Writing Strategies Fourth grade writing standards focus on the writing process as the primary tool to help children become independent writers. In Grade 4, students are taught to use each phase of the process as follows: In Grade 4, students generate ideas for writing by using prewriting techniques, such as brainstorming, graphic organizersnotes, and logs. In fourth grade, students develop drafts by categorizing ideas, organizing them into paragraphs, and blending paragraphs within larger units of text.
The strands focus on academic oracy proficiency in oral expression and comprehensionauthentic reading, and reflective writing to ensure a literate Texas. The strands are integrated and progressive with students continuing to develop knowledge and skills with increased complexity and nuance in order to think critically and adapt to the ever-evolving nature of language and literacy.
Strands include the four domains of language listening, speaking, reading, and writing and their application in order to accelerate the acquisition of language skills so that students develop high levels of social and academic language proficiency.
Although some strands may require more instructional time, each strand is of equal value, may be presented in any order, and should be integrated throughout the year. It is important to note that encoding spelling and decoding reading are reciprocal skills.
Decoding is internalized when tactile and kinesthetic opportunities encoding are provided. Additionally, students should engage in academic conversations, write, read, and be read to on a daily basis with opportunities for cross-curricular content and student choice.
As skills and knowledge are obtained in each of the seven strands, students will continue to apply earlier standards with greater depth to increasingly complex texts in multiple genres as they become self-directed, critical learners who work collaboratively while continuously using metacognitive skills.
To demonstrate this knowledge throughout the stages of English language acquisition, comprehension of text requires additional scaffolds such as adapted text, translations, native language support, cognates, summaries, pictures, realia, glossaries, bilingual dictionaries, thesauri, and other modes of comprehensible input.
ELLs can and should be encouraged to use knowledge of their first language to enhance vocabulary development; vocabulary needs to be in the context of connected discourse so that it is meaningful.
Strategic use of the student's first language is important to ensure linguistic, affective, cognitive, and academic development in English. Instruction must be linguistically accommodated in accordance with the English Language Proficiency Standards ELPS and the student's English language proficiency levels to ensure the mastery of knowledge and skills in the required curriculum is accessible.
For a further understanding of second language acquisition needs, refer to the ELPS and proficiency-level descriptors adopted in Chapter 74, Subchapter A, of this title relating to Required Curriculum.
The student develops oral language through listening, speaking, and discussion. The student is expected to: The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. The student uses newly acquired vocabulary expressively.
The student reads grade-appropriate texts independently. The student is expected to self-select text and interact independently with text for increasing periods of time. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.
The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.Samples of 4th Grade Writing Pieces Sample A.
Samples of 4th Grade Writing Pieces Sample A. Writing Topics Do you want to inspire your students to write great narratives, essays, and reports? Check out these grade-specific writing topics organized by mode (explanatory, creative, and so on).
4th grade narrative writing A narrative means writing a story, and this year your child will be expected to use storytelling techniques, descriptive details, and clear sequences to tell compelling tales.
Narrative Essays: Quiz & Worksheet for Kids Quiz; Whether or not a narrative essay should teach a lesson Go to 4th Grade English: Types of Writing. Student Writing Models. How do I use student models in my classroom?
Level: Grade 4. Back to Top. Explanatory Writing. My Favorite Place to Go Description; My Mother Personal Essay; Narrative Writing. A Cowboy's Journal Fictionalized Journal Entry; Giving Life Personal Narrative;.