STANDARD 3.2 (WRITING) Grade Four

Strands with Cumulative Progress Indicators

A. Writing as a Process (prewriting, drafting, revising, editing, postwriting)

1. Generate possible ideas for writing through talking, recalling experiences, hearing stories, reading, discussing models of writing, asking questions, and brainstorming.
2. Develop an awareness of form, structure, and author's voice in various genres.
3. Use strategies such as reflecting on personal experiences, reading, doing interviews or research, and using graphic organizers to generate and organize ideas for writing.
4. Draft writing in a selected genre with supporting structure according to the intended message, audience, and purpose for writing.
5. Revise drafts by rereading for meaning, narrowing the focus, elaborating, reworking organization, openings, and closings, and improving word choice and consistency of voice.
6. Review own writing with others to understand the reader's perspective and to consider ideas for revision.
7. Review and edit work for spelling, mechanics, clarity, and fluency.
8. Use a variety of reference materials to revise work, such as a dictionary, thesaurus, or internet/software resources.
9. Use computer writing applications during most of the writing process.
10. Understand and apply elements of grade-appropriate rubrics to improve and evaluate writing.
11. Reflect on one's writing, noting strengths and areas needing improvement.

B. Writing as a Product (resulting in a formal product or publication)

1. Create narrative pieces, such as memoir or personal narrative, that contain description and relate ideas, observations, or recollections of an event or experience.
2. Write informational reports across the curriculum that frame an issue or topic, include facts and details, and draw from more than one source of information.
3. Craft writing to elevate its quality by adding detail, changing the order of ideas, strengthening openings and closings, and using dialogue.
4. Build knowledge of the characteristics and structures of a variety of genres.
5. Sharpen focus and improve coherence by considering the relevancy of included details, and adding, deleting, and rearranging appropriately.
6. Write sentences of varying lengths and complexity, using specific nouns, verbs, and descriptive words.
7. Recognize the difference between complete sentences and sentence fragments and examine the uses of each in real-world writing.
8. Improve the clarity of writing by rearranging words, sentences, and paragraphs.
9. Examine real-world writing to expand knowledge of sentences, paragraphs, usage, and authors' writing styles.
10. Provide logical sequence and support the purpose of writing by refining organizational structure and developing transitions between ideas.
11. Engage the reader from beginning to end with an interesting opening, logical sequence, and satisfying conclusion.

C. Mechanics, Spelling, and Handwriting

1. Use Standard English conventions that are appropriate to the grade level (sentence structure, grammar and usage, punctuation, capitalization, spelling, handwriting).
2. Use increasingly complex sentence structure and syntax to express ideas.
3. Use grade appropriate knowledge of English grammar and usage to craft writing: subject/verb agreement, pronoun usage and agreement, appropriate verb tenses.
4. Use punctuation correctly in sentences, such as ending punctuation, commas, and quotation marks in dialogue.
5. Use capital letters correctly in sentences, for proper nouns, and in titles.
6. Study examples of narrative and expository writing to develop understanding of the reasons for and use of paragraphs and indentation.
7. Indent in own writing to show the beginning of a paragraph.
8. Spell grade-appropriate words correctly with particular attention to frequently used words, contractions, and homophones.
9. Use knowledge of base words, structural analysis, and spelling patterns to expand spelling competency in writing.
10. Use a variety of reference materials, such as a dictionary, grammar reference, and internet/software resources to edit written work.
11. Write legibly in manuscript or cursive to meet district standards.

D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)

1. Write for different purposes (e.g., to express ideas, to inform, to entertain, to respond to literature, to question, to share, etc.) and a variety of audiences (e.g., self, peers, community).
2. Study the characteristics of a variety of genres, including expository, narrative, poetry, and reflection.
3. Develop independence by setting self-selected purposes and generating topics for writing.
4. Write independently to satisfy personal, academic, and social needs (e.g., stories, summaries, letters, poetry).
5. Use writing to paraphrase, clarify, and reflect on new learning across the curriculum.
6. Respond to literature in writing to demonstrate an understanding of the text, to explore personal reactions, and to connect personal experiences with the text.
7. Write narratives that relate recollections of an event or experience and establish a setting, characters, point of view, and sequence of events.
8. Write informational reports that frame a topic, include facts and details, and draw information from several sources.
9. Write letters for a variety of audiences and purposes, formal and informal.
10. Use a variety of strategies to organize writing, including sequence, chronology, and cause/effect.
11. Demonstrate higher-order thinking skills through responses to open-ended and essay questions in content areas or as responses to literature.
12. Use relevant graphics in writing (e.g., maps, charts, illustrations).
13. Demonstrate the development of a personal style and voice in writing.
14. Review scoring criteria of a writing rubric.
15. Develop a collection of writings (e.g., a literacy folder, a literacy portfolio).

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