This text resource illustrates the Standards Map for the Grade 4 Writing domain in the Common Core State Standards.
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Opinion Pieces
Topic
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3 - Write (Opinion pieces)
6 - Support (point of view)
2 - Introduce (topic or text)
6 - State (opinion)
3 - Create (organizational structure)
3 - Provide (supported reasons)
6 - Link (opinion and reasons)
6 - Provide (concluding statement or section)
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3 - I can write opinion pieces on topics or texts
6 - I can support a point of view with reasons and information.
2 - I can introduce a topic or text clearly. [a]
1 - I can state an opinion. [a]
1 - I can create an organizational structure in which related ideas are grouped to support the writer’s purpose. [a]
1 - I can provide reasons that are supported by facts and details. [b]
6 - I can link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). [c]
6 - I can provide a concluding statement or section related to the opinion presented. [d]
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A. Opinion pieces gain reliability by referring to facts and details as support.
B. Readers understand carefully organized text and satisfy their purpose in reading more efficiently.
C. Transition words signal so the reader can link ideas, opinions or reasons; variations show relationships and maintain interest.
D. Concluding statements sum up all previous supporting facts and leave the reader with a sense of understanding the author's perspective.
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A.1 Why is my opinion not enough support?
B.1 How can organizational structure assist readers?
C.1 Why do I vary transition words?
D.1 How do concluding statements guide readers?
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Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Informative/Explanatory Texts
Aiding Comprehension
Topic
Ideas Linked
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4 - Write (Informative texts)
2 - Introduce (topic)
1 - 4 Group (related information)
1 - Include (formatting)
3 - Develop (topic)
2 - Link (ideas)
1 - Use (precise language and domain-specific vocabulary)
3 - Provide (concluding statement or section)
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4 - I can write informative/explanatory texts to examine a topic.
4 - I can write informative/explanatory texts to convey ideas and information clearly.
2 - I can introduce a topic clearly. [a]
4 - I can group related information in paragraphs and sections. [a]
1 - I can include formatting (e.g., headings)when useful to aid in comprehension.
3 - I can develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [b]
1 - I can link ideas within categories of information using words and phrases (e.g., another, for example, also, because). [c]
1 - I can use precise language and domain-specific vocabulary to inform about or explain the topic. [d]
1 - I can provide a concluding statement or section related to the information or explanation presented. [e]
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A. Informative essays represent facts leading to logical conclusions, but not necessarily influencing the reader.
B. Some vocabulary is more precise or differs from context to context.
C. Definitions and quotations provide the context and perspective for clarification in explanations.
D. Introductions and conclusions have similar purposes in presenting what is to be discussed and in assuring the reader has understood.
E. By correctly using paragraphs, headings and supports, I help the reader locate my main points.
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A.1 What is the purpose of an informative essay?
B.1 Why is specific vocabulary used in some contexts?
C.1 Why are definitions and quotations important?
D.1 How might the introduction and conclusion be similar?
E.1 How can I organize effectively?
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Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Narratives
Organization
Developing Experiences
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4 - Write (Narrative)
3 - Orient (The reader)
2 - Use (Language / dialogue)
2 - Provide (Conclusion)
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1 - I can write narratives to develop real or imagined experiences or events using effective technique.
1 - I can write narratives to develop real or imagined experiences or events using descriptive details.
1 - I can write narratives to develop real or imagined experiences or events using clear event sequences.
1 - I can orient the reader by establishing a situation and introducing a narrator and/or characters.
1 - I can organize an event sequence that unfolds naturally.
1 - I can use dialogue and description to develop experiences and events or show the responses of characters to situations.
1 - I can use a variety of transitional words and phrases to manage the sequence of events.
1 - I can use concrete words and phrases and sensory details to convey experiences and events precisely.
1 - I can provide a conclusion that follows from the narrated experiences or events.
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A. A narrative essay should have a point to why it is written and each detail plays a key role.
B. Careful organization and pacing will keep the reader up on who is who and what is happening.
C. Variety in transitional words keeps reader interest higher and helps in creating connections.
D. Concrete words and details paint the setting and actions in the reader's mind.
E. Narratives require conflict and resolution; without these, the reader is left hanging.
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A.1 How much detail is c considered enough?
B.1 How do I orient the reader to the characters and plot?
C.1 Why do I vary transitional phrases?
D.1 Why are concrete words and sensory details key?
E.1 Why include a conclusion in narratives?
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Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in standards 1–3 above.)
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Writing
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3 - Produce (Clear writing)
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1 - I can produce clear writing in which the development is appropriate to task.
1 - I can produce clear writing in which the development is appropriate to purpose.
1 - I can produce clear writing in which the development is appropriate to audience.
1 - can produce clear writing in which the organization is appropriate to task.
1 - I can produce clear writing in which the organization is appropriate to purpose.
1 - I can produce clear writing in which the organization is appropriate to audience.
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A. The five parts of the writing process (prewriting, writing, revising, editing, and publishing) take time to develop, but result in higher quality, organized, coherent works.
B.Writing process varies depending on purpose, task or audience, but steps include brainstorming, writing, editing, rewriting and publishing.
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A.1 Why is it important to develop writing?
B.1 Is there a process to writing?
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With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
(Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on pages 28 and 29.)
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Writing
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3 - Develop (Writing)
3 - Strengthen (Writing)
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1 - With guidance and support from peers and adults, I can develop writing as needed by planning.
1 - With guidance and support from peers and adults, I can develop writing as needed by revising.
1 - With guidance and support from peers and adults, I can develop writing as needed by editing.
1 - ith guidance and support from peers and adults, I can strengthen writing as needed by planning.
1 - With guidance and support from peers and adults, I can strengthen writing as needed by revising.
1 - With guidance and support from peers and adults, I can strengthen writing as needed by editing.
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A. Fresh perspective helps a writer re-evaluate the piece of writing to produce a polished work.
B. We all make mistakes and sometimes another reader's perspective helps writers see how to improve.
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A.1 What is the point in working past creating my writing?
B.1 Why edit?
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With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Keyboarding Skills
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2 - Use (Technology)
1 - Demonstrate (Command of keyboarding skills)
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1 - With some guidance and support from adults, I can use technology (including the Internet) to produce writing as well as to interact with others.
1 - With some guidance and support from adults, I can use technology (including the Internet) to publish writing as well as to interact with others.
1 - With some guidance and support from adults, I can use technology (including the Internet) to produce writing as well as to collaborate with others.
1 - With some guidance and support from adults, I can use technology (including the Internet) to publish writing as well as to collaborate with others.
1 - I can demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
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A. Technology provides hands on opportunities to access information and enables writers to save content, and collaborate with a broader audience.
B. Technology brings information access to the classroom and facilitates efficient writing development.
C. Virtual collaboration allows immediate support, discussion, resources and expertise when carefully executed.
D. Keyboarding allows learners to efficiently get ideas written in a single sitting.
E. Adults provide experience and caution in research and writing and students often help adults with the technology side.
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A.1 How do I use digital tools to present and publish in a variety of media formats?
A.2 How does technology help me in writing?
A.3 Why do I need to be able to use technology when I write?
B.1 Why do schools have technology?
C.1 How does peer support help me write better?
C.2 Why do I collaborate with others?
D.1 Why should I become proficient at keyboarding quickly?
E.1 Why is adult guidance essential when using the Internet?
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Conduct short research projects that build knowledge through investigation of different aspects of a topic.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Short Research Projects
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3 - Conduct (Short research projects)
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3 - I can conduct short research projects that build knowledge through investigation of different aspects of a topic.
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A. Providing background for your research gives it credibility; variety keeps reader interest, and with so much information available, we must select the most accurate.
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A.1 Why do I research more content than I use in my essay?
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Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Information
Notes
Evidence
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1 - Recall (Relevant information)
1 - Gather (Relevant information)
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1 - I can recall relevant information from experiences or gather relevant information from print and digital sources.
1 - I can take notes and categorize information.
1 - I can provide a list of sources.
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A. Recalling information from personal experiences gives writers a real world connection to the information at hand.
B. When we answer questions, we gather information from our experiences and learning to learn more.
C. We answer questions from collective understanding of what we know and what we have experienced.
D. When I gather information, my brain uses past experiences to relate and learn.
E. Listening and remembering are skills that help individuals to recall information to answer questions and build on learning.
F. Learning builds by gathering new information and adding to previous learning experiences.
G. Notes will assist in recall and citing of sources will help emphasize points, making writing stronger.
H. Information is gathered and categorized from experience, print and digital sources in a logical manner.
I. Notes from sources need to be brief but thorough and organized.
J. Information or evidence must fit categories to address the topic.
K. Reading is always processed by accessing prior knowledge, categorizing and seeing how new information fits with previous.
L. Sources need to be evaluated and cited for the content provided; readers check sources for reliability and organization.
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A.1 How does recalling information help in my writing?
B.1 Why do I gather information?
C.1 How do I answer questions?
D.1 Why might recalling experiences and gathering information be similar in process?
E.1 Why do I need to remember information for later?
F.1 How can previous experience recall benefit learning.
G.1 What is the importance of note taking and citing sources?
H.1 How do I organize my writing?
I.1 How do I take notes?
J.1 How do I decide which information to include?
K.1 How do readers know if information is relevant?
L.1 Why is it a good idea to take notes and to organize sources?
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Draw evidence from literary or informational texts to support analysis, reflection, and research.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Literary/Informational Texts
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2 - Draw (Evidence)
3 - Apply (Reading standards to literature texts [b])
3 - Apply (Reading standards to informational texts [b])
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1 - I can draw evidence from literary or informational texts to support analysis.
1 - I can draw evidence from literary or informational texts to support reflection.
1 - I can draw evidence from literary or informational texts to support research.
1 - I can apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).
1 - I can apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).
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A. Taking an in-depth look at a text helps the reader think about the writing in a different perspective.
B. Each reader and writer brings a varied perspective and background.
C. Informational and literary texts provide varied perspectives.
D. Whether reading or writing, there are similar input and output activities.
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A.1 What is the benefit of analyzing writing?
B.1 Why might analyses differ?
C.1 Why do I seek information from literary and informational texts?
D.1 Why do I read and think so much when writing?
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Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Extended Time Frames
Shorter Time Frames
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1 - Write (Routinely over extended time frames)
1 - Write (Routinely over shorter time frames)
3 - Research (Discipline-specific tasks for writing)
3 - Research (Purposes for writing)
3 - Research (Audiences for writing)
5 - Reflect (on Discipline-specific tasks for writing)
5 - Reflect (on Purposes for writing)
5 - Reflect (on Audiences for writing)
6 - Revise (Writing for Discipline-specific tasks)
6 - Revise (Writing for Purposes)
6 - Revise (Writing for Audiences)
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1 - I can write routinely over extended time frames for a range of discipline-specific tasks.
1 - I can write routinely over extended time frames for a range of purposes.
1 - I can write routinely over extended time frames for a range of audiences.
1 - I can write routinely over shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks.
1 - I can write routinely over shorter time frames (a single sitting or a day or two) for a range of purposes.
1 - I can write routinely over shorter time frames (a single sitting or a day or two) for a range of audiences.
3 - I can research discipline-specific tasks for writing.
3 - I can research purposes for writing.
3 - I can research audiences for writing.
5 - I can reflect on discipline-specific tasks when writing.
5 - I can reflect on specific purposes when writing.
5 - I can reflect on specific audiences when writing.
6 - I can revise my writing for Discipline-specific tasks.
6 - I can revise my writing for specific Purposes.
6 - I can revise my writing for specific Audiences.
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A. Work that is more thorough using research, reflection, and revision takes longer to get ideas together.
B. Writing deadlines in real life vary depending on assignment or task, purpose or audience.
C. Research is a multi-step process that begins with a specific idea and results in a fact-based product.
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A.1 How do different writing tasks affect amount of time spent?
A.2 What is reflection? How can we do it well?
A.3 What is revision? What is involved in doing it?
B.1 Why is it important to practice different writing tasks over different time restrictions?
B.2 How can what we write be affected by its purpose?
B.3 How can what we write be influenced by who we are writing to?
C.1. What does conducting research involve?
C.2. What does research enable us to produce?
C.3. How can you use others' work in your own?
C.4 How is research relevant to daily life?
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