Fourth Grade Writing Curriculum Map

4th Grade Writing Curriculum Map
Isaac School District No. 5
PREAMBLE
These POs will be integrated throughout the year:
AZ Essential Learning
Standard Knowledge Skills
PREWRITING
S1C1PO1 Ideas Generate ideas through a variety of activities (e.g., brainstorming, graphic organizers,
drawing, writer’s notebook, group discussion, printed material).

S1C1PO2 Purpose of a writing piece Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade) of a
writing piece.

S1C1PO3 Intended audience of a writing piece Determine the intended audience of a writing piece.

S1C1PO4 Organizational strategies to plan writing Use organizational strategies (e.g., graphic organizer, KWL chart, log) to plan writing.

S1C1PO5 Writing ideas Maintain a record (e.g., lists, pictures, journal, folder, notebook) of writing ideas.

S1C1PO6 Time management strategies Use time management strategies, when appropriate, to produce a writing product
within a set time period.

DRAFTING
S1C2PO1 Main idea and details Use a prewriting plan to develop a draft with main idea(s) and supporting details.

S1C2PO2 Writing into a logical sequence Organize writing into a logical sequence that is clear to the audience.

REVISING Evaluate the draft for use of ideas and content, organization, voice, word choice, and
S1C3PO1 Six traits sentence fluency.

S1C3PO2 Details Add details to the draft to more effectively accomplish the purpose.

PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble.
* = POs previously introduced Bold = Priority PO 1
Italics = POs taught at earlier grade level [] = Increased Skill Rigor Isaac School District
Underlining = Cognitive rigor 10-14-2010

PREAMBLE
AZ
Standard Knowledge Skills
REVISING Rearrange words, sentences, and paragraphs to clarify the meaning of the draft.
S1C3PO3 Words, sentences, and paragraphs
Use a combination of sentence structures (i.e., simple, compound) to improve sentence
S1C3PO4 Sentence structure fluency in the draft.
Modify word choice appropriate to the application in order to enhance the writing.
S1C3PO5 Word choice
Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to refine the
S1C3PO6 Appropriate tools or strategies for refinement draft.

S1C3PO7 Resources and reference materials Use resources and reference materials to select more precise vocabulary.
EDITING Apply proofreading marks to indicate errors in conventions.
S1C4PO3 Proofreading marks
Apply appropriate tools (e.g., peer review, checklists, rubrics) to edit the draft.
S1C4PO4 Editing tools
Use capital letters correctly for:
S2C6PO1 Capital letters a. proper nouns (i.e., names, days, months)
b. titles
c. names of place
d. abbreviations
e. literary titles (i.e., book, story, poem, play, song)

Punctuate endings of sentences using:
S2C6PO2 Punctuation a. periods
b. question marks
c. exclamation points
S2C6PO5 Colon for time Use a colon to punctuate time.
S2C6PO7 High frequency words Spell high frequency words correctly.


PREAMBLE
AZ Knowledge Skills
Standard
EDITING
S2C6PO8 Common spelling patterns Use common spelling patterns/generalizations to spell words correctly, including:
a. r-controlled
b. diphthong
c. vowel digraphs
d. CVC words
e. CCVC
f. CVCC
g. silent e
h. irregular plurals
i. affixes

S2C6PO9 Homonyms Spell simple homonyms correctly in context.

S2C6P10 Resources to spell correctly Use resources (e.g., dictionaries, word walls) to spell correctly.

S2C6PO13 Subject/verb agreement Use subject/verb agreement in simple and compound sentences.

PUBLISHING

S1C5PO1 Appropriate format for audience and purpose Prepare writing in a format (e.g., oral presentation, manuscript, multimedia)
appropriate to audience and purpose.

S1C5PO2 Presentation Share the writing with the intended audience.

S1C5PO3 Margins and spacing Use margins and spacing to enhance the final product.

S1C5PO4 Legible handwriting Write legibly.


PREAMBLE
AZ Knowledge Skills
Standard
LITERARY RESPONSES

S3C5PO1 Reflection to a literature selection Write a reflection to a literature selection. (e.g., journal entry, book review).

S3C5PO2 Book report or review Write a book report or review that identifies the:
a. main idea
b. characters
c. setting
d. sequence of events
e. conflict/resolution

S3C5PO3 Response that demonstrates understanding Write a response that demonstrates an understanding of a literary selection, and
depending on the selection, includes:
a. evidence from the text
b. personal experience
c. comparison to other text/media


Quarter : 1
Unit Name and Description: Expressive Writing through Personal Narratives

Cluster: 1
Big Ideas/Enduring Understandings Essential Question(s)

Writing is a way to express ones thoughts, ideas and events. Why is it important to add details to your writing?

All writing should be in a logical and sequential order. How can details make a story interesting?

Good writers are aware of their audience when writing a story. How do good writers use different words to express their thoughts and
capture a reader’s interest?
Narratives are based on imagined or real events, observations or memories.
AZ Essential Learning Key Summative
Standard Knowledge Skills Vocabulary Assessment
S3C1PO1 Narrative writing Write a narrative based on imagined or real events, Narrative
observations, or memories that includes:
Characters
a. characters
b. setting Setting
c. plot Plot
d. sensory details Sensory Details
e. clear language Logical Sequence
f. logical sequence of events
Audience
Purpose
S2C1PO2 Content and details Provide content and selected details that are well-suited to Resolution
audience and purpose. Closure
Word Choice
S2C2PO2 Create a beginning that captures the reader’s interest. Style
Story beginning
Descriptive Words

S2C2PO5 Story ending Create an ending that provides a sense of resolution or Simple and
closure. compound
sentences
Show awareness of the audience through word choice and Organizational
S2C3PO1 Audience awareness
style. structure
Parts of Speech
Descriptive words and phrases Use descriptive words and phrases that energize the writing. Nouns
S2C4PO2
Action Verbs
Personal Pronouns
Simple and compound sentences Write simple and compound sentences. Adjectives
S2C5PO1
Conjunctions

S2C6PO11 Paragraph breaks Use paragraph breaks to indicate an organizational structure.

S2C6PO12 Parts of speech Use the following parts of speech correctly in simple
sentences:
a. nouns
b. action verbs
c. personal pronouns
d. adjectives
e. conjunctions


Quarter: 2
Unit Name and Description: Expository Writing

Cluster: 2

Expository writing provides information on a specific topic. Why is it important to record information when writing about specific
information?
Details provide support for the main idea.
Where would you see expository text in the real world?
Sentence fluency is important when writing expository text.
What is a main idea?

S3C2PO2 Expository Writing Write an expository paragraph that contains: Expository
a. a topic sentence Topic
b. supporting details
Supporting Details
c. relevant information
Relevant
information
S3C2PO1 Topic Information Record information (e.g., observations, notes, lists, charts, Relevant Details
map labels and legends) related to the topic.
Record
Legend/Key
Observation
S2C1PO3 Relevant details Use relevant details to provide adequate support for the ideas. Main Idea


S2C2PO3 Supporting Details Place details appropriately to support the main idea. Sentence Fluency
Natural Sound
Organizational
S2C2PO6 Organization Construct a paragraph that groups sentences around a topic. structure
Summary
Essay
S2C5PO2 Sentence fluency Write sentences that flow together and sound natural when Newspaper Article
read aloud. Reflective Paper
Log
*S2C6PO11 Paragraph breaks to indicate Use paragraph breaks to indicate an organizational structure. Journal
organization

S3C2PO3 Variety of expository forms Write in a variety of expository forms (e.g., essay, summary,
newspaper article, reflective paper, log, journal).


Quarter: 2
Unit Name and Description: Expressive Writing

Cluster: 3

Writing is a way to express ones thoughts, ideas and events. Why is it important to add details to your writing?

All writing should be in a logical and sequential order. How can details make a story interesting?

Narratives are based on imagined or real events, observations or How do good writers use different words to express their thoughts and
memories. capture a reader’s interest?

*S3C1PO1 Narrative writing Write a narrative based on imagined or real events, Narrative
observations, or memories that includes:
Characters
a. characters Setting
b. settings Plot
c. plot Sensory Details
d. sensory details
e. clear language
f. logical sequence of events


S3C1PO2 Variety of expressive forms Write in a variety of expressive forms (e.g., poetry, skit) that Logical Sequence
may employ: Figurative language
a. figurative language
Rhythm
b. rhythm
c. dialogue Dialogue
d. characterization Characterization
e. plot Appropriate Format
f. appropriate format Transitional Words
Topic
S2C1PO1 Clear and direct ideas related to Express ideas that are clear and directly related to the topic. Originality
topic Sincerity
Liveliness
S2C2PO4 Transitional words Use a variety of transitional words that creates smooth Humor
connections between ideas. Descriptive Words
Energize
S2C3PO2 Voice Convey a sense of originality, sincerity, liveliness, or humor Enhance
appropriate to topic and type of writing. Flow
Effective Dialogue
*S2C4PO2 Descriptive words and phrases Use descriptive words and phrases that energize the writing. Natural Dialogue
Apostrophes
Contractions
Singular Possessive
*S2C5PO3 Sentence Fluency Vary sentence beginnings, lengths, and patterns to enhance Connections
the flow of the writing.

S2C5PO4 Dialogue Use effective and natural dialogue when appropriate.

S2C6PO6 Apostrophes Use apostrophes to punctuate:
• contractions
• singular possessive


Quarter: 3
Unit Name and Description: Expository Writing

Cluster: 4

Expository writing provides information on a specific topic. Why is it important to record information when writing about specific
information?
Details provide support for the main idea.
Where would you see expository text in the real world?
Sentence fluency is important when writing expository text.
What is a main idea?

*S3C2PO2 Expository Writing Write an expository paragraph that contains: Expository
a. a topic sentence Topic
b. supporting details
Supporting Details
c. relevant information
*S3C2PO1 Topic Information Relevant
Record information (e.g., observations, notes, lists, charts, information
map labels and legends) related to the topic.
Relevant Details
*S2C1PO3 Relevant details Use relevant details to provide adequate support for the ideas. Record
Legend/Key


*S2C2PO3 Supporting Details Place details appropriately to support the main idea. Observation
Main Idea
*S2C2PO6 Organization Construct a paragraph that groups sentences around a topic. Sentence Fluency
Natural Sound
Organizational
*S2C5PO2 Sentence fluency Write sentences that flow together and sound natural when Structure
read aloud.

*S2C6PO11 Organization Use paragraph breaks to indicate an organizational structure.


Quarter: 3
Unit Name and Description: Functional Writing

Cluster: 5

Functional text is an integral part of our daily lives. How is functional text relevant to your everyday life?

There are different types of functional text. Why is it important to be able to interpret specific information in functional
text?

What are different types of functional text?

S3C3PO1 Variety of functional text Write a variety of functional text (e.g., directions, recipes, Functional Text
procedures, rubrics, labels, graphs/tables). Rubrics
S3C3PO2 Communications Write communications, including: Friendly/Formal
a. thank-you notes Letters
b. friendly letters Invitations
c. formal letters
Envelopes
d. messages
e. invitations Correspondence
Recipient
S3C3PO3 Envelope for correspondence Address an envelope for correspondence that includes: Communication
a. an appropriate return address
b. an appropriate recipient address



*S2C1PO2 Ideas Provide content and selected details that are well-suited to Audience
audience and purpose.
Purpose
S2C2PO1 Type of writing structure Use a structure that fits the type of writing (e.g., letter format, Style
narrative, lines of poetry). Terminology
Sentence Fluency
*S2C3PO1 Audience Awareness Show awareness of the audience through word choice and Greetings
style. Closings
Series
S2C4PO3 Vocabulary and Terminology Apply vocabulary and/or terminology appropriate to the type Introductory Words
of writing.

*S2C5PO2 Sentence fluency Write sentences that flow together and sound natural when
read aloud.

S2C6PO3 Commas Use commas to punctuate:
a. items in a series
b. greetings and closings of letters
c. dates
d. introductory words


Quarter: 3
Unit Name and Description: Persuasive Writing

Cluster: 6

Persuasive writing is intended to persuade the reader. What is the purpose of persuasive writing?

Through the use of specific vocabulary the reader’s thoughts, beliefs and What are some examples of persuasive writing that you have seen or heard?
feelings may be persuaded.
How might persuasive writing influence a reader’s thoughts, beliefs and
Persuasive topics should be relevant to the intended audience by the use of feelings?
vocabulary.
S3C4PO1 Persuasive text Write persuasive text (e.g., advertisements, paragraph) that Persuasive Text
attempts to influence the reader. Advertisements
Influence
*S2C1PO3 Relevant details Use relevant details to provide adequate support for the ideas. Relevant Details
Topic
*S2C2PO6 Organization Construct a paragraph that groups sentences around a topic.


*S2C3PO1 Audience Awareness Show awareness of the audience through word choice and Audience
style.
Style
S2C4PO1 Word Choice Use a variety of specific and accurate words that effectively Convey
convey the intended message. Literal Language
Figurative
*S2C4PO3 Vocabulary and Terminology Apply vocabulary and/or terminology appropriate to the type Language
of writing. Terminology
Rhyming
S2C4PO4 Literal and figurative language Use literal and figurative language in a variety of ways (e.g., Imitating
imitating, creating new words, rhyming),although may be Dialogue
inconsistent or experimental. Quotation Marks
Effective Dialogue
*S2C5PO4 Dialogue Use effective and natural dialogue when appropriate. Natural Dialogue
Sentence Fluency

S2C6PO4 Quotation Marks Use quotation marks to punctuate:
a. dialogue (although may be inconsistent or
experimental)
b. titles


Quarter: 4 The POs in the following cluster(s) are 4th Grade Performance Objectives
Unit Name and Description: Research

Cluster: 7

An informational report includes main ideas and relevant details. Why might organizing notes in a meaningful sequence help a writer?

Paraphrased information is a summary of what the author originally wrote. How is a research paper different from other types of writing?

Notes need to be written in a sequential order to help the writer effectively How would knowing how to write a research paper help a student in the real
write a research paper. world?

S3C6PO3 Informational report Write an informational report that includes main idea(s) and Informational
relevant details.
Relevant Details
Paraphrase
Reference
materials
S3C6PO1 Paraphrase Paraphrase information from a variety of sources (e.g.,
Sequential
Internet, reference materials).

S3C6PO2 Organization Organize notes in a meaningful sequence.


Quarter: 4 The POs in the following cluster(s) are 4th Grade Performance Objectives
Unit Name and Description: Functional Writing

Cluster: 8

Letters are a form of correspondence. How is functional text relevant to your everyday life?

Functional text is part of their lives. Where would you see types of functional text?

Through functional text they must apply appropriate vocabulary for the What is the purpose of functional text?
intended audience.
*S3C3PO1 Variety of functional text Write a variety of functional text (e.g., directions, recipes, Functional text
procedures, rubrics, labels, graphs/tables). Rubrics
*S3C3PO2 Communications Write communications, including: Friendly/Formal
a. thank-you notes Letters
b. friendly letters Invitations
c. formal letters Envelopes
d. messages
e. invitations Correspondence
*S3C3PO3 Envelope for correspondence Address an envelope for correspondence that includes: Recipient
a. an appropriate return address
b. an appropriate recipient address


*S2C1PO2 Ideas Provide content and selected details that are well-suited to Communication
audience and purpose.
Audience
*S2C2PO1 Type of writing structure Use a structure that fits the type of writing. (e.g. letter format, Purpose
narrative, lines of poetry). Style
Terminology
*S2C3PO1 Audience Awareness Show awareness of the audience through word choice and Sentence Fluency
style. Greetings
Closings
*S2C4PO3 Vocabulary and Terminology Apply vocabulary and/or terminology appropriate to the type Series
of writing. Introductory words

*S2C5PO2 Sentence fluency Write sentences that flow together and sound natural when
read aloud.

*S2C6PO3 Commas Use commas to punctuate:
a. items in a series
b. greetings and closings of letters
c. dates
d. introductory words


Fourth Grade Writing Curriculum Map

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Fourth Grade Writing Curriculum Map