s3.amazonaws.com€¦ · Web viewStandard: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact

Goddard: Fourth Grade -Common Core State Standards (CCSS) English/Language Arts

Quarter Taught: Quarter 1 □ Quarter 2 □ Quarter 3 □ Quarter 4 □Strand: Writing K-5 Code: 4.W.1Boxed Sub-heading: Text Types and PurposesStandard: Write opinion pieces on topics or texts, supporting a point of view with reasons and information

Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☒ Level 4: Extended Thinking ☒

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

Persuasive: having the power to convince Fact: something that can be proven true Opinion: something that someone thinks or feels Details: reasons- sentences that support the opinion Concluding Statement: sentence that summarize the key points in the passage

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

Write

This standard means a student will know and be able to do…(use your own words)

The student can write an opinion piece supported with reasons and information. Essential Questions:

Can I write opinion pieces on topics or texts? Can I support a point of view with reasons and information?

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Prior skill(s) needed

1

Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒

Writing Prompt ☒ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:

2

Quarter Taught: Quarter 1 □ Quarter 2 □ Quarter 3 □ Quarter 4 □Strand: Writing K-5 Code: 4.W.1aBoxed Sub-heading: Text Types and PurposesStandard: 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.



Opinion: something that someone thinks or feels Writer’s (Author’s) Purpose: why the author writes the passage Organizational structure: format of the passage (how the writing is organized)



Introduce- to present topic for the first time Create- to make State- to declare your opinion


The student can introduce a topic, give an opinion, and present related ideas in an organized way. Essential Questions:

Can I introduce a topic or text clearly? Can I state an opinion? Can I create an organizational structure in which related ideas are grouped to support the writer’s purpose.



3




4

Quarter Taught: Quarter 1 □ Quarter 2 □ Quarter 3 □ Quarter 4 □Strand: Writing K-5 Code: 4.W.1bBoxed Sub-heading: Text Types and PurposesStandard: Provide reasons that are supported by facts and details.



Fact: something that can be proven true Details: reasons- sentences that support the opinion



Provide-give reasons


The student can provide reasons that are supported by facts and details.Essential Questions:

Can I give reasons that are supported by facts and details?



5




6

Quarter Taught: Quarter 1 □ Quarter 2 □ Quarter 3 □ Quarter 4 □Strand: Writing K-5 Code: 4.W.1cBoxed Sub-heading: Text Types and PurposesStandard: Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).



Opinion: something that someone thinks or feels Words and Phrases: (e.g., for instance, in order to, in addition).



Link- connect opinion and reasons


The student can use linking words to connect opinion sand reasons.Essential Questions:

Can I use linking words to connect opinions and reasons?



7




8

Quarter Taught: Quarter 1 □ Quarter 2 □ Quarter 3 □ Quarter 4 □Strand: Writing K-5 Code: 4.W.1dBoxed Sub-heading: Text Types and PurposesStandard: Provide a concluding statement or section related to the opinion presented.



Concluding Statement: sentence that summarize the key points in the passage



Provide- to give reasons


The student can write a concluding statement to support the opinion.Essential Questions:

Can I write a concluding statement to support the opinion?



9




10

Quarter Taught: Quarter 1 □ Quarter 2 □ Quarter 3 □ Quarter 4 □Strand: Writing K-5 Code: 4.W.2Boxed Sub-heading: Text Types and PurposesStandard: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.



Informative: gives information about the topic Explanatory: to explain the topic



Write Examine- to look at Convey- communicate


The student can write informative/explanatory texts to give clear ideas about a topic.Essential Questions:

Can I write informative/explanatory texts to give clear ideas about a topic?



11




12

Quarter Taught: Quarter 1 □ Quarter 2 □ Quarter 3 □ Quarter 4 □Strand: Writing K-5 Code: 4.W.2aBoxed Sub-heading: Text Types and PurposesStandard: Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.



Formatting: the structure of the writing Illustrations: graphics or pictures about the topic



Introduce- to tell about the topic for the first time Include- to contain


The student can introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehensionEssential Questions:

Can I introduce a topic clearly? Can I format a paragraph? Can I include illustrations and multimedia when useful?



13




14

Quarter Taught: Quarter 1 □ Quarter 2 □ Quarter 3 □ Quarter 4 □Strand: Writing K-5 Code: 4.W.2bBoxed Sub-heading: Text Types and PurposesStandard: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.



Concrete Details: real/ provable details Definition: what the words mean Quotations: passage from a book or speech



Develop- to make


The student can use facts, definitions, concrete details, quotations, or other information and examples to develop the topic.Essential Questions:

Can I use facts, definitions, concrete details, quotations, or other information and examples to develop the topic?



15




16

Quarter Taught: Quarter 1 □ Quarter 2 □ Quarter 3 □ Quarter 4 □Strand: Writing K-5 Code: 4.W.2cBoxed Sub-heading: Text Types and PurposesStandard: Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.



Categories: any general grouping by common characteristics



Link- to connect


The student can connect ideas using linking words and phrases .Essential Questions:

Can I connect ideas using linking words and phrases?



17




18

Quarter Taught: Quarter 1 □ Quarter 2 □ Quarter 3 □ Quarter 4 □Strand: Writing K-5 Code: 4.W.2dBoxed Sub-heading: Text Types and PurposesStandard: Use precise language and domain-specific vocabulary to inform about or explain the topic.



Precise Language: clear and understandable words Domain Specific: words that relate to the information



Use Inform- to give information Explain- to give information


The student can use precise language and specific vocabulary to give information about a topic.Essential Questions:

Can I use precise language and specific vocabulary words to tell about my topic?



19




20

Quarter Taught: Quarter 1 □ Quarter 2 □ Quarter 3 □ Quarter 4 □Strand: Writing K-5 Code: 4.W.2eBoxed Sub-heading: Text Types and PurposesStandard: Provide a concluding statement or section related to the information or explanation presented.



Concluding Statement: sentence that summarize the key points in the passage



Provide- to give


The student can develop a concluding statement related to the topic.Essential Questions:

Can I develop a concluding statement related to the topic?



21




22

Quarter Taught: Quarter 1 □ Quarter 2 □ Quarter 3 □ Quarter 4 □Strand: Writing K-5 Code: 4.W.3Boxed Sub-heading: Text Types and PurposesStandard: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.



Narrative: true or fictitious passage that tells a story or events Descriptive Details: details that describe using the 5 senses Sequence: the order of events in the story



Write Develop- to make step by step


The student can write stories/ narrative using descriptive details.Essential Questions:

Can I write a story using descriptive details? Can I write a story using clear event sequence?



23




24

Quarter Taught: Quarter 1 □ Quarter 2 □ Quarter 3 □ Quarter 4 □Strand: Writing K-5 Code: 4.W.3aBoxed Sub-heading: Text Types and PurposesStandard: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.



Narrator: person telling the story Characters: people or animals in the story Situation



Orient- to get used to Introduce- to tell about the topic for the first time Organize- sequence


The student can introduce a narrator and/or characters and tell the story in an organized sequence.Essential Questions:

Can I introduce the narrator and /or characters? Can I organize my events in sequence?



25




26

Quarter Taught: Quarter 1 □ Quarter 2 □ Quarter 3 □ Quarter 4 □Strand: Writing K-5 Code: 4.W.3bBoxed Sub-heading: Text Types and PurposesStandard: Use dialogue and description to develop experiences and events or show the responses of characters to situations.



Dialogue: conversation between characters



Use- dialogue Develop- build understanding Show


The student can use dialogue and description to develop experiences and events or show the responses of characters to situations.Essential Questions:

Can I use dialogue in my narrative? Can I use description to tell more about my characters?



27




28

Quarter Taught: Quarter 1 □ Quarter 2 □ Quarter 3 □ Quarter 4 □Strand: Writing K-5 Code: 4.W.3cBoxed Sub-heading: Text Types and PurposesStandard: Use a variety of transitional words and phrases to manage the sequence of events.



Transitional Words/ Phrases: words that link one idea to another



Use- transitional words Manage- put in order


The student can use transitional words and phrases to show sequence of events.Essential Questions:

Can I use transitional words and phrases to show sequence of events?



29




30

Quarter Taught: Quarter 1 □ Quarter 2 □ Quarter 3 □ Quarter 4 □Strand: Writing K-5 Code: 4.W.3dBoxed Sub-heading: Text Types and PurposesStandard: Use concrete words and phrases and sensory details to convey experiences and events precisely.



Concrete Words/ Phrases: clear and understandable words Sensory Details: words that describe with the 5 senses



Use Convey- to explain


The student can use clear , understandable, and vivid words to describe the events in a story.Essential Questions:

Can I use clear words? Can I use vivid language? Can I add details to my story?



31




32

Quarter Taught: Quarter 1 □ Quarter 2 □ Quarter 3 □ Quarter 4 □Strand: Writing K-5 Code: 4.W.3eBoxed Sub-heading: Text Types and PurposesStandard: Provide a conclusion that follows from the narrated experiences or events.



Conclusion: the end of the story Resolution: how the conflict is fixed



Provide- give


The student can write a conclusion in a narrative story.Essential Questions:

Can I provide a conclusion for a narrative?



33




34

Quarter Taught: Quarter 1 □ Quarter 2 □ Quarter 3 □ Quarter 4 □Strand: Writing K-5 Code: 4.W.4Boxed Sub-heading: Production and Distribution of WritingStandard: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)



Coherent Writing: Understandable writing Audience: who the author is writing the story for Purpose: Why the story is being written



Produce-to make


The student can produce clear and organized writing that’s appropriate to task, purpose, and audience.Essential Questions:

Can I produce clear, organized writing? Can I produce writing that is appropriate to task, purpose, and audience?



35




36

Quarter Taught: Quarter 1 □ Quarter 2 □ Quarter 3 □ Quarter 4 □Strand: Writing K-5 Code: 4.W.5Boxed Sub-heading: Production and Distribution of WritingStandard: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on pages 28 and 29.)

Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☒ Level 4: Extended Thinking ☒


Planning: prewrite: brainstorming ideas for your writing Revising: improving word choice/ organization Editing: correcting spelling/ grammar/ punctuation Conventions: spelling/ grammar/ punctuation Rewriting: correcting and writing a new draft



Develop- to make Strengthen- to improve


The student can use feedback from peers and adults to develop and strengthen writing by planning, revising and editing.Essential Questions:

Can I use feedback to develop and strengthen writing by planning, revising and editing?



37

Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒



38

Quarter Taught: Quarter 1 □ Quarter 2 □ Quarter 3 □ Quarter 4 □Strand: Writing K-5 Code: 4.W.6Boxed Sub-heading: Production and Distribution of WritingStandard: 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.

Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐


Technology: Use of computers and other electronic devices Publish: to make a final copy, often with technology Collaborate: working together



Use Produce- to make Publish- to finalize product Demonstrate- to show


The student can use technology to produce and publish writing(one page minimum in a single setting).Essential Questions:

Can I use technology toproduce and publish writing(one page minimum in a single setting) ?



39

Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☐

Writing Prompt ☐ Oral Response ☐ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:


40

Quarter Taught: Quarter 1 □ Quarter 2 □ Quarter 3 □ Quarter 4 □Strand: Writing K-5 Code: 4.W.7Boxed Sub-heading: Research to Build and Present KnowledgeStandard: Conduct short research projects that build knowledge through investigation of different aspects of a topic.



Research: search for information about a topic investigation: search for information about a topic



Conduct- to do


The student can build knowledge through research projects and investigations.Essential Questions:

Can I build knowledge through research projects and investigations?



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42

Quarter Taught: Quarter 1 □ Quarter 2 □ Quarter 3 □ Quarter 4 □Strand: Writing K-5 Code: 4.W.8Boxed Sub-heading: Research to Build and Present KnowledgeStandard: 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.

Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐


Sources: where you got your information Plagarism: using someone else’s information as your own



Recall- remember Gather- to collect Take notes- write important information Categorize- put in groups Provide- to give


The student can take notes, organize information, and provide a list of sources when researching a topic.Essential Questions:

Can I take notes? Can I organize information? Can I list my sources?



43


Writing Prompt ☐ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:


44

Quarter Taught: Quarter 1 □ Quarter 2 □ Quarter 3 □ Quarter 4 □Strand: Writing K-5 Code: 4.W.9Boxed Sub-heading: Research to Build and Present KnowledgeStandard: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☒ Level 4: Extended Thinking ☐


Evidence: information to prove Analysis: looking at information in depth Reflection: thoughts on topic



Draw- gather/ recall Support- to back up


The student can use evidence to support analysis, reflection, and research.Essential Questions:

Can I use evidence to support analysis, reflection, and research?



45




46

Quarter Taught: Quarter 1 □ Quarter 2 □ Quarter 3 □ Quarter 4 □Strand: Writing K-5 Code: 4.W.9aBoxed Sub-heading: Research to Build and Present KnowledgeStandard: 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].”).



Literature: different types of writing Character: people or animals in the story Setting: when and where the story takes place Event: something that happens in the story Drama: story involving conflict usually intended to be performed (a play)



Apply- to use


The student can apply knowledge of character, setting, events, and details to literature.Essential Questions:

Can I apply knowledge of character, setting, events, and details to literature?



47




48

Quarter Taught: Quarter 1 □ Quarter 2 □ Quarter 3 □ Quarter 4 □Strand: Writing K-5 Code: 4.W.9bBoxed Sub-heading: Research to Build and Present KnowledgeStandard: 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”).



Informational Texts: texts that provide facts about a topic



Apply- to use


The student can read or reread text to answer and respond to questions to informational pieces.Essential Questions:

Can I read or reread text to answer and respond to questions to informational pieces?



49




50

Quarter Taught: Quarter 1 □ Quarter 2 □ Quarter 3 □ Quarter 4 □Strand: Writing K-5 Code: 4.W.10Boxed Sub-heading: Range of WritingStandard: 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.

Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☒ Level 4: Extended Thinking ☒


Research: search for information about a topic Revising: improving word choice/ organization Reflection: thoughts on topic Audience: who the author is writing the story for Purpose: Why the story is being written



Write- varied lengths


The student can write routinely over extended or shorter time frames for a range of disciplines for different tasks, purposes and audiences.Essential Questions:

Can I write for an extended or shorter period of time? Can I write for a variety of tasks, purposes or audiences?



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s3.amazonaws.com€¦ · Web viewStandard: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact