Writing Teaching Resources


Based on the Common Core State Standards in America, Writing in Grade 4 requires students to understand the following:

  • Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (CCSS.ELA-LITERACY.W.4.1)
  • 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. (CCSS.ELA-LITERACY.W.4.1.A)
  • Provide reasons that are supported by facts and details. (CCSS.ELA-LITERACY.W.4.1.B)
  • Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). (CCSS.ELA-LITERACY.W.4.1.C)
  • Provide a concluding statement or section related to the opinion presented. (CCSS.ELA-LITERACY.W.4.1.D)
  • Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (CCSS.ELA-LITERACY.W.4.2)
  • 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. (CCSS.ELA-LITERACY.W.4.2.A)
  • Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. (CCSS.ELA-LITERACY.W.4.2.B)
  • Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). (CCSS.ELA-LITERACY.W.4.2.C)
  • Use precise language and domain-specific vocabulary to inform about or explain the topic. (CCSS.ELA-LITERACY.W.4.2.D)
  • Provide a concluding statement or section related to the information or explanation presented. (CCSS.ELA-LITERACY.W.4.2.E)
  • Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (CCSS.ELA-LITERACY.W.4.3)
  • Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. (CCSS.ELA-LITERACY.W.4.3.A)
  • Use dialogue and description to develop experiences and events or show the responses of characters to situations. (CCSS.ELA-LITERACY.W.4.3.B)
  • Use a variety of transitional words and phrases to manage the sequence of events. (CCSS.ELA-LITERACY.W.4.3.C)
  • Use concrete words and phrases and sensory details to convey experiences and events precisely. (CCSS.ELA-LITERACY.W.4.3.D)
  • Provide a conclusion that follows from the narrated experiences or events. (CCSS.ELA-LITERACY.W.4.3.E)
  • 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.) (CCSS.ELA-LITERACY.W.4.4)
  • 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 here.) (CCSS.ELA-LITERACY.W.4.5)
  • 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. (CCSS.ELA-LITERACY.W.4.6)
  • Conduct short research projects that build knowledge through investigation of different aspects of a topic. (CCSS.ELA-LITERACY.W.4.7)
  • 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. (CCSS.ELA-LITERACY.W.4.8)
  • Draw evidence from literary or informational texts to support analysis, reflection, and research. (CCSS.ELA-LITERACY.W.4.9)
  • 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]."). (CCSS.ELA-LITERACY.W.4.9.A)
  • 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"). (CCSS.ELA-LITERACY.W.4.9.B)
  • 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. (CCSS.ELA-LITERACY.W.4.10)