Grade 4

Informational Writing 

Writing Literary Text

Persuasive Writing

Progress Indicator: generating their own ideas for writing; using strategies to clarify writing (e.g., conference with peers, find words for stronger descriptions)

Progress Indicator: locating information from at least two reference sources (e.g., print/ non-print) to obtain information on a topic (e.g., sports); listing sources

Progress Indicator: using note-taking and organizational strategies (e.g., graphic organizers, notes, labeling, listing) to record and meaningfully organize information (e.g., showing sequence, compare/contrast, cause/effect, question/answer) relating topic/subtopics to evidence, facts

Progress Indicator: writing an introduction of several sentences that sets the context and states a focus/controlling idea about a topic/subtopic (e.g., “Many sports can be played outside in winter.”)

Progress Indicator: selecting relevant facts, details, or examples to support the controlling idea, including use of domain-specific vocabulary

Progress Indicator: presenting factual information about subtopics of larger topics, grouping relevant details using several related and varied sentence types

Progress Indicator: incorporating text features (e.g., numbers, labels, diagrams, charts, graphics) to enhance clarity and meaning of informational writing

Progress Indicator: writing a conclusion or concluding statement that links back to the focus.  

Progress Indicator: with support, editing informational text for clarity and meaning, grade-appropriate spelling (e.g., words that follow patterns/rules), end punctuation and capitalization, variety of sentence types

Progress Indicator: revising full texts from the reader’s perspective: making judgments about clarity of message, intent of word choice, and overall continuity of text/visual/auditory components 

Progress Indicator: generating their own ideas for writing; using strategies to clarify writing (e.g., peer conferencing, find words for stronger descriptions) 

Progress Indicator: using strategies (e.g., notes, graphic organizers, webbing, mentor texts) to develop and organize ideas (e.g., chronology, problem-solution)

Progress Indicator: writing an introduction of several sentences/lines that sets the context/situation and ‘hooks’ readers (e.g., lead with action, dialogue) 

Progress Indicator: taking and sustaining a point of view as storyteller (e.g., narrator or character) seeing the situation through his/her eyes; developing characters and advancing plot with setting, deeds, dialogue, description

Progress Indicator: elaborating with precise language and concrete and sensory details; using varied sentence types and transitions 

Progress Indicator: writing a believable or satisfying conclusion or concluding statement that links back to a lesson learned

Progress Indicator: with support, editing for clarity and meaning, grade appropriate spelling, punctuation and capitalization, sentence types

Progress Indicator: revising full texts, writing from the reader’s perspective: making judgments about clarity, intent of word choice, and overall continuity

Progress Indicator: generating their own ideas for writing; using strategies to understand opinion writing (e.g., discuss possible reasons for/against with peers; analyze mentor texts- ads, book/movie reviews, letters to editor) 

Progress Indicator: developing an understanding of a topic/text by locating evidence and using note-taking strategies to record and organize information relating to opposing sides of an issue (e.g., why people think/do not think dogs make good pets) 

Progress Indicator: writing an introduction (e.g., for a letter about a product; for a book talk) of several sentences that sets the context (e.g., title/author of book) and states a focus (opinion)/controlling idea about a topic/text  

Progress Indicator: selecting relevant facts, details, or examples to support the controlling idea/opinion, including use of domain-specific vocabulary

Progress Indicator: stating reasons in a logical order, elaborating on each reason with relevant details and examples using several related sentences, and making connections using transitions (because, but, for example, etc.)

Progress Indicator: writing a conclusion or concluding statement that links back to the focus (opinion) and helps to summarize key reasons

Progress Indicator: with support, editing for clarity and meaning, grade-appropriate spelling (words that follow patterns/rules), end punctuation and capitalization, variety of sentence types.

Progress Indicator: revising full texts from the reader’s perspective: making judgments about clarity of message, intent of word choice, and overall continuity of text/visual/auditory components, peer/audience feedback

No CCCs developed for this PI at grade 4

Gather information (e.g., highlight, quote, or paraphrase from source) relevant to the topic from print and/or digital sources. 

Provide a list of sources that contributed to the content within a writing piece.

With guidance and support from peers and adults, develop a plan for writing (e.g., determine the topic, gather information, develop the topic, provide a meaningful conclusion). 

Take brief notes and categorize information (e.g., graphic organizers, notes, labeling, listing) from sources.

Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

Sort evidence collected from print and/or digital sources into provided categories.

Follow steps to complete a short research project (e.g., determine topic, locate information on a topic, organize information related to the topic, draft a permanent product). 

Draft an outline in which the development and organization are appropriate to the task and purpose (e.g., determine the topic, gather information, develop the topic, provide a meaningful conclusion). 

Introduce a topic clearly and group related information in paragraphs and sections.

Identify key details from an informational text.

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

Develop the topic (add additional information related to the topic) with relevant facts, definitions, concrete details, quotations, or other information and examples related to the topic.  

Include formatting (e.g., headings, bulleted information), illustrations, and multimedia when appropriate to convey information about the topic. 

Provide a concluding statement or section to support the information presented.

With guidance and support from peers and adults, edit writing for clarity and meaning. 

With guidance and support from peers and adults, strengthen writing by revising. 

Produce a clear coherent permanent product that is appropriate to the specific task, purpose, or audience.

Recall relevant information from experiences for use in writing. 

With guidance and support from peers and adults, develop a plan for writing based on a literary topic (e.g., select a topic, draft outline, develop narrative).

Gather information (e.g., highlight in text, quote, or paraphrase from text) from print and/or digital sources.  

Take brief notes and categorize information (e.g., graphic organizers, notes, labeling, listing) from sources.

Draft an outline in which the development and organization are appropriate to the task and purpose (e.g., to introduce real or imagined experiences or events, elaborate on experiences or events with details and techniques, provide a meaningful conclusion). 

Orient the reader by setting up the context for the story and introducing a narrator and/or characters.

Sequence events in writing that unfold naturally. 

When appropriate, use dialogue and description to develop experiences and events or show the responses of characters to situations.  

Use concrete words and phrases and sensory details to convey experiences and events.  

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

Provide a conclusion (concluding sentence, paragraph, or extended ending) that follows from the narrated experiences or events.

With guidance and support from peers and adults, edit narrative writing for clarity and meaning.  

Produce a clear, coherent, permanent product that is appropriate to the specific task, purpose (e.g., to entertain), or audience.  

With guidance and support from peers and adults, strengthen writing by revising. (e.g., review product, strengthening story). 

Recall relevant information from experiences for use in writing. 

Analyze mentor texts to support knowledge of persuasive writing (e.g., analyze newspaper editorials to explore the way the author developed the argument).

Gather relevant information (e.g., highlight in text, quote or paraphrase from text or discussion) from print and/or digital sources. 

Take brief notes and categorize information (e.g., graphic organizers, notes, labeling, listing) from sources.

With guidance and support from peers and adults, develop a plan for writing.

Draft an outline in which the development and organization are appropriate to the task, purpose, and audience. (e.g., define purpose, which is to persuade, state your opinion, gather evidence, create your argument, and provide a meaningful conclusion).

Provide a list of sources that contributed to the content within a writing piece.

Introduce the topic or text within persuasive writing by stating an opinion.  

Provide reasons which include facts and details that support a stated opinion.  

Create an organizational structure that lists reasons in a logical order.

Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). 

Elaborate on each reason given in support of an opinion with relevant details.  

Provide a concluding statement or section related to the opinion presented.

With guidance and support from peers and adults, edit writing for clarity and meaning.

Produce a clear coherent permanent product that is appropriate to the specific task, purpose, and audience.

With guidance and support from peers and adults, strengthen writing by revising and editing.