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Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
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.
b. Provide reasons that are supported by facts and details.
c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
d. Provide a concluding statement or section related to the opinion presented.

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words and phrases to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or events.

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

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.

Conduct short research projects that build knowledge through investigation of different aspects of a topic.

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.

Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. 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].”).
b. 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”)

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

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Grade 4 standards are broken apart under 3 main topics; opinion writing, narrative writing, and informational/research writing.

Each topic has it's own classifications of what should be done with these writing categories.

Opinion pieces should be supported with evidence. They should include an introduction that contains purpose and preview of the organization of the paper. Opinion pieces should also be supported with reasoning, include accurate language, and have an appropriate conclusion.

Narrative writing pieces require real or imaginary writing. These pieces should include characters, sequencing, dialogue, appropriate language, and a conclusion.

The informational writing should be related to grade appropriate text or literature and should apply to grade level reading skills.

4th Grade students should also be able to organize, predict audience, follow the writing process including the appropriate use of technology, and recall information for writing.

4th Grade students should also be able to write for different lengths of time and understand purposes and audiences they are writing for.

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Narrative writing is a type of writing that is selective. It is writing a story that can be fiction or nonfiction. This type of writing occurs in a sequential text type that includes characters, occasional dialogue, and events. This writing can be done by a first person point of view or a third person point of view.

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Explanatory or informational writing is when students are explaining or describing a topic. This type of writing relies on information, details, and facts. In the writing process of informational writing, students answer questions in their text. These questions help to prompt students as well as organize their information. Elaboration and labeling is encouraged for younger children, while higher processing such as organizing paragraphs is encouraged for older students.

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Argumentation or opinion writing is a type of writing that is persuasive either as a response or a claim. This type of writing requires evidence and the knowledge of an audience that the writing is being delivered too. Claims are to be supported in argumentative writing which can be difficult for students to master. Practicing skills such as debate and expressing one's opinion helps students to develop skills in writing argumentatively.

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Descriptive writing is centered around describing. In this type of writing style the reader feels like they are there in the written piece. Descriptive writing includes details of setting and characters in a story. This type of writing allows the audience to use their imaginations to feel the experiences with their senses. Writing descriptively includes details and adjectives that can describe events and concepts clearly.

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Mini-lessons in writing workshop are a great instructional tool that are used to focus on one strategy of writing. These lessons are short and can be determined by the writing skill that students need to practice. These lessons are designed based on students level of writing and background knowledge check. Mini-lessons can be differentiated according to need and usually last about 10 minutes.

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Guided or strategic writing is teaching to a small group of students who need support with a specific writing strategy. This type of lesson is longer than a mini lesson and more precise. Guided writing is a time for a teacher to teach a small group of students while modeling, providing examples, and allowing students to practice the skill as well. Strategies taught during guided writing time should continue to be used and reflected on throughout the writing process.

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Books are a great way to show students examples of different writing techniques and purposes. Genres can be selected that reflect the writing skills or process students are working on to help them see examples of techniques. Mentor texts can be used to allow students to respond in a written format to an author or idea. They can also be used as a resource for students looking for information on a type of writing style. Mentor texts are obviously very important in writing informative and differentiating amongst story types and elements.

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"Informational Writing

Writing clear, complete sentences.

Writing a lead or beginning sentence. The lead or beginning sentence often gives the main idea of a piece and should grab the reader's interest and entice her or him to read the piece.

Developing informational pieces. Informational pieces can be developed with details, including facts, opinions, examples, and descriptions. Failure to develop a topic is a major flaw in students' writing.

Writing an effective ending. An effective ending should provide a summary of the piece and/or restate the main point of the piece in such a way that it has an impact on the reader and/or leave the reader with a thought to ponder.

Using precise, varied, and vivid words --- finding substitutes for said or good, for instance.

Using a thesaurus to help achieve a varied vocabulary.

Gathering appropriate and sufficient information for a piece. Writers do their best work when they are overflowing with information and can't wait to put it down on paper.

Using figurative language, including similes and metaphors.

Using advanced writing devices such as alliteration and rhetorical questions.

Using varied sentence patterns.

Writing in a variety of forms: letters, advertisements, announcements, expository pieces, newspaper articles, biographies, video clips, essays.

Writing for a variety of purposes and audiences.

Providing transitions so that one thought leads into another and the writing flows.

Creating headings and subheadings for longer pieces.

Eliminating details that detract from a piece.

Using spell-check, thesaurus, cut-and-paste, and other key features of work processing programs to compose and revise.

Narrative or Fiction Writing

Writing a story that has a well-developed beginning, middle, and end.

Developing believable characters by using description, action, and dialogue.

Creating a setting.

Developing an interesting plot.

Creating an interesting ending or even a surprise ending.

Writing dialogue that sounds natural.

Creating a title that makes the reader want to read the piece.

Building suspense.

Using advanced fiction techniques, such as the flashback, foreshadowing, or starting in the middle of the story (in media res) (Gunning, 2020).

Questions:

A. Why are objectives needed?

Objectives are needed so a teacher and students can determine what they need to be doing and why they need to be doing it. Having a solid group of objectives allows for one to have an idea of what is expected and what steps need to be taken to reach those expectations. Objectives are needed because students need to understand what they will be learning so they can focus on that learning concept. Teachers use objectives to assess their instruction as well as organize and plan according to their instructional requirements.

B. Where are objectives created from?

Objectives are created by a teacher to help determine a goal for students and assess their instruction. In backwards instruction or understanding by design, the learning target is determined before instructional planning. This process begins with the choice of a learning goal or objectives that students should be able to reach.

C. How can objectives be used to form rubrics and checklists?

Objectives can be used to form rubrics and checklists by stating what learning goal should be reached and how that can be done. Creating parts of a rubric requires the unpacking of objectives. Checklists should be developed around objectives to see if goal's are encountered.

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Writing time is a time for students to write independently, get together in a guided reading group, or individually conference with the teacher. During this time students write for longer than half an hour and over the half the week of school. This time is great for teachers to reach out to students and support them with their independent writing skills they need help with. During writing time a "mid-workshop teaching point" is suggested in our text, Creating Literacy Instruction for All Students. This teaching point is when teacher's can pause the writing process and reinstate the writing goal that students should be working on.

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Group sharing usually occurring at the end of writing time or the writer's workshop is a time when students can share and present their work. This time allows for students to receive feedback on their writing as well as experience what techniques their peers are using. A strategy that can be used is author's chair where a student presents their written piece and is prepared to answer questions about it from their peers. Writer's can ask for suggestions as well as allow the writer to see where their writing needs revised during this time.

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Writing workshop requires quite a bit of planning and organization especially in the learning environment. For writing workshop time the classroom should include designated stations for materials as well as a table for conferencing or guided reading. Students should have writing supplies including folders, journals, writing utensils and/or papers. Teachers should also have supplies during this time including a timer, student conference logs, and a place to take notes on students.

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There are many different types of programs and apps available for students to perform their writing in. The important part of this idea is that teachers show students how to use the tools before they try and use them for writing.

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Writing should be taught to English learner's as soon as they begin learning the language. Teachers of English language learners should focus on vocabulary and linking words in sentences, as well as academic vocabulary. Reading is a great tool that English learner's can use when wanting to learn written text styles. Encourage the use of written responses as well as beginning the writing introduction with the easiest structure.

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Struggling Writers and Achieving Writers

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Struggling Writers and Achieving Writers

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Struggling writer's can be assisted when a teacher focuses on four strategic planned factors which include goal setting, self-instruction, self-management, and self-reinforcement. This process or resource is known as Self-regulated Strategy Development. Throughout, the process of teaching these skills, teachers should guide students and model the process. The tools and engagement that this process provides increases the growth of students with disabilities. More information: ThinkSRSD website.

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Teach Students:

handwriting

spelling

typing skills

sentence construction (expand, combine sentences)

how to relate ideas

how to create relationships among sentences

mechanics: missing endings, misused pronouns, mismatched subjects and verbs

use of grammar

how to use spell checkers/style guides

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Writing skills that students should have in 4th Grade:

Opinion: Students should be able to state their opinions (personal topic or from a text) and support their opinions by writing facts and reasons.

Narrative: Students should be able to create a story (real or fiction) and write it in a sequencing order with details, events, and characters.

Informational: Students should be able to use their reading skills to find evidence to support their reasoning describe those points.

Students should be able to create introduction paragraphs containing main ideas or purpose of writing. Students should also be able to use transitional words and combine sentences and phrases to make sense. Students should also be able to research, type, and take written notes.