have each group of students complete the graphic organizer together, concentrating on key details from the big moment.

BIG IDEA KEY DETAIL

KEY DETAIL

KEY DETAIL

Guide each group as needed.

Independent (You do) Have students use the graphic organizer and their own personal topic list to plan their personal narrative. Conduct independent writing conferences; document the results of the conference, and provide scaffolding, as needed. Bring the students together in a large group to share what they have planned for their personal narratives.

Instructional Strategy: Good BeginningsLearning Targets:

I can write a narrative that introduces the situation and the characters and/or the narrator. (4.W.3.1b) I can identify text structures and explain why an author used the structure. (4.RL.12.2)

Model (I do) Explain to the students that good writers use good descriptive words to introduce the reader to the character and the setting in a personal

narrative. Good beginnings have strong leads that establish the tone of the writing and the voice. Revisit several texts that have strong beginnings (see Resources for a list of mentor texts). Discuss what makes good beginnings. Create an anchor chart with the students to identify characteristics of good beginnings. The chart should include onomatopoeia (sound/noise

words), dialogue, ask a question, show action. Also have the students brainstorm examples of boring and exciting beginnings.

Guided Practice (We do) Give student groups a topic, and have each group craft a beginning, using one of the items on the anchor chart. Encourage groups to use the mentor texts available as resources.

Independent (You do) Each student will use his/her planning document from yesterday’s lesson to begin crafting a strong lead. The teacher will conduct independent writing conferences, document the results of the conference, and provide scaffolding as needed. The teacher will bring the students together in a large group to share what they have planned for their personal narratives.

Instructional Strategy: Sequencing using Transitional Words

Learning Targets: I can identify text structures and explain why an author used the structure. (4.RL.12.2) I can sequence my story correctly. (4.W.3.1c) I can use transitional words in my writing. (4.W.3.1f)

Note:Prior to the lesson, the teacher should read aloud a text with the structure of order and sequence such as Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst

Preparation: Have students make sentence strips from the text.

Model (I do) Re-visit the order and sequence text that was read aloud previously. Show students that the text structure is that of order and sequence.

Discuss why sequence is important in a personal narrative. Using sentences from the story on sentence strips, mix up the story so that it is out of order. Then retell the story in mixed up order to

demonstrate the importance of sequence in a personal narrative. Highlight any transitional words.

Guided Practice (We do) Using sticky notes, have students plan their personal narratives. Take the sticky notes and draft a personal narrative that is in order and uses transitional words. Have the students identify and highlight the transitional words used in the draft. Have students keep their drafts so they can use them as models for their own writing.

Independent (You do) Have students use their beginnings from the previous lesson to continue writing their stories in order, using transitional words. Have mentor texts available for students to use as guides for their own writing. Conduct independent writing conferences; document the results of the conference, and provide scaffolding as needed. Bring the students together in a large group to share what they have written.

Instructional Strategy: Dynamic DialogueLearning Targets:

I can refer to the details and examples in a text to help support my thinking (4.RL.5.1) I can use dialogue to show responses to characters or situations about real or imagined experiences. (4.W.3.1d) I can strengthen my writing by planning, revising, and editing ideas. (4.W.3.1e)

Model (I do) Read and show two short paragraphs from a personal narrative or from a text. One should have dialogue and the other one should not. Have the students identify the differences. Using a teacher created piece of writing, model how to add dialogue to the story.

Guided Practice (We do) Have the students turn-and-talk to a partner and share their writing. After sharing, ask the students to work with a partner to get ideas for adding dialogue to their narratives. Monitor partner work to assist and give guided feedback.

Independent (You do) Have students select one part of their stories and add dialogue. Have mentor texts available for students to use as guides for their own writing. Conduct independent writing conferences; document the results of the conferences, and provide scaffolding as needed. Bring the students together in a large group to share dialogue within their personal narratives.

Instructional Strategy: Words and Illustrations that Set the Mood of a StoryLearning Targets:

I can use sensory and precise words to develop the characters and set the mood of the story. (4.W.3.1g) I can explain how the author uses words and phrases in order to shape and clarify the meaning. (RL.9.2)

Note:Preparation: Select a mentor text or poem with mood words.

Modeled Practice (I do): Explain that the lesson will discuss the mood of a story. Write the word mood at the top of a chart, and then write the definition: The mood of

a story is how the story or illustrations make you feel. Show a series of pictures to the students, and ask them to think how the pictures make them feel. Model your thinking after each picture. Read a poem aloud to the students. While reading, ask the students to close their eyes and focus on the poem. After the reading, place the poem in front of the students and circle the words that help to create the mood in the poem. Explain that often

writers choose certain words for impact: words to make the reader feel something. Go back and re-read the poem, modeling how to pick out certain words that answer the following questions:

What does the poem make you think of? How does the poem make you feel? What words are signal words to make you begin to think deeply? What is the mood the author is trying to create? Begin a list of mood words on an anchor chart. Continue the process with several more pictures. Remind students that good readers stop and

think about what they are reading. They pause to think and react to the text often. State to students, “In this lesson, we learned that a good reader pays attention to the words, phrases and illustrations to determine the mood.”

Guided Practice (We do): Conduct a shared reading activity with a short poem (any Shel Silverstein of Jack Prelusky poem will suffice). Have the students join in on the

second reading. Using the chart, ask the students to identify words or phrases from the poem that identify mood. Ask the students to think-pair-share and

discuss the mood within their small groups.

Determining the Mood of a TextDescribe the mood of the poem. Illustration Words or phrases from the text that helped

you determine the mood.

Add any new words to the list that was established earlier.

Independent Practice (You do): Students will write a 4-6 sentence paragraph to describe a terrible storm that hit a small town. Remind them to set the stage for the reader by

describing the setting.  The students should be reminded to use outstanding details and strong verbs to help develop the paragraph. The teacher will conduct independent writing conferences, document the results of the conferences, and provide scaffolding as needed. The teacher will bring the students together in a large group to share what they learned about mood and give examples from their own writing.

Instructional Strategy: Show Don’t TellLearning Targets:

I can identify how the author uses imagery, hyperbole, adages, or proverbs to shape meaning and tone. (4.RL.9.1) I can use sensory and precise words to develop the characters and set the mood of my writing. (4.W.3.1g) I can expand my sentences when revising them to make my word choices more clear. (4.W.4.1i)

Note:An expansion to this lesson would include having the students identify words that could be expanded to show imagery; an example of this type of lesson can be found at: http://crafting-connections.blogspot.com/2014/04/show-dont-tell-writing-minilesson.html

Preparation: Create sparse sentences, such as I was cold; he was hungry; she was sad; we had fun.

Model (I do) Conduct a read aloud from a small text that exposes the students to the use of imagery. Explain that a good writer/author uses words that help

to paint a picture or play a movie in the reader’s head. Identify some of the imagery used in the text. Have students watch the following YouTube video that models the importance of using the right words in a story:

https://www.youtube.com/watch?v=Hzgzim5m7oU

Guided Practice (We do)

Display and read the following statements to the students:o I went to the mountains.o I went to the mountains and had fun.o Last fall, my family and I went to the majestic mountains in North Carolina, and we had a fabulous time hiking the long trails and

sitting by the sparkling fire at night. Ask the students to discuss the effect of the third sentence as compared to the first two. Distribute sparse sentences to groups of students and have each group expand the sentences to show imagery. Share and discuss.

Independent (You do) Have students revise their own writing by expanding sentences to create imagery. Have mentor texts available for students to use as guides for their own writing. Conduct independent writing conferences; document the results of the conferences, and provide scaffolding, as needed. Bring the students together in a large group to share what they have written.

Instructional Strategy: Shaping the Meaning with HyperbolesLearning Targets:

I can identify how the author uses imagery, hyperbole, adages, or proverbs to shape meaning and tone. (4.RL.9.1) I can use sensory and precise words to develop the characters and set the mood of my writing. (4.W.3.1g) I can expand my sentences when revising to make my word choices more clear. (4.W.4.1i)

Note:Preparation: Download the poem from https://www.superteacherworksheets.com/pz-hyperbole.html

Model (I do): Read the poem aloud to the students and discuss.

Show an anchor chart that defines the term hyperbole (comparing something “ordinary” to something really big or extreme. Hyperboles are often used to apply humor to a story or text.) and gives an example such as My backpack weighs a ton!

Refer to the poem, and identify the statements that are hyperboles. Show the YouTube video for more examples: https://www.youtube.com/watch?v=BMMB8cTrxUs#t=11

Guided Practice (We do): Give each group of students the beginnings of a hyperbole, and have the groups complete the sentences to form hyperboles. Examples of bare bone sentences might include:

o The baby is so loud…o My brother is so tall…o My aunt is so sweet…o Her hair is so long…o Our school is…o My teacher is…

Early finishers will create their own hyperboles.Independent (You do):

Have the students select any working drafts from their Writer’s Notebook. Encourage students to find places in their personal narratives to add a hyperbole. Have mentor texts available for students to use as guides for their own writing. Conduct independent writing conferences; document the results of the conferences, and provide scaffolding as needed. Bring the students together in a large group to share what they have written.

Instructional Strategy: Good EndingsLearning Targets:

I can explain how the author uses words and phrases in order to shape and make the meaning clear. (RL.9.2) I can write a narrative that includes a conclusion. (4.W.3.1h)

Model (I do): Re-read or revisit several read alouds that include strong endings. Point out the characteristics of good endings/strong conclusions such as,

wrap it up/put it all together, strong feelings, hope or wish, lesson learned; humor; strong image by making a 3-columned chart to be used as an anchor chart

As the anchor chart is created, use examples of each from the read alouds.

Characteristics of Good Endings Name of Book Good Ending Example

Guided Practice (We do): Using the class/teacher story that has been written thus far, ask the students to write a strong ending, using one of the characteristics. Refer back to the chart of examples and mentor texts as needed.

Independent (You do) Have students use their written drafts to write a conclusion that has a strong ending. Have mentor texts available for students to use as guides for their own writing. Conduct independent writing conferences; document the results of the conferences, and provide scaffolding as needed. Bring the students together in a large group to share what they have written.

Potential Assessment TasksCulminating Activity: I can write a personal narrative. (4. W.3.1 and 4.W.3.2)The culminating performance task (summative assessment) requires students to engage in the writing process to produce a personal narrative. The personal narrative could be real or imagined experiences or events. The writing will be assessed, using the Grade 4 Narrative Writing Rubric found in the Appendix.

Summative Assessment: Write a narrative. 4.W.3.1 and 4 W.3.2 Students will write an on-demand narrative based upon a prompt. Students will write a narrative based on real or imagined experiences or events based upon an on-demand prompt.

The writing will be assessed, using the Grade 4 Narrative Writing Rubric found in the Appendix.

Materials NeededTeacher- Teachers Directions for Time to Write: Narrative Writing found in the Appendix.Student - Time to Write: Narrative Writing for Students handout found in the Appendix.

Formative Assessments:The independent practice “I do” components of each lesson may serve as formative checks of students’ understanding of the standard. Additional practices may be included as necessary.

(4.W.3.1b & 4.W.3.1h): Powerful beginnings and endings to narratives1. Using a rubric, assess writing to ensure that the narrative has strong beginnings and endings.2. Use the Writer’s Checklist that aligns with grade-level expectations of the students as writers at this point.

(4.RL.5.1): Hyperboles1. Give the students certain hyperboles, and have them illustrate the literal and figurative meanings.2. Give the students sample passages, and have them identify the hyperboles in each passage.

(4.RL.5.1): Imagery1. After writing a simple paragraph, have the students add imagery and edit with a peer. The students will complete a peer review assessment

task afterwards.2. Give the students sample passages, and have them identify the imagery present in each passage

(4.RL.11.1): Point of ViewStudent will read a sample passage determine the author’s point of view, and explain why it is important.

(4.RL.12.2): Text StructuresGive the students several different types of texts that have different text structures. The students will read the passages, identify the type of text structures and then give evidence to support their choices.

(4.W.3.1a): Getting Ideas and Details1. The students can create a topic list from which to choose topics.2. Have the students create a list of mentor texts.* Assess the students’ Writer’s Notebooks to see their ability to use both

(4.W.3.1c): Sequencing a Story1. Mix up the events in a story, and have the students place the story back in order.

2. Have the students retell a story aloud in correct sequential order before they write their story.3. Assess the students’ abilities to use a graphic organizer to plan a story in order.

(4.W.3.1d): Adding DialogueUse sample student writing to have the students add dialogue to the story.

(4.W.3.1f): Transitional WordsUse sample student writing to have the students add transitional words to a narrative.

(4.W.4.1i): Expanding Sentences1. Students will rewrite a paragraph by expanding simple sentences and making better word choices.2. Give each student a set of simple sentences and ask the students to expand each.

(4.RL. 9.1 & 4.W.3.1g): Sensory images1. This strategy may be assessed using a rubric. A sample of a sensory image rubric can be found at

http://www.rcampus.com/rubricshowc.cfm?sp=true&code=D4A6B92. The teacher may use anecdotal records to ensure students can explain sensory images.

(4.W.3.1e): Using a Writer’s ChecklistStudents can assess their own writing by working in pairs, small groups or individually. A Writer’s Checklist may be kept in student’s Writer’s Notebook or on wall in classroom.

ResourcesChoosing Clear and Varied Dialoguehttp://www.readwritethink.org/classroom-resources/lesson-plans/choosing-clear-varied-dialogue-291.html?tab=4

Dialoguehttps://educators.brainpop.com/bp-topic/dialogue/

This website provides different ways to incorporate formative assessments in the classroom.http://www.edutopia.org/blog/dipsticks-to-check-for-understanding-todd-finley

Tracking and Supporting Student Learning with Kidwatching

http://www.readwritethink.org/professional-development/strategy-guides/tracking-supporting-student-learning-30971.html

Sample model lessons following the narrative formathttp://www.uen.org/Lessonplan/preview.cgi?LPid=13899

Personal Narrative Modeled Lessonhttps://www.youtube.com/watch?v=YHRkS_a5Km0

Show Don’t Tell lesson planshttp://writingfix.com/6_traits/showing.htm

Time Proverbshttps://www.youtube.com/watch?v=z2o1bvu7jkw

Mentor Texts for Word Choice The Quiet Book by Deborah Underwood Come On Rain ! By Karen Hesse Owl Moon by Jane Yolen Heat Wave by Eileen Spinelli In the Small, Small Pond by Denise Fleming A Bad Case of Stripes by David Shannon Any books by Jack Prelusky Any book by Shel Silverstein

Mentor Texts for Personal Narratives (teaching small moments) The Relatives Came by Cynthia Rylant The Pink House by Kate Salley Palmer Owl Moon by Jane Yolen Saturdays and Teacakes by Lester Laminack Roller Coaster by Marla Frazee Fireflies by Julie Brrinckloe The Snowy Day by Ezra Jack Keats Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst

Bigmama’s  by Donald Crews Shortcut by Donald Crews A Chair for My Mother by Vera B. Williams Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst

Mentor Texts for Good Beginnings and Good Endings Owl Moon   by Jane Yolen My Great Aunt Arizona   by Gloria Houston Stop That Dog! The Great Gracie Chase   by Cynthia Rylant The Relatives Came  by Cynthia Rylant Because of Winn Dixie  by Kate Dicamillo Bubba, The Cowboy Prince  by Helen Ketteman Click Clack Moo  by Doreen Cronin

Mentor Texts for Dialogue Peter’s Chair by Ezra Jack Keats Ella Sarah Gets dressed by Margaret Chodos-Irvie Come on Rain! By Karen Hesse

2nd Nine Weeks(One week for each skill, with the last week writing an informational/explanatory piece independently)

4-W.2 Write informational /explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Indicator 2.1 Write informative/explanatory texts that:

4-L-4: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

4-L-5: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Teach with a daily mini lesson for about ten minutes and encourage students to use properly in their writing.

4th Grade Focus: Modal auxiliaries (helping verbs)

ex: will, shall, may, might, can, could, must, ought to, should, would, used to, need

Capitalizationo magazineso newspaperso Works of arto Musical compositionso First word in quotations

apostropheso contractionso possessive

quotation marks and commas to mark direct speech

use a comma before the coordinating conjunction in compound sentence

3rd Grade Focus: regular and irregular verbs use simple verb tense capitalization

o appropriate words in titleso historical periodso company nameso product nameso special events

apostropheso contractionso singular and plural

A. Introduce a topic clearly;

introductions 4-W4.1.c. use modal auxiliaries to convey various conditions;

B. Use information from multiple print and multimedia sources;

Relative and irrelevant information

Multiple sources (print and multimedia)

4-W4.1.d. use modal auxiliaries and the progressive verb tenses,

C. Group related information in

Logically sequenced information

4-W5.1 Capitalize names of magazines,

paragraphs and sections;

D. Include formatting, illustrations, and multimedia to aid comprehension

o Paragrphso sections

Format informationo Illustrationso Headingso Captiono Etc.

newspapers, works of art, musical compositions, organizations, and the first word in quotations.

possessives quotation marks to mark direct

speech commas

o locationso addresseso direct speecho with coordinating

adjectivesE. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic;

F. Develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others;

Provide support for the topic through:

o Factso Definitionso Concrete detailso quotationso examples

Writing Process planning drafting revising editing

4-W5.2 a. use apostrophes to form possessives and contractions

G. Use paraphrasing, quotations, and original language to avoid plagiarism;

Paraphrase Use quotations Use original language Understand and avoid

plagiarism Cite sources

4-W5.2 b. use quotation marks and commas to mark direct speech

H. Link ideas within Transitions within categories 4-W5.2 c. commas

categories of information using words and phrases;

o wordso phrases

before a coordinating conjunction in a compound sentence.

I. Use precise language and domain-specific vocabulary to inform or explain the topic;

Precise language Vocabulary specific to the

topic

J. Develop a style and tone authentic to the purpose;

Style that is appropriate for informative/explanatory

Tone that is appropriate

K. Provide a concluding statement or section related to the information or explanation presented.

Conclusions Concluding statements or

sections

Grade 4Informative/Explanatory Writing – Inquiry Report

Instructional Unit Resource for the South Carolina College- and Career-Ready Standards for English Language Arts

South Carolina Department of EducationOffice of Standards and LearningAugust 2016

Grade 4: Informative/Explanatory Writing: Inquiry ReportUnit Rationale/Overview:This unit on informational writing contains a strong emphasis on reading informational texts so that students will learn to investigate and choose topics suitable for research. The unit’s purpose is to guide students in examining and conveying complex ideas as they read a variety of informational texts. They will enhance their understanding of the information through the use of multiple sources, such as read alouds, artifacts, and internet research.

Throughout this unit, fourth grade students will be immersed in nonfiction texts that demonstrate the qualities of informational/explanatory writing. They will use inquiry to drive questioning and research to learn new concepts. Students will have multiple opportunities to engage in writing activities that allow them to demonstrate, collaborate, and write independently. As they write, they will attend to their assigned task, intended purpose, and targeted audience while creating and publishing an inquiry report that addresses real-world contexts.

The teacher’s modeling of writing strategies and of thinking aloud is crucial to the implementation of this unit in terms of drafting, as well as demonstrating craft and revision. The teacher will serve as the expert writer, who both models and writes with children as she/he instructs them in the writing process.

Through collaboration, analysis of literary texts, and writing, students will learn to develop the world class skills listed in the Profile of the South

Carolina Graduate.

http://ed.sc.gov/scdoe/assets/File/newsroom/Profile-of-the-South-Carolina-Graduate.pdf

Estimated time frame: three weeks.Standards and Indicators

Targeted implies that these standards are the focus of the unit.

Embedded implies that these standards will be naturally integrated throughout the units.

Targeted Standards/IndicatorsWriting4.W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and

accurately through the effective selection, organization, and analysis of content.4.W.2.1 Write informative/explanatory texts that:

a. introduce a topic clearly;b. use information from multiple print and multimedia sources;c. group related information into paragraphs and sections;d. include formatting, illustrations, and multimedia to aid comprehension;e. develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic;f. develop and strengthen writing as needed by planning, revising, and editing, building on personal ideas and the ideas of others;g. use paraphrasing, quotations, and original language to avoid plagiarism;h. link ideas within categories of information using transitional words and phrases;i. use precise language and domain-specific vocabulary to inform or explain the topic;j. develop a style and tone authentic to the purpose; andk. provide a concluding statement or section related to the information or explanation presented.

Reading – Informational Text4.RI.6 Summarize key details and ideas to support analysis of central ideas.4.RI.6.1 Summarize multi-paragraph texts, using key details to support the central idea.

4.RI.8 Interpret and analyze the author’s use of words, phrases, text features, conventions, and structures, and how their relationships shape meaning and tone in print and multimedia texts.

4.RI.8.1 Determine how the author uses words and phrases to shape and clarify meaning.4.RI.8.2 Apply knowledge of text features to gain meaning; describe the relationship between these features and the

text.

Embedded Standards/IndicatorsInquiry-Based Literacy4.I.2 Transact with texts to formulate questions, propose explanations, and consider alternative views and

multiple perspectives.4.I.2.1 Explore topics of interest to formulate logical questions; build knowledge; generate possible explanations;

consider alternative views.4.I.3 Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the

world through exploration, collaboration, and analysis.4.I.3.1 Develop a plan of action for collecting relevant information from primary and secondary sources.4.I.3.2 Organize and categorize important information; collaborate to validate or revise thinking; report relevant

findings.4.I.4 Synthesize information to share learning and/or take action.4.I.4.1 Draw logical conclusions from relationships and patterns discovered during the inquiry process

Communication4.C.1 Interact with others to explore ideas and concepts, communicate meaning, and develop logical

interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.

4.C.1.5 Explain personal ideas and build on the ideas of others by responding and relating to comments made in multiple exchanges.

4.C.2 Articulate ideas, claims, and perspectives in a logical sequence, using information, findings, and credible evidence from sources

4.C.2.1 Articulate ideas, perspectives and information with details and supporting evidence in a logical sequence with a clear introduction, body, and conclusion.

4.C.3 Communicate information through strategic use of multiple modalities and multimedia to enrich understanding when presenting ideas and information

4.C.3.1 Compare and contrast how ideas and topics are depicted in a variety of media and formats.4.C.3.2 Create presentations, using video, photos, and other multimedia elements to support communication and clarify

ideas, thoughts, and feelings.

Clarifying Notes and/or “I Can” Statements

The lesson format is that of gradual release. Using the Gradual Release Model, a teacher models for students as a whole group, has them practice in a small group, and then work independently (Levy, 2007). The modeling portion (I do) is a mini-lesson shown by the teacher and should emphasize how to think through the process while demonstrating it. The guided practice (we do) might include the teacher and students’ working together, students’ working in small groups, or both. It is recommended, but not required, that students complete the independent practice (you do) on their own to determine their individual mastery of the “I can” statement (and standard). Naturally, this format is not required, and teachers who choose to use the included lessons or structure should determine which suggestions fit best within the gradual release components (or other instructional method) based on their knowledge of students.

Refer to Gradual Release Model at http://www.sjboces.org/doc/Gifted/GradualReleaseResponsibilityJan08.pdf

The strategies listed within this unit can be taught within Writer’s Workshop. When Writer’s Workshop is integrated with reading, students construct meaning in a more authentic way. The components of Writer’s Workshop are read aloud/mentor texts, mini-lessons, independent writing, conferring, guided writing, and sharing/publishing.

Teaching Elementary Students to be Effective Writers provides evidence –based recommendationsfor addressing writing for instructional practices. Those recommendations include the following:1. Provide daily time for students to write.2.a. Teach students the writing process.2.b. Teach students to write for a variety of purposes.3. Teach students to become proficient in handwriting, spelling, sentence construction, typing, and word processing.4. Create an engaged community of writers. (Institute of Education Sciences, 2012)

For more information: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/writing_pg_062612.pdf

The Fundamentals of Writing (K-12)The Fundamentals of Writing provides the classroom structure for a writing community, using a workshop approach.  Students learn the recursive

process of writing, act as writing collaborators with their teacher and peers, produce clear and coherent writing, and incorporate author’s craft techniques in their work. The Fundamentals of Writing is designed for students in K-12; therefore, these are on-going expectations for English Language Arts classrooms. You may find The Fundamentals of Writing in the SCCR Standards document. http://ed.sc.gov/scdoe/assets/File/instruction/standards/ELA/ELA%20Standards/Fundamentals%202015%20Process.pdf

“I Can” StatementsPrimary “I Can” Statements

● I can use information from multiple print and multimedia sources to develop the topic with facts, definitions, and details. (4.W.2.1b, 4.W.2.1e)

● I can use paraphrasing, quotations, and original language to avoid plagiarism. (4.W.2.1g)● I can use transition words and phrases to link ideas within categories of information. (4.W.2.1h)● I can include formatting, illustrations, and multimedia to aid comprehension. (4.W.2.1d)● I can provide a concluding statement or section. (4.W.2.1k)● I can plan, revise, and edit my writing, building on personal ideas and the ideas of others (4.W.2.1f)● I can summarize multi-paragraph texts, using key details to support the central idea. (4.RI.6.1)● I can determine how an author shapes and clarifies meaning from words and phrases. (4.RI.8.1)● I can use text features in multiple texts to describe the relationships between features and gain meaning. (4.RI.8.2).

Essential Questions

These are suggested essential questions that will help guide student inquiry.

How can we use reading and writing to learn or inform? How can we use writing to inform or explain topics to others? How do readers think about what is similar and different in and across texts? How do authors use reasons and evidence to support particular points in the text?

Academic Vocabulary

Some students may need extra support with the following academic vocabulary in order to understand what they are being asked to do. Teaching these terms in an instructional context is recommended rather than teaching the words in isolation. An appropriate time to deliver explicit instruction would be during the modeling process.

plagiarism

paraphrase

primary sources-original works in various media formats, such as photographs, drawings, letters, diaries, documents, books, films, posters, playscripts, speeches, songs, sheet music, and first-person accounts recorded at the time an event happened

secondary sources - sources created by someone either not present when the event took place or removed by time from the event. Examples ofsecondary sources include textbooks, journal articles, histories, and encyclopedias.Prior Knowledge

Students should be able to:● write an informative/explanatory text that introduces a topic and groups related information together. (3.W.2.1j)● use information from multiple print and multimedia sources to develop the topic with facts, definitions, and details. (3.W.2.1k,

3.W.2.1m)● paraphrase and use original language to avoid plagiarism. (3.W.2.1o)● use transitional words and phrases to connect ideas within categories of information. (3.W.2.1p)● develop style and tone authentic to their writing purpose. (3.W.2.1q)● include illustrations to aid comprehension. (3.W.2.1l)● provide a concluding statement or section. (3.W.2.1r)● plan, revise, and edit writing independently and with a partner. (3.W.2.1n)● explain how the author uses words and phrases to inform, explain, describe. (3.RI.8.1)● identify timelines, maps and charts used to locate information and gain meaning from the text. (3.RI.8.2)● identify the appendix, and use it to locate information and gain meaning from text. (3.RI.8.2)● describe the relationships among text features (i.e. appendices, timelines, maps, and charts) and how they contribute to the overall

meaning of the text. (3.RI.8.1)

Subsequent Knowledge

In fifth grade, students are expected to:● create informative/explanatory writing that is clear, coherent, developed, organized and appropriate to a given task and audience.

(5.W.2.1)● use information from multiple print and multimedia sources to develop the topic with facts, definitions, and details. (5.W.2.1k,

5.W.2.1m)● use paraphrasing, quotations, summarizing, and original language to avoid plagiarism. (5.W.2.1i)● use transitional words, phrases, and clauses to connect ideas within categories of information. (5.W.2.1j)● develop style and tone authentic to their writing purpose. (5.W.2.1l)● include formatting, illustrations, and multimedia to aid comprehension. (5.W.2.1f)● provide a concluding statement or section. (5.W.2.1m)● plan, revise, and edit writing independently and with a partner. (5.W.2.1h)● make meaning from the words and phrases that an author uses. (5.RI.8.1)● apply knowledge of text features to understand a text or solve a problem. (5.RI.8.2)● use text features in multiple texts to gain meaning or solve a problem. (5.RI.8.2)

Potential Instructional Strategies

All lessons will build toward students’ writing an inquiry report based on the topics of their choosing. The topic may be one of general interest or taken from other content areas, such as science or social studies.

Students need to be immersed in reading informational texts, including primary and secondary sources, to choose suitable topics on which to gather information.

Note: Collect an assortment of informational books to have in the classroom to serve as mentor texts. Ensure that when students have chosen topics of interest that an adequate number of resources and materials are readily available.

Instructional Strategy: Generate and select a topic to researchLearning Target: I can develop and strengthen writing as needed by planning and building on personal ideas and the ideas of others. (4.

W.2.1.f)

Note:Use a graphic organizer such as a KWL or a Reading and Analyzing Nonfiction (RAN) chart.

The RAN strategy is a modification of the KWL chart. It includes five categories: What I Think I Know, Confirmed, Misconceptions, New Information, and Wonderings. The following explains the RAN strategy in the classroom:https://savemedia.com/en/watch?v=U6Kg4sGAIYs&utm_source=safeshare.tv&utm_medium=download&utm_campaign=safeshare-downloadand www.youtube.com/watch?v=U6Kg4sGAIYs

Model (I do) Explain to students that that they will write a report on a topic of interest. As they learn more about the topic, they should become experts and

be able to teach facts about the topic to others. Brainstorm science and social studies topics with the students. Use a RAN or KWL Chart to model generating and selecting a topic. Think aloud while creating the lists of possible research topics. Emphasize that the statements written on the chart are facts, not opinions.

Guided Practice (We do) Place students with partners and have them share topics and facts based upon their interests in science or social studies.

Independent Practice (You do): Have students complete their RAN or KWL charts based on the topics of their choice. This activity will assist them in the planning portion of

their inquiry report. Conduct independent writing conferences; document the results of the conferences, and provide scaffolding, as needed. Bring the students together in a large group to share information about their topics.

Instructional Strategy- Group related informationLearning Target: I can group related information into paragraphs and sections when writing an informational/explanatory paper.(4. W.2.1.c)

Note:Preparation:

Select an informational book to read aloud with text features such as headings and subheadings. Use the previously created RAN or KWL Chart in this lesson. Obtain highlighters and/or colored pencils to color-code information

Model (I do): Conduct an interactive read loud using an informational text. Provide examples of how authors use headings to organize their information by

placing together similar facts within sections or paragraphs. Using the RAN or KWL Chart, read aloud some of the known facts and explain how the information can be grouped together in sections or

paragraphs. Read statements and determine groupings. Show how to group, and highlight everything that pertains to that topic. Continue reading statements aloud and color-coding information that can be grouped together. Brainstorm names of headings/sections with students.

Guided Practice (We do): Have students use their chart from the previous day’s lesson and color code statements that can be grouped together. Have students work in pairs to determine what the sections or headings will be called within the inquiry report. Have students share the heading titles and discuss how they made their decisions on grouping information.

Independent Practice (You do): Have students complete their charts based on their chosen topics within their Writer’s Notebook. This activity will assist them in the planning

portion of their inquiry report. Conduct independent writing conferences; document the results of the conference, and provide scaffolding, as needed. Bring the students together in a large group to share information about their topics. Use this time to review students’ topics to ensure that the topics are not too broad or too narrow, that they are based on facts and not opinions,

and that facts are grouped appropriately by similarities.

Instructional Strategy: Begin research and recording, using dash notesLearning Target: I can summarize multi-paragraph texts using key details to support the central idea. (4.RI.6.1)

Mini Lesson: Dash NotesSCDE Literacy Initiatives, 2013

In your research notebook, write the topic you are researching. Example- Pandas Each time you read in a new book, write the title and author. Example- Giant Pandas by Gail Gibbons When you find an interesting fact as you are reading, one that will add to your research, look away from the book. Write just a few words to hold the facts. Put a dash in front of your “dash notes.” Example - live in mountains of China Add the page number (if available) Examples- lives in mountains of China –p. 3; members of the bear family – p. 7; thick, coarse, oily fur – p.

9 When you are finished reading the section or when you are ready to begin drafting that part, turn each dash note into a complete sentence. You

may want to combine dash notes into a longer sentence. Example-Pandas, a member of the bear family, are found in the mountains of China. Their fur is very thick and oily.

Model (I do): Locate a short video or video clip from a current unit of study. Explain to the students that good writers plan effective writing by taking notes from videos or texts to help them. Play the video and model how to take

Dash Notes on a large sheet of chart paper as the video is playing.

Guided Practice (We do): Give the students paper or sticky notes for jotting down information when they use the Dash Notes strategy. Read several pages in an informational text, pausing often to ask students to name something important they

could write down from the text. Guide students as needed. Allow several students to share their notes. Repeat with additional pages from the text.

Independent Practice (You do): Distribute paper or sticky notes to the students. Have the students locate informational texts in their individual book baskets and write Dash

Notes as they are reading. Conduct independent writing conferences; document the results of the conferences, and provide scaffolding, as needed. Bring the students together in a large group to share items from their planning.

Instructional Strategy- Writing a draftLearning Target: I can develop and strengthen writing as needed by planning, revising, and editing. (4.W.2.1.f)

Note:Preparation:Provide each student with 8-12 half sheets of paper. (This booklet becomes the draft of the inquiry report.)

Model (I do): Refer back to a previously taught lesson in which students organized their information and grouped it into sections. Explain that the plan for the day is to write a draft, using booklets. Model how to use a booklet to begin drafting the inquiry report by writing Table of Contents on the first page. Next, in order, write one

heading at the top of each page. Explain how each booklet page will be one section of the report. Continue the process of labeling the pages of the booklet. Remind students that they will add a conclusion section and a glossary, as well as one of the following: appendix, timeline, map, or chart.

Guided Practice (We do): Have students write headings in their booklets. Allow students to work with a partner to discuss names of headings and review which

information goes on each page.

Independent Practice (You do): Students will write a draft of their inquiry report, using the booklets. The teacher will conduct independent writing conferences, document the results of the conference, and provide scaffolding, as needed. Bring the students together in a large group to share one section of their draft.

Instructional Strategy: Clarify MeaningLearning Target: I can determine how an author shapes and clarifies meaning from words and phrases. (4.RI.8.1)

Model (I do): Locate some informational texts that contain facts and definitions as examples. Also locate some writing that lacks definitions. Read the writing without definitions aloud and think aloud as you say, “Something seems to be missing. What can I add to make me understand it better?”

Model how different the writing would look and sound if the writer included definitions. Explain to the students that informational writing should contain facts and definitions to help the reader better understand the topic. Display a section of the text to the students. Read the text aloud and model how to clarify the meaning of words and phrases. Use a think-aloud to model how words and phrases guide meaning as a reader.

Guided Practice (We do): Share an informational piece of writing that requires clarification. Have the students read the text and then turn-and-talk to their partners to determine how the author clarified meaning. Direct students to share their examples, and guide their discussion.

Independent Practice (You do): Have the students work on clarification of wording within their written drafts. Conduct independent writing conferences; document the results of the conferences, and provide scaffolding, as needed. Bring the students together in a large group to share their revisions.

Instructional Strategy: ParaphrasingLearning Target: I can paraphrase to avoid plagiarism (4.W.2.1.g)

Note:Preparation:

Create an Anchor Chart displaying Rules of Paraphrasing Provide copies of an informational text paragraph for students to paraphrase.

Model (I do) Explain that paraphrasing is taking the information from what has been read and rewording it. Start the discussion of paraphrasing by having students TALK through the concept prior to locating facts and details in printed materials. Put students in pairs, naming one person in each pair Student A and the other Student B. Ask questions such as, “What did you do yesterday after school?” Have Student A answer the question; then have Student B paraphrase

Student A’s answer. Explain the rules of paraphrasing, and display them on a chart.

Reword-replace words and phrases with other words such as synonymsRearrange- rearrange words to make new sentencesRealize- realize that some words and phrases cannot be changed, such as names, dates, and titlesRecheck-recheck to make sure that your paraphrase contains the same information as the original.

Guided Practice (We do) With partners, have students highlight or underline key ideas in a passage. In a different color, highlight or underline specific phrases and data

that are unique to the passage. Discuss synonyms. Have students paraphrase the information. Have students discuss how they paraphrased. Discuss the original wording.

Independent Practice (You do) Have students begin collecting and reading the resources they will use for their informational books. Have them to use sticky notes or their

Writer’s Notebook to paraphrase information to keep for a future lesson. Conduct independent writing conferences; document the results of the conferences, and provide scaffolding, as needed. Bring students together in a large group to share their writing.

Strategy: Integrate Features & Running Text (Serravallo, 2015)Learning Target: I can use text features in multiple texts to describe the relationships between features and gain meaning. (4.RI.8.2)

Note:Preparation:Provide texts with an abundance of text features for student groups during the Guided Practice section of the lesson.

Model (I do): Model for students how to connect the running text with the information from the various text features (i.e. appendices, timelines, maps,

charts, etc.) found in nonfiction texts. Choose a piece of feature rich text. First, scan the text to see which features are included. Then, read and study all the features. Read the text, pausing frequently to refer back to other sources of related information. Work with students to create an anchor chart on how to use text features to improve reading and understanding.

Guided Practice (We do): Have students practice the previously modeled activity with a partner. Discuss how connecting the text features and running text helps with understanding of the material.

Independent Practice (You do): Choose a piece of feature rich text. First, scan the text to see which features are included. Then, read and study all the features. Read the text,

pausing frequently to refer back to other sources of related information. Have students practice the strategy “Integrate Features & Running Text” independently. Check for understanding. Conduct independent writing conferences; document the results of the conferences, and provide scaffolding, as needed.

Instructional Strategy: Writing a Strong ConclusionLearning Target- Provide a conclusion statement or section – 4.W.2.1.k

Note:Preparation:

Ceate an anchor chart of “Techniques for Closure” (Owocki, 2013) Provide two different student samples of an informational/explanatory piece

Model (I do): Explain to students that a conclusion is the writer’s opportunity to remind the reader about what is important about the topic. Share with

students a set of closure techniques that could be used in their own writing to create a strong conclusion. Write these on an anchor chart so that students can use them while writing.

o Closure Techniques Summary: Summarize the content; presenting the information through a new angle rather than through repetition. Reaction of feeling: Tell how you feel about the content. Image: Include a visual image related to the overall message Quotation: Present an interesting quotation or fact related to what you have written Encouragement to reflect: End with a statement that encourages readers to keep thinking about the topic Encouragement to act: End with a statement that encourages taking action. Question: End with a question that encourages readers to keep thinking about the topic.

Model using one of the above mentioned techniques within the sample paper. Discuss how the technique is based on the writer’s personal preference.

Guided Practice (We do): Have students use another student’s argument, and try out two or three closure techniques. Discuss with students how the closure techniques make a difference in producing a strong conclusion.

Independent Practice (You do): The students will write independently, revising their writing to add a strong conclusion to their argument as modeled above. The teacher will conduct independent writing conferences, document the results of the conferences, and provide scaffolding, as needed. The teacher will bring students together in a large group to share their writing.

Instructional Strategy: Student Writing Checklist (Calkins, 2013)Learning Target: I can create informative/explanatory writing that is clear, coherent, developed, organized and appropriate to a given task and audience. (4.W.2.1)

Model (I do): Write the student writing checklist on an anchor chart.

o I made a plan for my writing piece.o I introduced my topic.o I grouped related information together.o I gathered information from multiple sources.o I developed my topic with facts, definitions, and details.o I used paraphrasing to avoid plagiarism.o I included text features (illustrations, maps, charts, timelines, etc.) to aid comprehension.o I used transitional words and phrases to connect ideas.o I improved my writing by revising and editing.o I asked others to peer edit and revise.o I have a style and tone that is appropriate for my purpose.o I wrote a concluding statement or section.

Introduce students to each item and show them an example of the criteria in actual student writing. This process should take several days - do not introduce all of the criteria at one time.

Guided Practice (We do): In small groups or pairs, have students use a sample writing piece to identify where they demonstrated the criteria on the checklist.

Independent Practice (You do):

As students write independently, the teacher will direct them to refer to the student writing checklist and look for evidence of the criteria in their own writing.

The teacher will conduct independent writing conferences, document the results of the conferences, and provide scaffolding, as needed. The teacher will bring the students together in a large group to share what they learned.

Potential Assessment Tasks

Culminating Assessment: Students create an Inquiry Report

Student work will be assessed using the Grade 4 Informational/Explanatory Rubric found in the Appendix.

Research Report includes the following: Table of Contents Headings- minimum of three sections Minimum of two illustrations or pictures with captions Glossary A choice of one: appendix, timeline, map, or chart

Formative or summative tasks will check students' understanding and/or mastery of the standard and/or indicator.

Formative/Summative Question StemsIdeally, assessing fourth grade students’ abilities to compare and contrast texts and use text features to locate and gain information will occur frequently and across settings. Teachers should create an assessment management system to maintain a written record that highlights each student’s proficiency in these skills and indicators. A qualitative rubric with descriptors, such as “meets expectations,” “making progress toward expectations,” and “needs additional support” should be constructed with colleagues so that expectations are consistent from classroom to classroom.

4.RI.8.1 Determine how the author uses words and phrases to shape and clarify meaning.4.RI.8.2 Apply knowledge of text features to gain meaning; describe the relationship between these features and the text.

1. Have the students look for and identify a number of text features in books and describe the important information gained from each feature.2. Use this strategy as a way to ensure students are using text features to support their reading of the text. This checklist should not be used in

isolation but should be utilized in context to provide a better understanding of the content and authors’ choices. Words Phrases Captions Appendix Timeline Maps Title Page Photographs Fonts Glossary

Table of Contents

4.W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

On-Demand Informational Writing Score with a common rubric or use the Informational/Explanatory Grade 4 Rubric found in the Appendix. Utilize the suggested text and topic OR create your own, utilizing the example as a model.

South Carolina READY Scoring Guidelines for Text-Dependent Analysis (Grades 3-8)Teachers may use the rubric that will be used to score student writing on SC READY.  This rubric can also help students understand the strengths and weaknesses of their writing.  Teachers may also use it as an instructional tool throughout the writing workshop.  As students become familiar and comfortable with the writing characteristics found in the rubric, they can use it to strengthen their own writing.  Teachers may also modify the rubric to match what has been taught during this unit and what students should be held accountable for from previous writing instruction.http://ed.sc.gov/scdoe/assets/File/tests/middle/scready/SC_READY_TDA_Scoring_Guidelines_With_Nonscore_Codes.pdf

Resources

Units of Study for Reading and Writing: Teaching Writing Collections for Grades K-8.

http://www.booksource.com/files/Lucy_UnitsofStudy.pdfBrainpop: Paraphrasingwww.brainpop.com/english/writing/paraphrasing/preview.weml

Brainpop: Plagiarismwww.brainpop.com/english/writing/plagiarism/preview.weml

Purdue Online Writing Labhttp://owl.english.purdue.edu/owl/resource/619/01/

National Geographic on YouTubewww.youtube.com/user/NationalGeographic

Resource Mentor Text Lists:http://www.booksource.com/files/Lucy_UnitsofStudy.pdf http://writingfix.com/index.htm

Notetaker from ReadWriteThink: An outlining tool to help students take and organize notes while reading or writingwww.readwritethink.org/classroom-resources/student-interactives/readwritethink-notetaker-30055.html

Mentor Texts for Informational Writing Just a Second: A Different Way to Look at Time by Steve Jenkins Bones by Steve Jenkins Maritcha: A Nineteeth-Century American Girl by Tonya Bolden Poop: A Natural History of the Unmentionable by Nicola Davies When Fish Got Feet, Sharks Got Teeth, and Bugs Began to Swim: A Cartoon Prehistory of Life Long Before Dinosaurs by Hannah Bonner After the Last Dog Died: The True-Life, Hair-raising Adventure of Douglas Mawson and his 1911-1914 Antarctic Expedition by Carmen

Bredesen

GRADE 4INFORMATIONAL/EXPLANATROY TEXT-BASED WRITING RUBRIC

SCORE4

Exceeds

3

Meets

2

Develops

1

Begins

Focus/Information Responds skillfully to all parts

of the prompt Demonstrates a strong

understanding of topic/text(s)

Responds to all parts of the prompt

Demonstrates an understanding of topic/text(s)

Responds to most parts of the prompt

Demonstrates limited understanding of topic/text(s)

Responds to some or no parts of the prompt

Demonstrates little to no understanding of topic/text(s)

Organization

Organizes ideas and information into purposeful, coherent paragraphs that include an elaborated introduction with clear thesis, structured body, and insightful conclusion

Logically groups related information into paragraphs or sections, including formatting

Uses linking words, phrases, and clauses skillfully to connect ideas within categories of information

Organizes ideas and information into logical introductory, body, and concluding paragraphs

Groups related information into paragraphs or sections, including formatting (e.g., headings)

Uses linking words and phrases appropriately to connect ideas within categories of information

Organizes ideas and information in an attempted paragraph structure that includes a sense of introduction, body and conclusion

Grouping of ideas lacks cohesion (e.g., list-like, rambling, or repetitive)

Attempts to use some simplistic linking words to connect ideas

Does not organize ideas and information coherently due to lack of paragraph structure and/or a missing introduction, body, or conclusion

Does not group related information together

Uses no linking words

Support/Evidence

Skillfully uses relevant and substantial text support from the resources with accuracy

Uses credible and varied sources

Develops the topic with well-integrated facts, definitions, concrete details, quotations, or other information and examples

Uses relevant and sufficient text support from the resources with accuracy

Uses credible sources Develops the topic with facts,

definitions, concrete details, quotations, or other information and examples

Uses mostly relevant text support but may lack sufficient evidence and/or accurate use

Uses mostly credible sources Develops the topic with limited

facts, definitions, concrete details, quotations, or other information and examples

Does not use relevant or sufficient text support from the resources with accuracy

Uses few to no credible sources Does not support opinion with

facts, details, and/or reasons

Language

Uses purposeful and varied sentence structures

Demonstrates creativity and flexibility when using conventions (grammar, punctuation, capitalization, and spelling) enhance readability

Utilizes precise and domain-specific vocabulary accurately throughout student writing

Uses correct and varied sentence structures

Demonstrates grade level appropriate conventions; errors are minor and do not interfere with the readability

Utilizes precise language and domain-specific vocabulary

Uses some repetitive yet correct sentence structure

Demonstrates some grade level appropriate conventions, but errors may interfere with the readability

Utilizes some precise language and/or domain-specific vocabulary but minimally and/or inaccurately

Does not demonstrate sentence mastery

Demonstrates limited understanding of grade level conventions, and errors interfere with the readability

Does not utilize precise language or domain-specific vocabulary

Adapted from Elk Grove Unified School District in Elk Grove, California

GRADE 4INFORMATIONAL/EXPLANATROY TEXT-BASED WRITING RUBRIC

Calkins, Lucy. (2013). Units of Study in Opinion, Information and Narrative Writing. Portsmouth, NH: Heinemann.

Dutro, S. (2008). Gradual Release of Responsibility: I do, We do, You do. Retrieved from http://www.sjboces.org/doc/Gifted/GradualReleaseResponsibilityJan08.pdf

Harvey, Stephanie., and Goudis (2007). Strategies that Work: Teaching Comprehension for Understanding and Engagement. Portland, Me: Stenhouse.

Institute of Education Sciences. (2012). Teaching Elementary School Students to Be Effective Writers. Retrieved from http://ies.ed.gov/ncee/wwc/pdf/practice_guides/writing_pg_062612.pdf

Levy, E. (2007). Gradual Release of Responsibility: I do, We do, You do.

Owocki, Gretchen. (2013). The Common Core Writing Book: Lessons for a Range of Tasks, Purposes, and Audiences. Portsmouth, NH: Heinemann.

Serravallo, Jennifer. (2015). Reading Strategies Book: Your Everything Guide to Developing Skilled Readers. Portsmouth, NH: Heinemann

South Carolina State Department of Education Literacy Initiatives. (2013). Mini-Lesson: Dash Notes.

South Carolina Department of Education. (2015). Profile of the South Carolina Graduate. Retrieved from http://ed.sc.gov/scdoe/assets/File/newsroom/Profile-of-the-South-Carolina-Graduate.pdf

South Carolina Department of Education. (2015). South Carolina College-and-Career-Ready Standards for English Language Arts. Retrieved from http://ed.sc.gov/scdoe/assets/file/programsservices/59/documents/ELA2015SCCCRStandards.pdf

.

3rd Nine Weeks 4-W.1 Write arguments to support claims Review language skills from See First and Second

(One week for each skill, with the last week writing an argumentative piece independently)

with clear reasons and relevant evidence.

Indicator 1.1 Write opinion pieces that:

first and second nine weeks. Review prerequisite skills from previous grades as needed.

Nine Weeks for Fourth Grade Focus and previous learning from Third Grade

A. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose;

Introduction of topic (claim)

State opinion Create organizational

structure to group related ideas.

B. Use information from multiple print and multimedia sources;

Multiple sources to support your opinion

C. Provide reasons supported by facts and details;

Support opinion with facts and details

D. Use transitional words and phrases to connect opinions and reasons;

Transitional words and phrases

E. Develop and strengthen writing as needed by planning, revising, and editing building on personal ideas and the ideas of others;

Writing Process Planning Drafting Revising Editing

F. Use paraphrasing, quotations, and original language to avoid plagiarism;

Paraphrase Use quotations Use original language Understand and avoid

plagiarismG. Provide a concluding statement or

section related to the opinion presented.

Provide an effective conclusion statement or section

Grade 4Opinion Writing – Writing an Editorial

Instructional Unit Resource for the South Carolina College- and Career-Ready Standards for English Language Arts

South Carolina Department of Education

Office of Standards and LearningAugust 2016

Grade 4: Argument Writing: Writing an EditorialUnit Rationale/Overview:This unit focuses on writing an Argument piece. Its purpose is to assess the students’ abilities to write an Argument piece that introduces a topic, states an Argument with reasons as support, creates an organizational structure, and provides a concluding statement within the format of an editorial. The teacher will offer guidance and support as students plan, revise and edit.

Argument writing is a prerequisite skill for argument writing. Reading (informational text), inquiry, and communication standards are naturally interwoven as teachers will model stating a topic, communicating an Argument, and providing facts and details to support the Argument.

The work the students do, under the guidance of the teacher, can serve as the model for work the students will do independently while creating their editorials. This work will include inquiry, reading informational text, communication and writing.

This unit is based on the South Carolina College and Career Ready ELA standards. Students practice critical thinking and problem solving, collaborate, and use media and technology.  As students work, they become self-directed learners and persevere while practicing interpersonal skills. These actions support the Profile of the South Carolina Graduate. (http://ed.sc.gov/scdoe/assets/File/newsroom/Profile-of-the-South-Carolina-Graduate.pdf)

Estimated Time Frame: two weeks.Standards and IndicatorsTargeted implies that these standards are the focus of the unit.

Embedded implies that these standards will be naturally integrated throughout the units.

Targeted Standards/Indicators:Reading - Informational Text4. RI.8 Interpret and analyze the author’s use of words, phrases, text features, conventions, and

structures, and how their relationships shape meaning and tone in print and multimedia texts.4.RI.8.1 Determine how the author uses words and phrases to shape and clarify meaning.4.RI.8.2 Apply knowledge of text features in multiple sources to gain meaning or solve a problem4. RI. 11 Analyze and critique how the author uses structures in print and multimedia texts to craft informational

and argument writing.

4.RI.11.1 Apply knowledge of text structures to describe how structures contribute to meaning.

Writing4.W.1 Write arguments to support claims with clear reasons and relevant evidence.4.W.1.1 Write Argument pieces that:

a. introduce a topic or text clearly, state an Argument, and create an organizational structure in which relatedideas are grouped to support the writer’s purpose;b. use information from multiple print and multimedia sources;c. provide reasons supported by facts and details;d. use transitional words or phrases to connect Arguments and reasonse. develop and strengthen writing as needed by planning, revising, and editing, building on personal ideasand the ideas of othersf. use paraphrasing, quotations, and original language to avoid plagiarism; andg. provide a concluding statement or section related to the Argument presented.

Communication4.C.1 Interact with others to explore ideas and concepts, communicate meaning, and develop logical

interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.

4.C.1.1 Explore and create meaning by formulating questions; engage in purposeful dialogue with peers and adults, sharing ideas and considering alternative viewpoints.

4.C..1.2 Participate in discussions; ask and respond to questions to acquire information concerning a topic, text, or issue.

4.C.1.3 Apply techniques of articulation, adequate volume, eye contact, facial expressions, posture, gestures, and space; take one’s own turn in a respectful way.

4.C.1.4 Engage in focused conversations about grade appropriate topics and texts. Build on the ideas of others; pose specific questions; clarify thinking, and express new thoughts.

4.C.1.5 Explain personal ideas and build on the ideas of others by responding and relating to comments made in multiple exchanges.

Embedded Standards/IndicatorsInquiry-Based Literacy

4.I.2 Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives.

4.I.2.1 Explore topics of interest to formulate logical questions, build knowledge, generate possible explanations; consider alternative views.

4. I.3 Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.

4.I.3.1 Develop a plan of action for collecting relevant information from primary and secondary sources.4.I.3.2 Organize and categorize important information; collaborate to validate or revise thinking; report relevant

findings.4.I.4. Synthesize information to share learning and/or take action.4.I.4.1 Draw logical conclusions from relationships and patterns discovered during the inquiry process.4.I.4.2 Reflect on findings to build deeper understanding and determine next steps.

Writing4.W.4 Demonstrate command of the conventions of standard English grammar and usage when writing and

speaking.4.W.4.1 When writing:

a. use relative pronouns and relative adverbs;b. form and use the progressive verb tenses;c. use modal auxiliaries to convey various conditions;d. use modal auxiliaries and the progressive verb tenses, recognizing and correcting inappropriate shifts inverb tense;e. order adjectives within sentences according to conventional patterns;f. explore using prepositional phrases in different positions in sentences;g. use coordinating and subordinating conjunctions;h. use a variety of sentence types to produce complete sentences, recognizing and correcting inappropriate fragments and run-ons; andi. use frequently confused homonyms correctly.

4.W.5 Demonstrate command of the conventions of standard English capitalization, punctuation, and spellingwhen writing.

4.W.5.1 Capitalize names of magazines, newspapers, works of art, musical compositions, organizations, and the first word in quotations

4.W.5.2 Use:a. apostrophes to form possessives and contractions;b. quotations marks and commas to mark direct speech; andc. commas before a coordinating conjunction in a compound sentence.

4.W.5.4 Use spelling patterns and generalizations.

Communication4.C.2 Articulate ideas, claims, and perspectives in a logical sequence, using information, findings, and credible

evidence from sources.4.C.2.2 Discuss the purpose and credibility of information presented in diverse media and formats.4.C.3 Communicate information through strategic use of multiple modalities and multimedia to enrich

understanding when presenting ideas and information.4.C.3.2 Create presentations using videos, photos, and other multimedia elements to support communication and clarify

ideas, thoughts and feelings.Clarifying Notes and/or “I Can” StatementsClarifying NotesThe lesson format is that of gradual release. The Gradual Release Model is a strategy in which a teacher models for students as a whole group, has them practice in a small group, and then work independently (Levy, 2007). The modeling portion (I do) is a mini-lesson shown by the teacher and should emphasize how to think through the process while demonstrating it. The guided practice (we do) might include the teacher and students’ working together, students’ working in small groups, or both. It is recommended, but not required, that students complete the independent practice (you do) on their own to determine their individual mastery of the “I can” statement (and standard). Naturally, this format is not required, and teachers who choose to use the included lessons or structure should determine which suggestions fit best within the gradual release components (or other instructional method) based on their knowledge of students.

The suggested strategies are meant to build students’ abilities to write an Argument piece through process writing while incorporating the standards and indicators applicable to reading informational texts.

The strategies listed within this unit can be taught within Writer’s Workshop. When Writer’s Workshop is integrated with reading, students interpret meaning in a more authentic way. The components of Writer’s Workshop are read aloud/mentor texts, mini-lessons, independent writing, conferring, guided writing, and sharing/publishing.

Teaching Elementary Students to be Effective Writers provides evidence –based recommendations

for addressing writing for instructional practices. Those recommendations include the following:1. Provide daily time for students to write.2. Teach students the writing process.3. Teach students to write for a variety of purposes.4. Teach students to become proficient in handwriting skills, spelling, sentence construction, typing, and word processing.5. Create an engaged community of writers. (Institute of Education Sciences, 2012)

For more information: http://ies.ed.gov/ncee/wwc/pdf/practice_guides/writing_pg_062612.pdfThe Fundamentals of Writing (K-12)The Fundamentals of Writing provides the classroom structure for a writing community, using a workshop approach.  Students learn the recursive process of writing, act as collaborators of writing with their teacher and peers in the writing workshop, produce clear and coherent writing, and incorporate author’s craft techniques in their work. The Fundamentals of Writing is designed for students in K-12; therefore, these are on-going expectations for English Language Arts classrooms. You may find The Fundamentals of Writing in the SCCR Standards document. http://ed.sc.gov/scdoe/assets/File/instruction/standards/ELA/ELA%20Standards/Fundamentals%202015%20Process.pdf

Characteristics of an editorialIt uses the writer’s Argument to persuade readers to agree with a point of view or stand on an issue.Its purpose is to influence public Argument, promote critical thinking, and persuade people to take action on an issue,

Writing an Editorialhttp://www.slideshare.net/Ken_Writer/editorial-writing-101?next_slideshow=1

"I Can" Statements“I Can” statements are learning targets of what students need to know and accomplish as related to the standards/indicators.

I can determine how an author uses words and phrases to impact meaning. (4.RI.8.1.) I can use the text features to gain meaning. (4.RI.8.2.) I can use my knowledge of text features to describe how they contribute to meaning. (4.RI.11.1.) I can introduce a topic, state an Argument and create a structure that groups my ides to support my editorial. (4.W.1.1.a.) I can include information from multiple print and multimedia sources in my editorial. (4.W.1.1.b.) I can include reasons supported by facts and details. (4.W.1.1.c.) I can use transitional words or phrases to make smooth connections from idea to idea. (4.W.1.1.d.)

I can develop and strengthen my Argument writing by planning, revising, and editing, building on my personal ideas.  (4.W.1.1.e.) I can formulate questions, engage in purposeful dialogue with peers and adults, share ideas and consider alternative viewpoints. (4.C.1.1.) I can participate in discussions, as well as ask and respond to questions to acquire information on a topic. (4.C.1.2.) I can use appropriate word choice, volume, eye contact, facial expressions, posture, gestures, and space while I take my turn in a respectful

way.

Essential Questions

These are suggested essential questions that will help guide student inquiry.

How can an Argument writing piece be effective? How can our writing convince others to agree with our Argument? Why is it important to explain and express your point of view? Which traits constitute an effective editorial?

Academic VocabularySome students may need extra support with the following academic vocabulary. Teaching vocabulary in an instructional context is recommended rather than teaching in isolation. An appropriate time to deliver explicit instruction would be during the modeling process.

Transitional words and phrases for Argument writing can be found in the Appendix.

Note: Other important terms were taught in prior grades, but teachers may need to revisit those terms. Effective instruction includes the use of formative assessment data to determine students’ vocabulary needs.

Prior KnowledgeIn third grade, students accomplished the following:

Compared and contrasted diverse texts on the same topic, ideas, or concepts. Explained how the author uses words and phrases to inform, explain, or describe. Used knowledge of appendices, timelines, maps, and charts to locate information and gain meaning and explained the contribution of these

features in a text.

Stated the author’s purpose; distinguished one’s own perspective from that of the author. Identified problems and their solutions, understood the purpose of description and question and answer structures. Created an organizational structure for the logical reasons that strengthened that supported an Argument. Used information that was paraphrased or quoted from multiple print and multimedia sources. Provided transitional words or phrases to move smoothly from idea to idea in support of an Argument and wrote a concluding statement or

section. Engaged in focused conversations about the given topic, built on the ideas of others, posed specific questions, clarified thinking and expressed

new thoughts.

Subsequent KnowledgeIn fifth grade, students will be expected to continue to use the writing process as they begin to write arguments which will include the following:

logical organization of the stated reasons. relevant facts and details that support the reasons. Use transition words, phrases and clauses to connect the claim with the reasons. use of paraphrasing, quotations and original language to avoid plagiarism, and end with a strong conclusion.

In reading informational texts, fifth grade students will be expected to: continue to compare and contrast information found in primary and secondary sources. analyze how the author uses words and phrases to shape and clarify meaning. apply knowledge of text features in multiple sources to gain meaning or solve a problem. compare and contrast a primary and secondary account of the same event or topic. apply knowledge of text structures across multiple texts to locate information and understand meaning.

In communication fifth grade students will be expected to: consider viewpoints of others by listening. reflecting, and formulating questions before making personal contributions. participate in discussions, ask and respond to probing questions to acquire and confirm information. apply effective communication techniques and the use of formal or informal voice based on audience and setting. continue to engage in focused conversations about grade level appropriate topics and texts, build on the ideas of others, pose specific

questions, clarify thinking, and express new thoughts. explain personal ideas while building on the ideas of others to demonstrate an understanding of diverse perspectives.

Instructional StrategiesLessons build toward the culminating activity of writing an editorial.Teacher and students will determine editorial topics.

Suggested topic- write about the school. The completed editorial can be featured on the school website and/or printed in the class/grade level/school newsletter as an authentic audience.

Students should be immersed in reading editorials prior to being expected to write editorials. Collect an assortment of editorials to use as mentor texts.

Learning Target: I can state an Argument and support my Argument with reasons and factual evidence.  (4.W.1.1.a., 4.W.1.1.c.)

Note:Use this activity as a pre-writing activity before students learn to write an Argument piece.Preparation:

Two sentence strips marked as “strongly agree” and “strongly disagree” Sentence strips with the following statements:

o Children should not be able to eat sugary breakfast cereals.o Dogs should be kept on leashes.o Schools should offer more lunch choices.o If students cheat on tests, they should fail the class.o Children should be able to have Facebook accounts regardless of age.o Schools should offer longer and more recess time.o If you misbehave at school, your parent should have to attend class with you.

Model (I do) Label the classroom – one side is labeled “strongly agree,” and the other side of classroom is labeled “strongly disagree.”

Explain to students that after you read a statement, they will either go to the strongly agree side of room or to the strongly disagree side of the classroom.

The teacher reads statements. After students move to their “positions”, have them respond to statements using Argument sentence starters, such as

o I strongly agree/disagree with the statement because I think….o I strongly agree/disagree with the statement because I feel….o I want you to agree/disagree with the statement because I think…o An important reason to consider my point of view is that……

Have students take turns explaining their positions out loud. After each student makes a statement, others may choose to join or move away from that student based on what they hear.

Continue this process until you think that a sufficient number of arguments have been heard. Chart these as the students share them on the white board for reference. (Knoxeducation.com/Backward Planning, 2013)

Guided Practice (We do.) The teacher will provide students with a list of topics to create an Argument, using the sentence starters to explain their position. Have students

work in groups, Suggested topics are cell phones, curfews, peanuts, Facebook, the movie rating system.

Share the groups’ findings, ensuring that students have stated Arguments and provided an explanation.

Independent Practice (You do) Explain to students that at the end of this unit, they will know how to write an effective editorial. Have students make a list of topics that they

would like to consider as topics for their writing.

Conduct independent writing conferences; document the results of the conference, and provide scaffolding, as needed.

Bring the students together in a large group to share Arguments about what they would like to write about in their editorial.

Learning Target- I can determine elements of an editorial. (4.W.1.1a)

Note:Preparation will require:

A teacher-created editorial or a high-interest editorial re-written and placed on chart paper. Copies of an editorial for students to use during the Guided Practice portion of this lesson. Colored pencils or highlighters for students to use.

Model (I do) Go over the elements that make up an editorial.

o An Argument statemento Reasons supported by facts and detailso Facts and research to support the Argumento A concluding statement which restates the Argument

Read the editorial to the class. Then in a class discussion, identify the parts of the editorial by color-coding them.

Discuss each element.

Display the editorial and use it as an anchor chart.

Practice (We do) Place students in groups, and have them read an editorial and identify the parts of the editorial by color-coding them.

Share the findings with the class.

Independent (I do) Have students read an editorial and identify the elements by color-coding them.

Have students revisit their Writing Notebook to revise Argument papers to include a definitive Argument statement.

Conduct independent writing conferences; document the results of the conference, and provide scaffolding, as needed.

Bring students together in a large group to share their writing.

Instructional Strategy: Outlining ReasonsLearning Target: Write arguments to support claims with clear reasons and relevant evidence. (4. W.1.a-c)

Note:Preparation: Chart paper

Model (I do) The teacher will model how to support his/her claim with clear reasons and relevant evidence by conducting a think aloud.

The teacher will select a topic of his/her choice to outline through a visual outlining process.

The teacher will place the Argument statement in a box at the top of the chart paper.

The teacher will determine the reasons for the Argument, listing each reason within its own box.

The teacher will list facts and details from the research.

The teacher will think one reason aloud.

Practice (We do) Using a shared writing approach, have students determine the reasons and provide facts and details

based on the teacher topic.

Independent (You do) Have students create their outline and research, using information from multiple sources as support.

Conduct independent writing conferences; document the results of the conference, and provide scaffolding, as needed.

Bring students together in a large group to share their writing.

Argument

Reason ReasonReason

Facts and Details

Facts and Details

Facts and Details

Instructional Strategy: ParaphrasingLearning Target: I can use paraphrasing, quotations, and original language to avoid plagiarism (4.W.1.1f)

Note:Preparation: Create an Anchor Chart with Rules of Paraphrasing

Model (I do) Explain that paraphrasing is taking information from a source and rewriting it in your words.

Start the concept of paraphrasing by having students TALK through paraphrasing prior to finding facts and details they might use in a paper.

Place students with a partner. Call one Student A and the other Student B.

Ask questions such as “What did you do yesterday after school?” Have Student A answer the question; then have Student B paraphrase Student A’s answer.

Explain the rules of paraphrasing. Display the rules on a chart.o Reword-replace words and phrases with other words such as synonymso Rearrange- rearrange words to make new sentenceso Realize- realize that some words and phrases cannot be changed, such as names, dates, and titleso Recheck-recheck to make sure that your paraphrase contains the same information as the original

Guided Practice (We do) Provide the students with a paragraph, and have them paraphrase the information.

Have students discuss the way they paraphrased.

Independent Practice (You do) Have students begin collecting facts and details for their editorial by paraphrasing information. Tell them to insert information into their

editorial drafts.

Conduct independent writing conferences; document the results of the conferences, and provide scaffolding, as needed.

Bring students together in a large group to share their writing.

Learning Targets: I can write an editorial that includes reasons and information supported by facts. (4.W.1.1.a.-g.) (4.W.1.b.) I can include information from multiple print and multimedia sources.

Model (I do) Using the outline of the Argument and supporting reasons, model writing a draft of your editorial.

Think aloud while writing, addressing only one reason and supporting facts.

Guided Practice (We do) Have students continue working on the draft of the teacher’s Argument paper. Have students provide the reasons, facts, and details that

strengthen the stated Argument.

Discuss the importance of providing dates and details.

Independent Practice (You do) Have students begin writing their drafts of an editorial. Make sure that paraphrasing and using facts and details are part of the assignment.

Conduct independent writing conferences; document the results of the conference, and provide scaffolding, as needed. Those students who have finished drafting can then move on to editing and revising if these skills have been previously taught.

Bring students together in a large group to share their writing

Instructional strategy: Use of transitional words or phrasesLearning Target: I can use transitional words or phrases to connect Arguments and reasons. (4.W.1.d)

Note:See List of Argument Writing Transitional words and phrases in the Appendix

Preparation- The teacher should have a student writing sample that contains few, if any, transitional words or phrases.

Model (I do) The teacher will explain to students that transitional words or phrases do the following:

o They help join ideas in Argument writing in an organized way.o They help lead the reader to the next event (Suddenly, Immediately)o They alert the reader that additional information is forthcoming to support what has already been stated (Next... then...);o They introduce a contrasting idea (But, However, On the other hand)

The teacher will help students select appropriate transitional words or phrases.

The teacher will explain that transitional words and phrases may be at the beginning of the sentence but may found within the sentence as well.

The teacher will distribute the list of transitional words for students to keep in their Writer’s Notebook. They will review the list during the revision process.

The teacher will model adding transitional words or phrases to an Argument paper by using a thinking aloud approach to determine which ones are most appropriate.

Guided Practice (We do) Place students in groups. Give students a copy of an opinon paper, and have them determine which transitional words or phrases could be used

to help the reader better understand the writing process. Example: My Argument about Homework:_________homework should be banned. ________, students do enough work at school. _________I had to read two chapters, write a three paragraph essay, work 25 math problems, and memorize a song in music. Isn’t that enough work for a day and night?_______ I have responsibilities when I get home. It is my job to feed all 50 of our cows. I don’t have time to do homework when I get home.___________ please let’s get rid of homework in our class. Thank you.

Independent Practice (You do) Have students look at their editorial drafts and add transitional words as needed.

Conduct independent writing conferences; document the results of the conferences, and provide scaffolding, as needed.

Bring students together in a large group to share their writing.

Instructional Strategy: Writing a Strong ConclusionLearning Targets:

I can write an editorial that includes reasons and information supported by facts. (4.W.1.1.a.-g.) (4.W.1.b.) I can include information from multiple print and multimedia sources. I can write an Argument piece that has a conclusion statement or section.  (4.W.1.g)

Note:Preparation: Provide a collection of editorials with strong conclusions. Make copies of a student sample, which lacks a concluding statement or section.

Model (I do): Explain to the students that a conclusion is the writer’s opportunity to remind the reader of what is important about the topic.

Guided Practice (We do): Use a student writing piece for students to rewrite a concluding statement, by reading a number of concluding statements from mentor texts.

Independent Practice (You do): The students will write independently, revising their writing to add a strong conclusion as modeled above.

The teacher will conduct independent writing conferences, document the results of the conferences, and provide scaffolding, as needed.

The teacher will bring students together in a large group to share their writing.

Assessment TaskCulminating Activity:

Write to show your Argument about a way to make the world a better place. (examples: argue for less homework, more recess, more fun food in the lunchroom)The writing could be assessed using the Grade 4 Argument Writing Rubric found in the Appendix.

Formative Assessments:The independent practice “I do” components of each lesson may serve as formative checks of students’ understanding of the standard. Additional practices may be included as necessary.

Summative Assessment:Students will create an Argument piece that introduces their Argument, gives reasons for their Arguments, uses transitional words, and provides a concluding statement.

Additional practice on editorial writing may be needed before students are ready to be assessed.  If so, other topics from social studies, science, informational reading, or issues in literature may be used for additional writing and an assessment piece.

South Carolina READY Scoring Guidelines for Text-Dependent Analysis (Grades 3-8)Teachers may use the rubric that will be used to score student writing on SC READY.  This rubric can be used to show students’ strengths and weaknesses of their writing.  Teachers may also use it as an instructional tool throughout the writing workshop.  As students become more comfortable with the requirements in the rubric, they can use it to strengthen their own writing.  Teachers may also modify the rubric to match what has been taught during this unit and what they are holding students accountable for from prior writing instruction.http://ed.sc.gov/scdoe/assets/File/tests/middle/scready/SC_READY_TDA_Scoring_Guidelines_With_Nonscore_Codes.pdf

ResourcesGradual Release Modelhttp://www.acpsk12.org/pl/coachs-cuts/gradual-release-model/

TeachingChannel:  Improving Practices with Sarah Brown Wesslinghttps://www.teachingchannel.org/videos/improving-teacher-practice

Gradual Release of Responsibility:  I do,, We do, You dohttp://www.sjboces.org/doc/Gifted/GradualReleaseResponsibilityJan08.pdf

Anchor ChartsExpeditionary Learning –Anchor Charts: Making Thinking Visible

https://www.engageny.org/sites/default/files/resource/attachments/anchor_charts.pdf

Anchor Charts 101: Why and How to Use Them, Plus 100s of Ideashttp://www.weareteachers.com/blogs/post/2015/11/12/anchor-charts-101

25 Awesome Anchor Charts for Teaching Writinghttp://www.weareteachers.com/blogs/post/2014/09/08/25-awesome-anchor-charts-for-teaching-writing

Teacher Think-AloudsBuilding Reading Comprehension Through Think-Aloudshttp://www.readwritethink.org/classroom-resources/lesson-plans/building-reading-comprehension-through-139.html

Literature, Literacy, and Comprehension Strategies (page 8)https://secure.ncte.org/library/NCTEFiles/Resources/Books/Sample/29900chap01x.pdf

TeacherVision:  Think-Aloud Strategyhttps://www.teachervision.com/skill-builder/problem-solving/48546.html

Structure talk:  Think-Aloudhttp://liketoread.com/thinkaloud.html

How to Write an Editorial - Your Students’ Arguments Matterhttp://www.creative-writing-ideas-and-activities.com/how-to-write-an-editorial.html

School Journalism - Editorial and Argument Writinghttp://www.schooljournalism.org/Argument-and-review-writing-lessons/

The Connected Classroom.  Links to News Sites for Kids (Sources for editorials appropriate for elementary students.)http://theconnectedclassroom.wikispaces.com/News

The Learning Network: For the Sake of Argument

http://learning.blogs.nytimes.com/2014/02/07/for-the-sake-of-argument-writing-persuasively-to-craft-short-evidence-based-editorials/?_r=0

Literacy Design Collaborative - Teaching Students to Write Editorialshttps://ldc.org/blog/posts/teaching-students-write-editorials

Editorial Writing Elementary - Slidesharehttp://www.slideshare.net/dre1881/editorial-writing-elementary

Student Argument Writing Sampleshttp://achievethecore.org/content/upload/ArgumentArgument_K-12WS.pdf

ARGUMENT WRITING RUBRICGRADE 4

SCORE4

Exceeds

3

Meets

2

Develops

1

Begins

Focus/Opinion

Responds skillfully to all parts of the prompt

States an opinion that demonstrates an insightful understanding of topic/text

Responds to all parts of the prompt

States an opinion that demonstrates an understanding of topic/text

Responds to most parts of the prompt

States an opinion that demonstrates limited understanding of topic/text

Responds to some or no parts of the prompt

Does not state an opinion and/or demonstrates little to no understanding of topic/text

Organization

Organizes ideas and information into purposeful, coherent paragraphs that include an elaborated introduction with clear thesis, structured body, and insightful conclusion

Uses linking words, phrases, and clauses skillfully to connect reasons to opinion

Organizes ideas and information into logical introductory, body, and concluding paragraphs

Uses linking words and phrases appropriately to connect reasons to opinion

Organizes ideas and information in an attempted paragraph structure that includes a sense of introduction, body and conclusion

Uses some linking words and/or phrases to connect reasons to opinion but simplistically

Does not organize ideas and information coherently due to lack of paragraph structure and/or a missing introduction, body, or conclusion

Uses no linking words or phrases

Support/Evidence

Supports opinion skillfully with substantial and relevant facts, details, and/or reasons

Provides insightful explanation/analysis of how evidence supports opinion

Supports opinion with relevant facts, details, and/or reasons

Provides clear explanation/ analysis of how evidence supports opinion

Supports opinion with minimal and/or irrelevant facts, details, and/or reasons

Provides some explanation/ analysis of how evidence supports opinion

Does not support opinion with facts, details, and/or reasons

Provides no or inaccurate explanation/analysis of how evidence supports opinion

Language

Uses purposeful, correct, and varied sentence structures

Demonstrates creativity and flexibility when using conventions (grammar, punctuation, capitalization, and spelling) to enhance meaning

Uses precise and sophisticated academic and domain-specific vocabulary appropriate for the audience and purpose

Uses correct and varied sentence structures

Demonstrates grade level appropriate conventions; errors are minor and do not obscure meaning

Uses academic and domain-specific vocabulary appropriate for the audience and purpose

Uses some repetitive yet correct sentence structure

Demonstrates some grade level appropriate conventions, but errors obscure meaning

Uses limited academic and/or domain-specific vocabulary for the audience and purpose

Does not demonstrate sentence mastery

Demonstrates limited understanding of grade level appropriate conventions, and errors interfere with the meaning

Uses no academic or domain-specific vocabulary

ARGUMENT WRITING RUBRICGRADE 4

Adapted from Elk Grove Unified School District in Elk Grove, California

Introducing Your Opinion/Stance:In my opinion,I believeIt is my belief that

There is no doubt thatFrom my point of viewIt seems to me that

I question whetherI (dis) agree withI maintain that

Introducing Your Reasons:First,In the first place, Furthermore,SecondlyThirdly,Finally,Lastly,

Equally importantIn the first placeLikewiseIn addition,Similarly,

Besides,Next,Moreover,Also,

Introducing Examples/Reasons:For example,In fact,

For instance,As evidence,

In support of this,

Counterargument: (What “they” say)Opponents mayI realize some mayI understand othersEven though someAlthough some maySome peopleOpponents may

Your idea to ____ deserves some merit

SayBelieveFeelMaintainWantFavourSupportArgueState

Rebuttal: (What I say)However,Yet,But, I doubtYet, I questionOn the other handNeverthelessEven so,In spite of this,Conversely,On the contrary,

Concluding your argument:For the reasons above,As you can see,As I have noted,In other words,On the whole,

In short,Without a doubt,Obviously,Unquestionably,

In brief,Undoubtedly,

Reference Cited:Somerville Public Schools, New Jersey. (n.d.) Opinion Writing: Signal Words. Retrieved from

http://www.somervillenjk12.org/site/handlers/filedownload.ashx?moduleinstanceid=5610&dataid=6865&FileName=Opinion%20Writing%20Transitions%20Revised.doc.

Backwards planning for success with writing with the new California common core standards opinion/argument writing packet grades 3-6. (2013). . Retrieved from http://www.bhamcityschools.org/cms/lib5/AL01001646/Centricity/Domain/131/Opinion-Argument%20Writing%20Resource.pdf

Dutro, S. (2008). . Retrieved from http://www.sjboces.org/doc/Gifted/GradualReleaseResponsibilityJan08.pdf

Harvey, S., & Gouvdis, A. (2007). Strategies that Work. Portland, Maine: Stenhouse.

Institute of Education Sciences. (2012). Teaching Elementary School Students to Be Effective Writers. Retrieved from http://ies.ed.gov/ncee/wwc/pdf/practice_guides/writing_pg_062612.pdf

Owocki, G. (2013). The Common Core Writing Book: Lessons for a Range of Tasks, Purposes, and Audiences. Portsmouth, NH: Heinemann.

South Carolina Department of Education. (2015). Profile of the South Carolina Graduate. Retrieved from http://ed.sc.gov/scdoe/assets/File/newsroom/Profile-of-the-South-Carolina-Graduate.pdf

South Carolina Department of Education. (2015). South Carolina College-and-Career-Rady Standards for English Language Arts. Retrieved from http://ed.sc.gov/scdoe/assets/file/programsservices/59/documents/ELA2015SCCCRStandards.pdf

Writer, Ken. (2012, February 4). Alexandra Tiempo. Retrieved August 14, 2016, from http://www.slideshare.net/Ken_Writer/editorial-writing-101?next_slideshow=1

Retrieved August 15, 2016, from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=8&ved=0ahUKEwjYqJ7h5cPOAhWK5iYKHcEAA-IQFggvMAc&url=http%3A%2F%2Fwww.somervillenjk12.org%2Fsite%2Fhandlers%2Ffiledownload.ashx%3Fmoduleinstanceid%3D5610%26dataid%3D6865%26FileName%3DOpinion%2520Writing%2520Transitions%2520Revised.doc&usg=AFQjCNEI5wWrdYi0-gp-S5d4zpA5dsUOdQ&sig2=Nmcoeo1YoTVL2mkiFY0rlg&bvm=bv.129422649,d.eWE

4th Nine Weeks

4-W.6 Write independently, legible, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.4-W.6.1 Write routinely and persevere in writing tasks:

a. Over short and extended time frames;

b. For a range of domain-specific tasks;

c. For a variety of purposes and audiences; and

d. By adjusting the writing process for the task, increasing the length and complexity.

Text Dependent Analysis SC Ready: Students read a piece

of text or passage and draw upon that text for their extended written responses – e.g. support their response with evidence from the text.

Review language skills from first and second nine weeks. Review prerequisite skills from previous grades as needed.

See First and Second Nine Weeks for Fourth Grade Focus and previous learning from Third Grade