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1.4 Writing
- Informative/Explanatory
- CC.1.4.4.A Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
- Informative/Explanatory Focus
- CC.1.4.4.B Identify and introduce the topic clearly.
- Informative/Explanatory Content
- CC.1.4.4.C Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic; include illustrations and multimedia when useful to aiding comprehension.
- Informative/Explanatory Organization
- CC.1.4.4.D Group related information in paragraphs and sections, linking ideas within categories of information using words and phrases; provide a concluding statement or section; include formatting when useful to aiding comprehension.
- Informative/Explanatory Style
- CC.1.4.4.E Use precise language and domain-specific vocabulary to inform about or explain the topic.
- Informative/Explanatory Conventions of Language
- CC.1.4.4.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
- Opinion/Argumentative
- CC.1.4.4.G Write opinion pieces on topics or texts.
- Opinion/Argumentative Focus
- CC.1.4.4.H Introduce the topic and state an opinion on the topic.
- Opinion/Argumentative Content
- CC.1.4.4.I Provide reasons that are supported by facts and details.
- Opinion/Argumentative Organization
- CC.1.4.4.J Create an organizational structure that includes related ideas grouped to support the writer’s purpose and linked in a logical order with a concluding statement or section related to the opinion.
- Opinion/Argumentative Style
- CC.1.4.4.K Choose words and phrases to convey ideas precisely.
- Opinion/Argumentative Conventions of Language
- CC.1.4.4.L Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
- Narrative
- CC.1.4.4.M Write narratives to develop real or imagined experiences or events.
- Narrative Focus
- CC.1.4.4.N Orient the reader by establishing a situation and introducing a narrator and/or characters.
- Narrative Content
- CC.1.4.4.O Use dialogue and descriptions to develop experiences and events or show the responses of characters to situations; use concrete words and phrases and sensory details to convey experiences and events precisely.
- Narrative Organization
- CC.1.4.4.P Organize an event sequence that unfolds naturally, using a variety of transitional words and phrases to manage the sequence of events; provide a conclusion that follows from the narrated experiences and events.
- Narrative Style
- CC.1.4.4.Q Choose words and phrases to convey ideas precisely.
- Narrative Conventions of Language
- CC.1.4.4.R Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
- Response to Literature
- CC.1.4.4.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and informational texts.
- Production and Distribution of Writing/Writing Process
- CC.1.4.4.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
- Technology and Publication
- CC.1.4.4.U With some guidance and support, 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.
- Conducting Research
- CC.1.4.4.V Conduct short research projects that build knowledge through investigation of different aspects of a topic.
- Credibility, Reliability, and Validity of Sources
- CC.1.4.4.W 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.
- Range of Writing
- CC.1.4.4.X 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.