English Language Arts Worksheets and Study Guides Fourth Grade. Writing Elements

The resources above correspond to the standards listed below:

Vermont Standards

VT.1.10. Writing: Procedures: In written procedures, students organize and relate a series of events, fictional or actual, into a coherent whole.
W4.13. Grade Level Expectation: Informational Writing: Procedures: In written procedures, students organize steps of procedures by:
W4.13.3. Using details that help the reader understand the process.
VT.1.12. Writing: Personal Essays: In personal essays, students write effectively.
W4.17. Grade Level Expectation: Expressive Writing: Reflective Essay: In reflective writing, students make connections between personal experiences and ideas by:
W4.17.1. Using details to establish place, time, and situation (purpose).
VT.1.19. Information Technology: Research: Students use organizational systems to obtain information from various sources (including libraries and the Internet).
W4.10. Grade Level Expectation: Informational Writing: Reports: In reports, students demonstrate use of a range of elaboration strategies by:
W4.10.1. Including facts and details relevant to focus/controlling idea.
W4.10.2. Including sufficient details or facts for appropriate depth of information: naming, describing, explaining, comparing, or use of visual images.
W4.8. Grade Level Expectation: Informational Writing: Reports: In reports, students organize information by:
W4.8.3. Using transition words or phrases.
W4.8.4. Writing a conclusion.
VT.1.3. Reading: Reading Comprehension: Students read for meaning, demonstrating both initial understanding and personal response to what is read.
R4.10. Grade Level Expectation: Initial Understanding of Literary Text: Demonstrate initial understanding of key elements of literary text by:
R4.10.2. Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text.
R4.12. Grade Level Expectation: Initial Understanding of Informational Text: Demonstrate initial understanding of informational texts (expository and practical texts) by:
R4.12.2. Using information from the text to answer questions related to explicitly stated main/central ideas or key details.
R4.12.3. Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting, mapping, paraphrasing, or summarizing).
R4.15. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Generates a personal response to what is read through a variety of means and through:
R4.15.1. Comparing stories or other texts to related personal experience, prior knowledge, or other books.
R4.16. Grade Level Expectation: Analysis and Interpretation of Informational Text/Citing Evidence: Analyze and interpret informational text, citing evidence as appropriate by:
R4.16.1. Connecting information within a text or across texts.
R4.16.2. Synthesizing information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas).
R4.16.3. Drawing inferences about text, including author's purpose (e.g., to inform, explain, entertain) or message; or drawing basic conclusions; or forming judgments/opinions about central ideas that are relevant.
VT.1.4. Reading: Reading Range of Text: Students comprehend and respond to a range of media, images, and text (e.g., poetry, narrative, information, technical) for a variety of purposes (e.g., reading for pleasure as well as reading to develop understanding and expertise).
R4.19. Grade Level Expectation: Literate Community: Demonstrates participation in a literate community by:
R4.19.2. Participating in appropriate and focused discussions about text by offering comments and supporting evidence, recommending books and other materials, and responding to the comments and recommendations of peers, librarians, teachers, and others.
VT.1.6. Writing: Writing Conventions: Students' independent writing demonstrates command of appropriate English conventions, including grammar, usage, and mechanics.
W4.2. Grade Level Expectation: Writing Conventions: In independent writing, students demonstrate command of appropriate English conventions by:
W4.2.3. Using commas correctly in dates and in a series (Note: Either form is correct - x, y, and z or x, y and z).
VT.1.7. Writing: Responses to Literature: In written responses to literature, students show understanding of reading; connect what has been read to the broader world of ideas, concepts, and issues; and make judgments about the text.
W4.6. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text students make and support analytical judgments about text by:
W4.6.2. Using specific details and references to text to support focus.
W4.7. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students engage readers by:
W4.7.1. Organizing ideas, using transition words/phrases, and writing a conclusion.
VT.1.8. Writing: Reports: In written reports, students organize and convey information and ideas accurately and effectively.
W4.10. Grade Level Expectation: Informational Writing: Reports: In reports, students demonstrate use of a range of elaboration strategies by:
W4.10.1. Including facts and details relevant to focus/controlling idea.
W4.10.2. Including sufficient details or facts for appropriate depth of information: naming, describing, explaining, comparing, or use of visual images.
W4.8. Grade Level Expectation: Informational Writing: Reports: In reports, students organize information by:
W4.8.3. Using transition words or phrases.
W4.8.4. Writing a conclusion.
VT.5.11. Literature and Media: Literary Elements and Devices: Students use literary elements and devices including theme, plot, style, imagery, and metaphor to analyze, compare, interpret, and create literature.
R4.15. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Generates a personal response to what is read through a variety of means and through:
R4.15.1. Comparing stories or other texts to related personal experience, prior knowledge, or other books.
W4.6. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text students make and support analytical judgments about text by:
W4.6.2. Using specific details and references to text to support focus.
W4.7. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students engage readers by:
W4.7.1. Organizing ideas, using transition words/phrases, and writing a conclusion.
VT.5.12. Literature and Media: Literate Community: Students participate as members of a literate community, talking about books, ideas, and writing.
R4.19. Grade Level Expectation: Literate Community: Demonstrates participation in a literate community by:
R4.19.2. Participating in appropriate and focused discussions about text by offering comments and supporting evidence, recommending books and other materials, and responding to the comments and recommendations of peers, librarians, teachers, and others.
VT.5.13. Literature and Media: Responding to Text: Students respond to literary texts and public documents using interpretive, critical, and evaluative processes.
R4.10. Grade Level Expectation: Initial Understanding of Literary Text: Demonstrate initial understanding of key elements of literary text by:
R4.10.2. Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text.
R4.12. Grade Level Expectation: Initial Understanding of Informational Text: Demonstrate initial understanding of informational texts (expository and practical texts) by:
R4.12.2. Using information from the text to answer questions related to explicitly stated main/central ideas or key details.
R4.12.3. Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting, mapping, paraphrasing, or summarizing).
R4.15. Grade Level Expectation: Analysis and Interpretation of Literary Text/Citing Evidence: Generates a personal response to what is read through a variety of means and through:
R4.15.1. Comparing stories or other texts to related personal experience, prior knowledge, or other books.
R4.16. Grade Level Expectation: Analysis and Interpretation of Informational Text/Citing Evidence: Analyze and interpret informational text, citing evidence as appropriate by:
R4.16.1. Connecting information within a text or across texts.
R4.16.2. Synthesizing information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas).
R4.16.3. Drawing inferences about text, including author's purpose (e.g., to inform, explain, entertain) or message; or drawing basic conclusions; or forming judgments/opinions about central ideas that are relevant.
W4.6. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text students make and support analytical judgments about text by:
W4.6.2. Using specific details and references to text to support focus.
W4.7. Grade Level Expectation: Writing in Response to Literary or Informational Text: In response to literary or informational text, students engage readers by:
W4.7.1. Organizing ideas, using transition words/phrases, and writing a conclusion.
VT.5.18. The English Language: Structures: Students demonstrate an understanding of the structures of the English language (e.g., sentence, paragraph, text structure).
W4.4. Grade Level Expectation: Structures of Language: Students demonstrate command of the structures of the English language by:
W4.4.2. Using the paragraph form: indenting, main idea, supporting details.

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