Getting to the Core of Writing: Essential Lessons for Every Student - Grade 4

Getting to the Core of Writing: Essential Lessons for Every Student - Grade 4

Product Number: 1507195

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For your Common Core curriculum.
Incorporate writing instruction in the classroom as an essential element of literacy development while implementing best practices. Simplifies the planning of writing instruction and assists teachers in becoming familiar with the Common Core State Standards of Writing and provides resources to support the implementation of these standards. Features a teacher resource CD and contains information on how to establish a daily writing workshop that includes consistent, structured instruction to engage students in the writing process. 152 pages.

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CCSS Product Alignment
ELA Grade 4
RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.4.2 Determine a theme of a story, drama, or poem from details in the text, summarize the text.
RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range
RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.2 Determine the main idea of a text and explain how it is supported by key details, summarize the text.
RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.
W.4.1a 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.
W.4.1b Provide reasons that are supported by facts and details.
W.4.1c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
W.4.2a 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
W.4.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
W.4.2c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
W.4.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
W.4.3a Orient the reader by establishing a situation and introducing a narrator and/or characters, organize an event sequence that unfolds naturally.
W.4.3c Use a variety of transitional words and phrases to manage the sequence of events.
W.4.4 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.)
W.4.5 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.)
W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.4.10 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.
SL.4.1a Come to discussions prepared, having read or studied required material, explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles
SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion), use formal English when appropriate to task and situation. (See grade 4 Language standards 1 for specific expectations.)
L.4.1d Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
L.4.2a Use correct capitalization.
L.4.2d Spell grade-appropriate words correctly, consulting references as needed.
L.4.3a Choose words and phrases to convey ideas precisely.
L.4.3b Choose punctuation for effect.
L.4.3c Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Brand  :       Shell Education
Item Weight  :       1.75
Manufacturer Part Number  :       9781425809188
 
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