Delaware English Language Arts KUD
GRADE 4- Text Types and Purposes
Writing Standard 1
|College and Career Readiness (CCR) Anchor Writing Standard (1): |
|Write arguments to support claim(s) in an analysis of substantive topics or texts, using valid reasoning and relevant and |
|sufficient evidence. |
|CCSS – Grade Specific Writing Standard 1: Text Types and Purposes |
|Grade 3: Write opinion pieces on topics or |Grade 4: Write opinion pieces on topics or|Grade 5: Write opinion pieces on topics or|
|texts, supporting a point of view with |texts, supporting a point of view with |texts, supporting a point of view with |
|reasons. |reasons and information. |reasons and information. |
|a. Introduce the topic or text they are |a. Introduce a topic or text clearly, state|a. Introduce a topic or text clearly, state|
|writing about, state an opinion, and create |an opinion, and create an organizational |an opinion, and create an organizational |
|an organizational structure that lists |structure in which related ideas are |structure in which ideas are logically |
|reasons. |grouped to support the writer's purpose. |grouped to support the writer's purpose. |
|b. Provide reasons that support the opinion.|b. Provide reasons that are supported by |b. Provide logically ordered reasons that |
| |facts and details. |are supported by facts and details. |
|c. Use linking words and phrases (e.g., |c. Link opinion and reasons using words and|c. Link opinion and reasons using words, |
|because, therefore, since, for example) to |phrases (e.g., for instance, in order to, |phrases, and clauses (e.g., consequently, |
|connect opinion and reasons. |in addition). |specifically). |
|d. Provide a concluding statement or |d. Provide a concluding statement or |d. Provide a concluding statement or |
|section. |section related to the opinion presented. |section related to the opinion presented. |
|KNOW |UNDERSTAND |DO |
|(Factual) |(Conceptual) |(Procedural, Application and Extended |
| | |Thinking) |
|Persuasion and argument |Good persuasive writers address the needs |Identify an issue in a topic or text |
|Difference between relevant and irrelevant |of the audience and build a reasoned and |Distinguish the pros and cons |
|reasons/facts/ |logical case to support a clear position. |Select an opinion/ position |
|support/examples | |Develop opinion/ |
|Opinion/position |Good authors use model/examples texts to |position/claim(s) |
|Reason(s) (e.g., claims, support) |guide them as they compose their own |Use primary and secondary sources to |
|Evidence (e.g., examples, statistics, data) |persuasive pieces. |locate, sort, and select reasons based on |
|Logical argument | |facts, examples, and/or evidence for both |
|Primary sources | |sides |
|Secondary sources (e.g., UDLib/Search) | |acknowledging the opposing point of view |
|Effective introduction (e.g., one that takes| |differentiating between relevant and |
|a clear position, clarifies the issue, | |irrelevant reasons/evidence |
|provides necessary background) | |including an appropriate variety of |
|Logical order of supporting reasons (e.g., | |reasons/evidence |
|weakest to strongest argument, strongest to | |addressing the needs of the audience, |
|weakest argument) | |prioritizing the reasons/evidence |
|Awareness of audience | |Select an appropriate writing format |
|Organizational patterns | |Write opinion/position pieces on topics or |
|Strategies for dealing with opposing point | |texts, supporting a point of view with |
|of view | |reasons and information by: |
|How to avoid unsupported reasons | |introducing a topic or text |
|Linking/transition words, phrases, clauses | |stating an opinion |
|(e.g., for instance, in order to, in | |creating an organizational structure in |
|addition) | |which related ideas are grouped to support |
|How to use linking/transition words (e.g., | |the writer’s purpose |
|on the other hand) to show relationship | |providing reasons that are supported by |
|Format choices (e.g., letters [business and | |facts and details |
|friendly], simple editorial, advertisements)| |acknowledging alternate or opposing |
|Effective conclusion (e.g., one that begins | |claim(s) |
|to move beyond summary, call to action, next| |providing a concluding statement or section|
|step) | |related to the opinion/position presented |
| | |Linking opinion/position and reasons using |
| | |words and phrases |
| | |Using linking/transition words that show |
| | |relationships |
|Range of Writing |
|CCSS – Grade Specific Writing Standard 10 (Grade 4) |
|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. |
GRADE 4- Text Types and Purposes
Writing Standard 2
|College and Career Readiness (CCR) Anchor Writing Standard (2): |
|Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the |
|effective selection, organization, and analysis of content. |
|CCSS – Grade Specific Writing Standard 2: Text Types and Purposes |
|Grade 3: Write |Grade 4: Write |Grade 5: Write |
|informative/explanatory texts |informative/explanatory |informative/explanatory texts |
|to examine a topic and convey |texts to examine a topic and |to examine a topic and convey |
|ideas and information clearly. |convey ideas and |ideas and information clearly. |
|a. Introduce a topic and group related |information clearly. |a. related to the information or |
|information together; include illustrations|a. Introduce a topic clearly and group |explanation presented. |
|when useful to aiding comprehension. |related information in paragraphs and | |
|b. Develop the topic with facts, |sections; include formatting (e.g., | |
|definitions, and details. |headings), illustrations, and multimedia | |
|c. Use linking words and phrases (e.g., |when useful to aiding comprehension. | |
|also, another, and, more, but) to connect |b. Develop the topic with facts, | |
|ideas within categories of information. |definitions, concrete details, quotations, | |
|d. Provide a concluding statement or |or other information and examples related | |
|section. |to the topic. | |
| |c. Link ideas within categories of | |
| |information using words and phrases (e.g., | |
| |another, for example, also, because). | |
| |d. Use precise language and domain-specific| |
| |vocabulary to inform about or explain the | |
| |topic. | |
| |e. Provide a concluding statement or | |
| |section related to the information or | |
| |explanation presented. | |
|KNOW |UNDERSTAND |DO |
|(Factual) |(Conceptual) |(Procedural, Application and Extended |
| | |Thinking) |
|Informative/explanatory writing |Good authors of informative/ explanatory |Select an interesting, yet manageable, |
|Topic |writing develop texts that examine a topic |subject for writing or one that meets the |
|Relevant information(e.g., facts, |and convey ideas and information clearly. |requirements of the assignment |
|definitions, concrete details, personal | |Analyze and use primary and secondary |
|experiences, quotations, observations, |Good authors use informative/explanatory |sources to locate, sort (categorize, |
|interviews) |writing to communicate information related |classify) and select relevant facts, |
|Organizational patterns (e.g., definition, |to real-world tasks. |definitions, concrete details, quotations |
|classification, comparison/contrast, and | |or other information and examples |
|cause/effect) |Good authors use model/example texts to |differentiating between relevant and |
|Formatting devices (e.g., headings, |guide them as they compose |irrelevant information |
|paragraphs) |informative/expository texts. |addressing the needs of the audience |
|Illustrations | |generating new ideas and/or perspectives |
|Multimedia |Good readers and writers write to make |avoiding plagiarism |
|Domain-specific vocabulary |meaning of what they read. |selecting an organizational pattern |
|Style (e.g., formal, informal, specific to | |appropriate for the topic and purpose |
|audience) | |Select an appropriate writing form |
|Primary sources | |Write informative/ |
|Secondary sources (e.g., UDLib/Search) | |explanatory texts to examine a topic and |
|Effective introduction/ hook (e.g., one | |convey ideas and information clearly by |
|that is separate from the body and presents| |engaging the reader with an |
|a simple thesis) | |introduction/hook that presents the topic |
|Awareness of audience | |introducing the topic clearly |
|Linking /Transition words, phrases, clauses| |grouping related information in paragraphs |
|(e.g., another, for example, also, because)| |and sections |
|Forms (e.g., letters to appropriate | |addressing the needs of the audience |
|individuals/organizations (editor, boards, | |developing topic with facts, definitions, |
|business), summaries, reports (book, | |concrete details, quotations or other |
|research), essays, articles (newspaper, | |information and examples related to the |
|magazine), messages/memos, notices, | |topic |
|biography, autobiography, reviews) | |linking ideas within categories and |
|Effective conclusion/concluding statement | |information using words, phrases, and |
|or section (e.g., one that moves beyond The| |clauses |
|End) | |using formatting devices to aid |
| | |comprehension when appropriate |
| | |using precise language and domain-specific |
| | |vocabulary to inform about or explain the |
| | |topic |
| | |providing a concluding statement or section|
| | |that follows from the information or |
| | |explanation presented |
|Range of Writing |
|CCSS – Grade Specific Writing Standard 10 (Grade 4) |
|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. |
GRADE 4- Text Types and Purposes
Writing Standard 3
|College and Career Readiness (CCR) Anchor Writing Standard (3): |
|Write narratives to develop real or imagined experiences or events using effective technique, |
|well-chosen details, and well-structured event sequences. |
|CCSS – Grade Specific Writing Standard 3: Text Types and Purposes |
|Grade 3: Write narratives to |Grade 4: Write narratives |Grade 5: Write narratives to |
|develop real or imagined |to develop real or imagined |develop real or imagined |
|experiences or events using |experiences or events using |experiences or events using |
|effective technique, |effective technique, |effective technique, |
|descriptive details, and clear |descriptive details, and clear |descriptive details, and clear |
|event sequences. |event sequences. |event sequences. |
|a. Establish a situation and introduce a |a. Orient the reader by establishing a |a. Orient the reader by establishing a |
|narrator and/or characters; organize an |situation and introducing a narrator and/or|situation and introducing a narrator and/or|
|event sequence that unfolds naturally. |characters; organize an event sequence that|characters; organize an event sequence that|
|b. Use dialogue and descriptions of |unfolds naturally. |unfolds naturally. |
|actions, thoughts, and feelings to develop |b. Use dialogue and description to develop |b. Use narrative techniques, such as |
|experiences and events or show the response|experiences and events or show the |dialogue, description, and pacing, to |
|of characters to situations. |responses of characters to situations. |develop experiences and events or show the |
|c. Use temporal words and phrases to signal|c. Use a variety of transitional words and |responses of characters to situations. |
|event order. |phrases to manage the sequence of events. |c. Use a variety of transitional words, |
|d. Provide a sense of closure. |d. Use concrete words and phrases and |phrases, and clauses to manage the sequence|
| |sensory details to convey experiences and |of events. |
| |events precisely. |d. Use concrete words and phrases and |
| |e. Provide a conclusion that follows |sensory details to convey experiences and |
| |from the narrated experiences or events. |events precisely. |
| | |e. Provide a conclusion that follows |
| | |from the narrated experiences or events. |
|KNOW |UNDERSTAND |DO |
|(Factual) |(Conceptual) |(Procedural, Application and Extended |
| | |Thinking) |
|Narrative writing |Good authors of narrative writing |Select/identify real or imagined |
|Topic |effectively develop real or imagined |experiences or event(s) to tell about |
|Event(s) (topic and situation-what |experiences or events to tell a story that |Select/identify details about an event(s) |
|happened. For example, “my dog” is a topic;|engages the reader. |and people |
|“my dog ate my homework” is an event) | |differentiating between relevant and |
|Characters |Good authors use model/example texts to |irrelevant details |
|Characters responses to situations |guide them as they compose their own |addressing the needs of the audience |
|Narrator |narrative pieces. |selecting an organizational pattern |
|Dialogue | |appropriate for the topic and purpose |
|Elaboration |Good authors use narrative elements to |Select an appropriate writing form |
|Awareness of audience |develop other kinds of writing such as |Write narratives to |
|Description |argumentative and informational texts. |develop real or imagined |
|Reaction/response (e.g., Why was the event | |experiences or events |
|important? How did the event make you |Good authors use sensory images to describe|using effective technique, |
|feel?) |feelings, events, and/or characters. |descriptive details, and |
|Organizational pattern(s) (e.g., | |clear event sequences by |
|chronological, reflective, flashback) | |Orienting the reader by establishing a |
|Relevant, concrete details/examples | |situation and introducing a narrator and/or|
|Difference between relevant and irrelevant | |characters; |
|detaills | |organizing an event |
|Sensory images (e.g., figurative language: | |sequence that unfolds naturally |
|descriptions of how things look, feel, | |using dialogue and description to develop |
|smell, taste, sound) | |experiences and events or show the response|
|Transitional words and phrases | |of characters to situations |
|Sequence of events | |using a variety of transitional words and |
|Closure/ending/conclusion | |phrases to manage the sequence of events |
|Forms (e.g., short stories, journals, | |using concrete words and phrases and |
|poems, personal essays) | |sensory details to convey experiences and |
| | |events precisely |
| | |providing a conclusion that follows from |
| | |the narrated experiences or events |
|Range of Writing |
|CCSS – Grade Specific Writing Standard 10 (Grade 4) |
|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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