Fourth Grade Writing Grade Expectations

Writing Process

W4:1 Students use prewriting, drafting, revising, editing, and

critiquing to produce final drafts of written products.

Writing Conventions

W4:2 In independent writing, students demonstrate command of

appropriate English conventions by…

• Identifying grammatical errors, when given examples

EXAMPLES: "he don’t"; "Him and me went"

W–4–9.1

• Applying basic capitalization rules

EXAMPLES: names, proper nouns, titles

W–4–9.2

• Using commas correctly in dates and in a series (Note: Either

form is correct—x, y, and z or x, y and z)

W–4–9.3

• Using end punctuation correctly in a variety of sentence

structures

W–4–9.4

W4:3 In independent writing, students demonstrate command of

conventional English spelling by…

• Applying spelling knowledge in proofreading and editing of

writing

• Correctly spelling grade-appropriate, high-frequency words and

recognizing syllables and affix patterns/rules that are

characteristic of the English spelling system

EXAMPLES: consonant doubling, change y to i, drop silent e,

spelling rules for affixes

W–4–9.5

• Using within-word patterns and common syllable patterns to

correct spelling (e.g., common and less frequent vowel teams

(e.g., eigh, au, aw, ea for short e, r-controlled syllables,

consonant-le syllables, vowel-consonant-silent e, and open

syllables with multisyllabic words)

Structures of Language

W4:4 Students demonstrate command of the structures of the

English language by…

• Writing a variety of simple complete simple and compound

sentences

W–4–1.1

• Using the paragraph form: indenting, main idea, supporting

details

W–4–1.2

Writing in Response to Literary or Informational Text

W4:5 In response to literary or informational text, students show

understanding of plot/ideas/concepts by…

• Selecting appropriate information to set background/context

EXAMPLE (of providing context): When introducing a character,

making sure the reader understands who the character is

W–4–2.1

• Connecting what has been read (plot/ideas/concepts) to prior

knowledge, which might include other texts

W–4–2.3

W4:6 In response to literary or informational text students make and

support analytical judgments about text by…

• Stating and maintaining a focus (purpose) when responding to a

given question

W–4–3.1

• Using specific details and references to text to support focus

W–4–3.3

• Making inferences about content, events, characters, setting, or

common themes

EXAMPLE (of theme): "Honesty isn’t always easy."

W–4–3.2

W4:7 In response to literary or informational text, students engage

readers by…

• Organizing ideas, using transition words/phrases, and writing a

conclusion

W–4–3.4

Informational Writing: Reports

W4:8 In reports, students organize information by…

• Grouping ideas logically (e.g., predictable categories, steps of a

procedure, reasons/arguments)

W–4–6.1

• Writing an introduction that sets the context (including materials

list in procedures)

W–4–6.2

• Using transition words or phrases

W–4–6.3

• Writing a conclusion

W–4–6.4

• Listing sources at end of a report, if appropriate

W4:9 In reports, students effectively convey a perspective on a

subject by…

• Establishing a topic (purpose)

• Stating and maintaining a focus/controlling idea on a topic

W–4–7.2

W4: In reports, students demonstrate use of a range of elaboration

10 strategies by…

• Including facts and details relevant to focus/controlling idea

W–4–8.2

• Including sufficient details or facts for appropriate depth of

information: naming, describing, explaining, comparing, or use of

visual images

W–4–8.3

Expressive Writing: Narratives

W4: In written narratives, students organize and relate a story line

11 plot/series of events by…

• Creating a clear, understandable story line with a beginning,

middle, and end

W–4–4.1

• Establishing a problem and solution

W–4–4.2

W4: Students demonstrate use of narrative strategies by…

12 • Using relevant and descriptive details

W–4–5.1

• Identifying characters

W–4–5.3

Informational Writing: Procedures

W4: In written procedures, students organize steps of

13 procedures by…

• Providing a purpose for the procedure with clear directions and

explanations

W–4–7.2

• Using numbering, words, or phrases to arrange the steps in a

logical manner W–4–6-3

EXAMPLES: "and then I would," "after that," "later on"

• Using details that help the reader understand the process

W–4–8.2 and W–4–8.3

• Providing a list of materials to be used, if appropriate

W–4–6.2

• Providing a conclusion

W–4–6.4

W4: In written procedures, students anticipate the readers’

14 needs by…

No GLE at this grade level

 

Informational Writing: Persuasive Writing

W4: In persuasive writing, students define a significant problem,

15 issue, topic, or concern by…

No formal assessment at this grade; classroom assessment should

be done in instructional, supported writing

W4: In persuasive writing, students present and coherently support

16 judgments or solution(s) by…

No formal assessment at this grade; classroom assessment should

be done in instructional, supported writing

Expressive Writing: Reflective Essay

W4: In reflective writing, students make connections between

17 personal experiences and ideas by…

• Using details to establish place, time, and situation (purpose)

• Establishing focus, when responding to a given question or idea

• Showing evidence of individual voice and exhibiting techniques

for reflecting on thoughts or feelings: questioning, comparing, or

connecting

• Having coherent organization

Expressive Writing: Poetry

W4: In writing poetry, demonstrate awareness of purpose by…

18 • Establishing a clear topic or focus (purpose)

• Writing poems that express feeling

W4: In writing poetry, use language effectively by…

19 • Using sensory details and multisensory images

• Using simple poetic forms

EXAMPLES: limericks, formula poems, acrostics