Fourth Grade Writing Scope and Sequence

Unit of Study: Personal Narrative

Suggested Pacing: 1-2 Weeks (September)
Questions/Desired Outcomes

1. Who is my audience?
2. How do I brainstorm?
3. When/why do I use capitalization and punctuation?
4. How do subjects/predicates work together when speaking and writing a sentence?
5. How can I use writing to express my thoughts and feelings?
6. How does word choice affect my writing?
7. How can the writing process help me be a better writer?
Stage One Stage Two Stage Three
Prewrite Draft Revise/Publish/Share
 Recognize the use and need  Organize  Edit for grammar, mechanical
for punctuation marks. chart/diagram/outline into and spelling using teacher-
 Use appropriate wording. paragraphs. developed rubric.
 Generate questions to form  Use complete subjects and (Peer edit followed by
ideas. predicates to create teacher edit.)
 Choose topic. sentences  Revise for voice, adding for
 Develop a sequence descriptive details.
chart/diagram/outline.
 Communicate ideas and
information to specific  Self-assessment
audiences for specific  Publish by typing or neatly
purposes. writing in manuscript or
 Write legibly, using correct cursive.
capitalization and  Share by reading aloud,
punctuation. emailing, binding and/or
 Write about important adding to school library.
personal experience.  Provide feedback to peers.
Key Vocabulary Terms:
Personal narrative, experiences, word Paragraphing, drafting, introduction, Edit, revise, proofread, publish
choice, outline body, conclusion
Grade Level Nebraska Learning
Standards:
LA 4.2.1.a-Use prewriting activities to LA 4.2.1.b-Generate a draft that LA 4.2.1.e-Revise to improve and clarify
generate ideas, organize, guide, and develops a clear topic suited to the writing through self-monitoring
answer questions. purpose and intended audience and strategies and feedback from others.
LA 4.2.2.d-Use precise word choice and organizational pattern, including a clear LA 4.2.1.f-Provide oral, written, and/or
domain-specific vocabulary to write. introduction, body, and conclusion with digital descriptive feedback to writers.
LA 4.2.2.e-Compare various mentor appropriate transitions. LA 4.2.1.h-Proofread and edit writing
texts to create a similar piece. LA 4.2.1.d-Compose paragraphs with for format and conventions of standard
grammatically correct sentences of English.
varying length, complexity, and type. LA 4.2.1.j-Publish a legible document in
manuscript, cursive, digital and apply
formatting techniques.

Key Stations to Implement Assessment

 Writing Station: journaling, outlining, diagramming  Ideas, organization, sentence fluency, word choice,
 Literacy Station: books, short stories, Story Town voice.
 Computer Station: web links, Story Jumper, Magic  Personal Narrative Writing Rubric
Keys (homeworknow.com)
 Work samples & anecdotal records.
Prewriting Activity
 Recognize narratives by listening to and reading short narrative pieces.
 Use the Internet and the library to obtain stories.
 Share one short narrative with a small group or the class.

Unit of Study: Expository Writing

Suggested Pacing: 1-2 Weeks (October)

Questions/Desired Outcomes:

1. Who is my audience?
2. When/why do I use capitalization and punctuation?
3. How do subjects/predicates work together when speaking and writing a sentence?
4. How do I investigate, evaluate, and present an idea?
5. How do I gather information?
6. How can the writing process help me be a better writer?
7. What senses can I use to investigate an idea?

Stage One Stage Two Stage Three

Prewrite Draft Revise/Publish/Share
 Recognize and use  Organize mind map/word  Edit draft for grammar,
punctuation marks. web/outline into paragraphs. mechanics and spelling using
 Generate questions to form  Use complete subjects and teacher developed rubric.
ideas. predicates to create (Peer edit followed by
 Choose topic. sentences. teacher edit.)
 Develop mind map/word  Communicate ideas and  Revise for voice, adding
web/outline information to specific details that support the topic.
 Locate and explore a full audiences for specific  Publish by typing or neatly
range of relevant sources purposes. writing in manuscript or
addressing a research  Write legibly, using correct cursive.
question and record capitalization and  Cite sources
information. punctuation.  Share by reading aloud,
 Use new vocabulary and emailing, binding and adding
terms and explain meaning. to school library.
 Use action and helping verbs  Be prepared to answer
correctly. questions and give more
 Include support and evidence information on topic.
for each main point.  Provide feedback to peers.
 Cite sources

Key Vocabulary Terms:

Expository, experiences, word choice, Genre, drafting, introduction, body, Edit, revise, proofread, publish,
mind map, outline conclusion, central topic, evidence subject/verb agreement,
action/helping verbs
Grade Level Nebraska Learning
Standards:
LA 4.2.1.a-Use prewriting activities and LA 4.2.1.b-Generate a draft that LA 4.2.1.e-Revise to improve and clarify
inquiry tools to generate ideas, develops a clear topic suited to the writing through self-monitoring
organize information, guide writing, purpose and intended audience and strategies and feedback from others.
and answer questions. organizational pattern, including a clear LA 4.2.1.f-Provide oral, written and/or
LA 4.2.1.c-Gather and use relevant introduction, body, and conclusion, digital descriptive feedback to writers.
information and evidence from with appropriate transitions. LA 4.2.1.h-Proofread and edit writing
multiple authoritative print and/or LA 4.2.1.d-Compose paragraphs with for format and conventions of standard
digital sources to support claims or grammatically correct sentences of English.
theses. varying length, complexity, and type. LA 4.2.1.i-Display academic honesty
LA 4.2.1.d-Use precise word choice and LA 4.2.2.b-Provide evidence from and integrity by avoiding plagiarism
domain-specific vocabulary to write. literary or informational text to support and/or overreliance on any one source
LA 4.2.2.e-Compare various mentor analysis, reflection, and research. and by following a standard format for
texts to create a similar piece. citation.
LA 4.2.1.j-Publish a legible document in
manuscript, cursive, digital and apply
formatting techniques.

Key Stations to Implement Assessment

 Writing Station: journaling, mind mapping,  Ideas, organization, sentence fluency, word choice,
outlining voice.
 Literacy Station: reference books, Story Town  Data collection
 Computer Station: web links, Infoplease,
FactMonster
 Anecdotal record
 Expository Essay Writing Rubric (Cobb Learning)

Prewriting Activity
 Recognize expository writing by listening to and reading short expository pieces.
 Use the Internet and the library to obtain pieces.
 Share one piece with a small group or the class.
Unit of Study: Poetry
Suggested Pacing: 4 Weeks (November)

Questions/Desired Outcomes

1. Who is my audience?
2. What types of poems are there?
3. How can punctuation affect poetry?
4. Why is it important for me to study different types of poetry?
5. What is imagery and mood?
6. Does a poem have meaning or a message?
7. What are metaphors and similes, and how can I use them in my writing?
8. How can I use my five senses to write a poem?
9. How can I incorporate music into my poetry?
Stage One Stage Two Stage Three
Prewrite Draft Revise/Publish/Share
 Use appropriate word choice.  Read and listen to the types  Edit for grammar, mechanical
 Generate questions to form of poetry being studied: and spelling using teacher-
ideas. odes, acrostic, ballads, developed rubric. (Peer edit
 Choose topic. haikus, and free verse. followed by teacher edit.)
 Develop a mind map.  Look at punctuation and  Revise for voice, adding more
 Use the five senses to word choice used. imagery if needed.
develop imagery.  Organize mind map into  Self-assessment
 Brainstorm metaphors and verses.  Publish by typing or neatly
similes.  Communicate ideas and writing in manuscript or
 Decide on mood on poem(s). imagery in proper verse. cursive.
 Choose music to accompany  Write legibly, using correct  Share by reading aloud,
poem(s). capitalization and emailing, binding and adding
punctuation. to school library.
 Use a thesaurus to develop  Provide feedback to peers.
vocabulary and experiment
with word choice.
Key Vocabulary Terms:
Imagery, mood, metaphor, simile, Line, meter, stanza, verse, repetition, Edit, revise, proofread, publish
voice, ode, acrostic, ballad, haiku, free rhyme, rhythm, syllable, theme
verse, mind map
Grade Level Nebraska Learning
Standards:
LA 4.2.1.a-Use prewriting activities to LA 4.2.1.b-Generate a draft that LA 4.2.1.e-Revise to improve and clarify
generate ideas, organize, guide, and develops a clear topic suited to the writing through self-monitoring
answer questions. purpose and intended audience and strategies and feedback from others.
LA 4.2.2.d-Use precise word choice and organizational pattern, including a clear LA 4.2.1.f-Provide oral, written, and/or
domain-specific vocabulary to write. introduction, body, and conclusion digital descriptive feedback to writers.
LA 4.2.2.e-Compare various mentor with appropriate transitions. LA 4.2.1.h-Proofread and edit writing
texts to create a similar piece. LA 4.2.2.a-Communicate information for format and conventions of standard
and ideas effectively in poetic modes to English.
multiple audiences using a variety of LA 4.2.1.j-Publish a legible document in
media and formats. manuscript, cursive, digital and apply
formatting techniques.
Key Stations to Implement Assessment
 Writing Station: journaling, outlining, diagramming  Ideas, organization, sentence fluency, word choice,
 Literacy Station: books of poetry, Story Town voice.
 Computer Station: web links, ReadWriteThink,  Poetry Writing Rubric (wadsworthstem.com)
Acrostic Poem Interactive, RhymeZone

Prewriting Activity
 Recognize multiple forms of poetry by listening to and reading poems.
 Use the Internet and the library to obtain poems.
 Share one piece with a small group or the class.

Unit of Study: Persuasive Writing

Suggested Pacing: 1-2 Weeks (January)

Questions/Desired Outcomes

1. What does it mean to persuade?

2. How can well-organized texts persuade a reader?
3. In what ways can sentence structure and organization persuade a reader?
4. What do I feel strongly about?
5. Do I disagree or agree strongly about any topics?
6. How can I use writing to express my thoughts and feelings?
7. Can I change someone’s mind about a topic if I use descriptive details and imagery?

Stage One Stage Two Stage Three

Prewrite Draft Revise/Publish/Share
 Use appropriate word choice.  Organize  Edit for grammar,
 Generate questions to form chart/diagram/outline into mechanical, and spelling
ideas. introduction, body, and using teacher-developed
 Choose a position or stance. conclusion. rubric. (Peer edit followed by
 Recognize the audience.  Use complete subjects and teacher edit.)
 Research and identify predicates to create  Revise for voice supported be
convincing evidence of both sentences. relevant facts, statistics,
sides of the issue.  Write a thesis statement that quotes, and examples.
 Research from websites and “hooks” the reader and  Edit for sentence structure
reference materials. states writer’s position. and word choice.
 Develop a sequence  Use analogies, comparisons,  Self-assessment
chart/diagram/outline or hypothetical situations to  Cite sources
make argument.  Publish by typing or neatly
 Write legibly, using correct writing in manuscript or
capitalization and cursive.
punctuation.  Share by reading aloud,
emailing, binding and/or
adding to school library.
 Invite community members
that would be interested in
position.
Key Vocabulary Terms:
Persuade, position, stance, analogies, Paragraphing, Drafting, introduction, Edit, revise, proofread, publish
comparisons, hypothetical, statistics body, conclusion, summarize

Grade Level Nebraska Learning

Standards:
LA 4.2.1.a-Use prewriting activities and LA 4.2.1.b-Generate a draft that LA 4.2.1.e-Revise to improve and clarify
inquiry tools to generate ideas, develops a clear topic suited to the writing through self-monitoring
organize information, guide writing, purpose and intended audience and strategies and feedback from others.
and answer questions. organizational pattern, including a clear LA 4.2.1.f-Provide oral, written, and/or
LA 4.2.1.c-Gather and use relevant introduction, body, and conclusion digital descriptive feedback to writers.
information and evidence from with appropriate transitions. LA 4.2.1.h-Proofread and edit writing
multiple authoritative print and/or LA 4.2.1.d-Compose paragraphs with for format and conventions of standard
digital sources to support claims or grammatically correct sentences of English.
theses. varying length, complexity, and type. LA 4.2.1.i-Display academic honesty
LA 4.2.1.d-Use precise word choice and LA 4.2.2.b-Provide evidence from and integrity by avoiding plagiarism
domain-specific vocabulary to write. literary or informational text to support and/or overreliance on any one source
LA 4.2.1.g-Adjust writing processes to analysis, reflection, and research. and by following a standard format for
persevere in short and long-term citation.
writing tasks of increasing length and LA 4.2.1.j-Publish a legible document in
complexity. manuscript, cursive, digital and apply
LA 4.2.2.e-Compare various mentor formatting techniques.
texts to create a similar piece.

Key Stations to Implement Assessment

 Writing Station-journaling, outlining, sequence  Ideas, organization, sentence fluency, word choice,
chart voice.
 Literacy Station-reference books, Story Town  Data collection
 Computer Station-web links, Journal Buddies,  Anecdotal record
Kiddle  Persuasive Essay Writing Rubric (ReadWriteThink)

Prewriting Activity
 Recognize persuasive writing by listening to and reading short persuasive essays.
 Use the Internet and the library to obtain essays.
 Share one piece with a small group or the class.

Unit of Study: Response to Literature

Suggested Pacing: 1-2 Weeks (February)
Questions/Desired Outcomes

1. When are quotation marks used?

2. What read-aloud books have I enjoyed?
3. Do I have opinions about characters and events in a story I have read?
4. Who is my audience? Have they read the same books as me?
5. How can I use my opinions to write an essay?
6. How do I brainstorm?
7. How can adjectives help me express my opinions?
Stage One Stage Two Stage Three
Prewrite Draft  Revise/Publish/Share
 Recognize the use and need  Organize  Edit draft for grammar,
for punctuation marks— chart/diagram/outline into mechanics and spelling using
quotation marks. paragraphs. teacher developed rubric.
 Use appropriate word choice.  Use complete subjects and (Peer edit followed by
 Generate questions to form predicates to create teacher edit.)
ideas. sentences.  Revise for voice, adding
 Choose novel.  Communicate ideas and opinions of characters and
 Develop a sequence chart/ opinions to specific events.
diagram/outline. audiences for specific  Publish by typing or neatly
 Develop opinions on purposes. writing in manuscript or
characters, setting, and plot  Summarize novel. cursive.
events in story.  Give opinions about event in  Share by reading aloud,
 Connect novel to own life. story. emailing, and/or binding and
 Describe main characters. adding to school library.
 Restate lessons learned in  Self-assessment
conclusion.  Provide feedback to peers.
Key Vocabulary Terms:
Opinion, summarize, connection, Paragraphing, drafting, introduction, Edit, revise, proofread, publish
moral, word choice body, conclusion

Grade Level Nebraska Learning

Standards:
LA 4.2.1.a-Use prewriting activities to LA 4.2.1.b-Generate a draft that LA 4.2.1.e-Revise to improve and clarify
generate ideas, organize, guide, and develops a clear topic suited to the writing through self-monitoring
answer questions. purpose and intended audience and strategies and feedback from others.
LA 4.2.2.d-Use precise word choice and organizational pattern, including a clear LA 4.2.1.f-Provide oral, written, and/or
domain-specific vocabulary to write. introduction, body, and conclusion, digital descriptive feedback to writers.
LA 4.2.2.e-Compare various mentor with appropriate transitions. LA 4.2.1.h-Proofread and edit writing
texts to create a similar piece. LA 4.2.1.d-Compose paragraphs with for format and conventions or standard
grammatically correct sentences of English.
varying length, complexity, and type. LA 4.2.1.j-Publish a legible document in
manuscript, cursive, digital and apply
formatting techniques.

Key Stations to Implement Assessment

 Writing Station: journaling, outlining  Ideas, organization, sentence fluency, word choice,
 Literacy Station: Response to Literature novel, voice, format of paragraphs.
Story Town  Work samples and anecdotal records.
 Computer Station: web links, ThoughtfulLearning  Response to Literature Writing Rubric
(TeacherVision)

Prewriting Activity
 Recognize response to literature essays by listening to and reading multiple essays.
 Use the Internet and the library to obtain pieces.
 Share one piece with a small group or the class.

Unit of Study: Research Writing

Suggested Pacing: 1-2 Weeks (March)

Questions/Desired Outcomes

1. Who is my audience?
2. What topics should I choose to research?
3. What do I already know about the topic?
4. What do I need to find out?
5. How does word choice affect my writing?
6. How do I gather information?
7. How do I use proper paragraphing?
Step One Step Two Step Three
Prewrite Draft Revise/Publish/Share
 Generate questions to form  Organize  Edit for grammar, mechanical
ideas. chart/diagram/outline into and spelling using teacher-
 Choose topic to research. introduction, body and developed rubric. (Peer edit
 Develop a sequence conclusion. followed by teacher edit.)
chart/diagram/outline.  Use complete subjects and  Self-assessment
 Use Internet/reference books predicates to create  Fact check information
for information. sentences. before publishing.
 Communicate ideas and  Publish by typing or neatly
information to specific writing in manuscript or
audiences for specific cursive.
purposes.  Cite sources
 Use only factual information,  Share by reading aloud,
no opinions. emailing, binding and/or
adding to school library.
.
Key Vocabulary Terms:
Research, case study, claim, Paragraphing, drafting, introduction, Edit, revise, proofread, fact check,
credibility, data, deductive, inductive, body, conclusion publish
hypothesis, theory, fact, opinion,
evidence

Grade Level Nebraska Learning

Standards:
LA 4.2.1.a-Use prewriting activities and LA 4.2.1.b-Generate a draft that LA 4.2.1.e-Revise to improve and clarify
inquiry tools to generate ideas, develops a clear topic suited to the writing through self-monitoring
organize information, guide writing, purpose and intended audience and strategies and feedback from others.
and answer questions. organizational pattern, including a clear LA 4.2.1.f-Provide oral, written, and/or
LA 4.2.1.c-Gather and use relevant introduction, body, and conclusion digital descriptive feedback to writers.
information and evidence from with appropriate transitions. LA 4.2.1.h-Proofread and edit writing
authoritative print and/or digital LA 4.2.1.d-Compose paragraphs with for format and conventions of standard
sources to support claim or theses. grammatically correct sentences of English.
LA 4.2.1.d-Use precise word choice and varying length, complexity, and type. LA 4.2.1.i-Display academic honesty
domain-specific vocabulary to write. LA 4.2.2.b-Provide evidence from and integrity by avoiding plagiarism
LA 4.2.2.e-Compare various mentor literary or informational text to support and/or overreliance on any one source
texts to create a similar piece. analysis, reflection, and research. and by following a standard format for
citation.
LA 4.2.1.j-Publish a legible document in
manuscript, cursive, digital format, and
apply formatting techniques.

Key Stations to Implement Assessment

 Writing Station: journaling, charting/outlining  Ideas, organization, sentence fluency, word choice,
 Literacy Station: reference books, Story Town voice
 Computer Station: web links, Infoplease,  Data collection
FactMonster  Anecdotal record
 Research Paper Writing Rubric (My Schoolhouse)

Prewriting Activity
 Recognize research papers by listening to and reading about multiple subjects.
 Use the Internet and the library to obtain pieces.
 Find an expert to interview.
 Share one piece with a small group or the class.

Unit of Study: Imaginative Writing

Suggested Pacing: 1-2 Weeks (April)
Questions/Desired Outcomes

1. What do I like to do, think about, or write about?

2. What are my favorite stories? (Are they fairytales, mysteries, or comedies?)
3. How do descriptive words change or affect my writing?
4. Do most stories have a problem or conflict that needs to be solved?
5. What kinds of characters are the most interesting?
6. Who is my audience?
7. What can I add to my story to make it more interesting, suspenseful, or funny?

Stage One Stage Two Stage Three

Prewrite Draft Revise/Publish/Share
 Use appropriate word choice.  Use story map to begin  Edit for grammar, mechanical
 Generate questions to form organizing ideas into and spelling using teacher-
ideas. paragraphs—introduction, developed rubric. (Peer edit
 Develop a story map with body, and conclusion. followed by teacher edit.)
possible characters, settings,  Use complete subjects and  Revise for voice, adding
conflicts/resolutions. predicates to create descriptive elements and
 Choose topic. sentences. language.
 Recognize the use and need  Use a thesaurus to add new  Self-assessment.
for punctuation marks. vocabulary and descriptive  Publish by typing neatly or
(Quotation marks) language. writing in manuscript or
 Write legibly, using correct cursive.
capitalization and  Share by reading aloud,
punctuation. emailing, binding and/or
adding to school library.
 Invite younger grades to
listen to imaginative stories.
Key Vocabulary Terms:
Imaginary, storytelling, fictional, Paragraphing, drafting, introduction, Edit, revise, proofread, publish
fantasy, suspense, comedy, drama, body, conclusion
descriptive, adjective, thesaurus,
imagery, tone
Grade Level Nebraska Learning
Standards:
LA 4.2.1.a-Use prewriting activities and LA 4.2.1.b-Generate a draft that LA 4.2.1.e-Revise to improve and clarify
inquiry tools to generate ideas, develops a clear topic suited to the writing through self-monitoring
organize information, guide writing, purpose and intended audience and strategies and feedback from others.
and answer questions. organizational pattern, including a clear LA 4.2.1.f-Provide oral, written, and/or
LA 4.2.1.d-Use precise word choice and introduction, body, and conclusion digital descriptive feedback to writers.
domain-specific vocabulary to write. with appropriate transitions. LA 4.2.1.h-Proofread and edit writing
LA 4.2.2.e-Compare various mentor LA 4.2.1.d-Compose paragraphs with for format and conventions of standard
pieces to create a similar piece. grammatically correct sentences of English.
varying length, complexity, and type. LA 4.2.1.j-Publish a legible document in
manuscript, cursive, digital, and apply
formatting techniques.

Key Stations to Implement Assessment

 Writing Station: journaling, story mapping,  Ideas, organization, sentence fluency, word choice,
brainstorming voice, descriptive language
 Literacy Station: picture and chapter books of  Imaginative Writing Rubric (ReadThinkWrite)
varying genres, Story Town
 Computer Station: web links, Kidzone,
KidsPlayandCreate
Prewriting Activity
 Recognize imaginative writing by listening to and reading short imaginative pieces.
 Use the Internet and the library to obtain stories.
 Share one story with a small group or the class.

Unit of Study: Blogging- Current Events

Suggested Pacing: 60 min/wk
Publish: Last Friday of Month

Questions/Desired Outcomes

1. What is happening in my school, my community, and my world right now?

2. Are there things happening that scare me? Make me laugh? Surprise me? Make me sad?
Worry me?
3. How can I learn more about these things?
4. Can I share my findings with other people that may be interested?
5. How could I reach the most people with my facts, information, and opinions?
6. Who is my audience?
Stage One Stage Two Stage Three
Prewrite Draft Revise/Publish/Share
 Generate questions to form  Organize sequence  Edit for grammar,
ideas. chart/diagram/outline into mechanical, and spelling
 Look through newspapers paragraphs. using teacher-developed
and magazines to find  Use complete subjects and rubric. (Peer edit followed by
interesting stories. predicates to create teacher edit.)
 Watch the news or History sentences.  Revise for voice.
Channel  Communicate ideas and  Self-assessment
 Choose a topic. information to specific  Fact check
 Develop a sequence audiences for specific  Publish by blogging on
chart/diagram/outline. purposes. KidzBlog every month.
 Research chosen topic using  Write about important
the library/Internet. events, ideas, or people.
 Use appropriate word choice.  Find pictures or photographs
 Demonstrate the difference that can be added to articles.
between fact and opinion.
Grade Level Nebraska Learning
Standards:
LA 4.2.1.a-Use prewriting activities and LA 4.2.1.b-Generate a draft that LA 4.2.1.e-Revise to improve and clarify
inquiry tools to generate ideas, develops a clear topic suited to the writing through self-monitoring
organize information, guide writing, purpose and intended audience and strategies and feedback from others.
and answer questions. organizational pattern, including a clear LA 4.2.1.f-Provide oral, written, and/or
LA 4.2.1.c-Gather and use relevant introduction, body and conclusion with digital descriptive feedback to writers.
information and evidence from appropriate transitions. LA 4.2.1.i-Display academic honesty
multiple authoritative print and/or LA 4.2.1.d-Compose paragraphs with and integrity by avoiding plagiarism
digital sources to support claims or grammatically correct sentences of and/or overreliance on any one source
theses. varying length, complexity, and type. and by following a standard format for
LA 4.2.1.d-Use precise word choice and LA 4.2.2.b-Provide evidence from citation.
domain-specific vocabulary to write. literary to informational text to support LA 4.2.1.j-Publish a legible document in
LA 4.2.2.e-Compare various mentor analysis, reflection, and research. manuscript, cursive, digital and apply
texts to create a similar piece. formatting techniques.

Key Stations to Implement Assessment

 Writing Station-journaling, outline, mind mapping  Ideas, organization, sentence fluency, word choice,
 Literacy Station-newspapers, magazines voice.
 Computer Station-web links, NPR Kids and Family  Data collection
Podcasts  Anecdotal record
 Comments made on blog by peers

By the time students graduate from the fourth grade they will:
LA 4.2-Students will learn and apply writing skills and strategies to communicate.
LA 4.2.1-Writing Process: Students will apply the writing process to plan, draft, revise, edit, and publish writing using correct
spelling, grammar, punctuation, and other conventions of standard English appropriate for grade level.
LA 4.2.2 Writing Modes: Students will write in multiple modes for a variety of purposes across disciplines.
LA 4.2.2.a-Communicate information and ideas effectively in analytic, descriptive, informative, narrative, poetic, persuasive,
and reflective modes to multiple audiences using a variety of media and formats.