||Students take notes to record data, facts, and ideas both by following teacher direction and by writing independently.
||Students state a main idea and support it with details.
||Students use organizational patterns such as compare/contrast, cause/effect, and time/order, for expository writing.
||Students use a variety of resources, such as age-appropriate dictionaries and/or computer software, to spell words correctly.
||Students produce clear, well-organized, and well-developed explanations, reports, accounts, and directions that demonstrate understanding of a topic.
||Students compare and contrast ideas and information from two sources.
||Students write labels and captions for graphics to convey information, with assistance.
||Students write original literary texts that:
- use dialogue to create short plays
- use vivid and playful language
||Students write interpretive and responsive essays that:
- describe literary elements such as plot, setting, and characters
- describe themes of literary texts
- compare and contrast elements of text
||Students produce clear, well-organized responses to stories read or listened to, supporting the understanding of characters and events with details from the story.
||Students produce imaginative stories and personal narratives that show insight, development, organization, and effective language.
||Students use resources such as personal experiences and themes from the text and performances to stimulate own writing.
||Students summarize the plot, with assistance.
||Students describe the characters and explain how they change, with assistance.
||Students describe the setting and recognize its importance to the story, with assistance.
||Students draw a conclusion about the work, with assistance.
||Students use prewriting strategies, such as semantic webs and Venn diagrams, to organize ideas and information and to plan writing.
||Students state a main idea, theme, or opinion and provide supporting details.
||Students use relevant examples, reasons, and explanations to support ideas.
||Students express opinions and make judgments that demonstrate a personal point of view.
||Students use personal experiences and knowledge to analyze and evaluate new ideas.
||Students analyze and evaluate the author's use of setting, plot, character, rhyme, rhythm, and language in written and visual text.
||Students use effective vocabulary in persuasive and expository writing.
||Students use details from stories or informational texts to predict, explain, or show relationships between information and events.
||Students use ideas from two or more sources of information to generalize about causes, effects, or other relationships.
The student produces a response to literature that:
- Engages the reader by establishing a context, creating a persona, and otherwise developing reading interest;
- Advances a judgment that is interpretive, analytic, evaluative, or reflective;
- Supports judgment through references to the text, references to other works, authors, or non-print media, or references to personal knowledge;
- Demonstrates an understanding of the literary work;
- Provides a sense of closure to the writing.
The student produces a narrative account (fictional or autobiographical) that:
- Engages the reader by establishing a context, creating a point of view, and otherwise developing reader interest;
- Establishes a situation, plot, point of view, setting, and conflict (and for autobiography, the significance of events);
- Creates an organizing structure;
- Includes sensory details and concrete language to develop plot and character;
- Excludes extraneous details and inconsistencies;
- Develops complex characters;
- Uses a range of appropriate strategies, such as dialogue and tension or suspense;
- Provides a sense of closure to the writing.
- Follow Writer's Workshop Format
- Model Writing Process Stages
By the end of the year, we expect 4th grade students to be able to:
The student produces a persuasive essay that:
- Engages the reader by establishing a context, creating a persona, and otherwise developing reader interest;
- Develops a controlling idea that makes it clear and knowledgeable judgement;
- Creates and organizes a structure that is appropriate to the needs, values, and interests of a specified audience, and arranges details, reasons, examples, and anecdotes effectively and persuasively;
- Includes appropriate information and arguments;
- Excludes information and arguments that are irrelevant;
- Anticipates and addresses reader concern and counterarguments;
- Supports arguments that detailed evidence, citing sources of information as appropriate;
- Provides a sense of closure to the writing
The student responds to non-fiction, fiction, poetry, and drama using interpretive, critical, and evaluative processes; that the student:
- Identifies recurring themes across works;
- Analyzes the impact of authors' decisions regarding word choice and content;
- Considers the differences among genres;
- Evaluates literary merit;
- Considers the function of point of view or persona;
- Examines the reasons for a character's actions, taking into account the situation and basic motivation of the character;
- Identifies stereotypical characters as opposed to fully developed characters;
- Critiques the degree to which a plot is contrived or realistic;
- Makes inferences and draws conclusions about contexts, events, characters, and settings.
Follow the Writer's Format
(Standards Book - pg. 24)
- Refer to Niagara Falls District ELA and Handwriting Pacing Maps
- Craft Lessons by Ralph Fletcher
- Writing Monographs
- Establishing Writers Workshop: Mini-lessons
- Classroom library
- Genre Studies
- Guiding Readers and Writers (Grades 3-6) - Fountas and Pinnell
- Using Rubrics to Improve Student Writing - Gr. 4
- Wonderous Words - Katie Wood Ray
- The Writing Workshop - Katie Wood Ray
- Making Words - Cunningham
- Making Big Words - Cunningham
- Words Their Way - Behr
- Month by Month Phonics for Upper Grades - Cunningham/Hall
- Effective Reading & Writing Conferences - Scholastic
- Speaking and Listening Standards Book (K-3)
- Refer to Niagara Falls City School District ELA Pacing Map
- Principal's Book of the Month
Mini lessons - Tie to Standards - 3 types:
Creating Charts (artifacts) for student use through:
- Shared reading
- Read aloud
- Modeled writing
- Independent Writing (engages in the writing process with self-selected topics)
- Small group writing
- Response groups
- Peer conferences
- Writing in sourcebook
Organization of Classroom Space
- Bulletin Boards
- Word Wall
- Access to past mini-lessons
- Classroom libraries
- Meeting Area
- Conference Area (pper, response, and teacher)
- Teacher selected literature (Touchstone Text)
- Vocabulary Activities
- NYS ELA Assessment
- Conference notes/logs
- Profile Sheets
- Sticky Notes
- Rubrics created with students
- Status of the class
- Narrative Mid-year Baseline (January)
- Works in progress
- Anecdotal Records
- Revising/Editing checklists
- Peer sharing/Conferencing