Rhode Island 4th Grade ELA Standards in Writing

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W.4 Writing

• Text Types and Purposes
  • W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
    • W.4.1.a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped in paragraphs and sections to support the writer’s purpose.
    • W.4.1.b Provide reasons that are supported by facts and details.
    • W.4.1.c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
    • W.4.1.d Provide a concluding statement or section related to the opinion presented.
  • W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
    • W.4.2.a Introduce a topic clearly and group related information in paragraphs and sections; include text features (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
    • W.4.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
    • W.4.2.c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
    • W.4.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic.
    • W.4.2.e Provide a concluding statement or section related to the information or explanation presented.
  • W.4.3 Write narratives in prose or poem form to develop experiences or events using effective literary techniques, descriptive details, and clear sequences.
    • W.4.3.a Orient the reader by establishing a situation and introducing a speaker, narrator, and/or characters; organize an appropriate narrative sequence.
    • W.4.3.b Use dialogue and description to develop experiences or events or show responses to situations.
    • W.4.3.c Use a variety of transitional words and phrases to manage sequence.
    • W.4.3.d Use concrete words and phrases, figurative language such as similes and metaphors, and sensory details to convey experiences or events precisely.
    • W.4.3.e Provide a sense of closure appropriate to the narrated experiences or events.
    • W.4.3.f For poems, use patterns of sound (e.g., rhyme, rhythm, alliteration, consonance) and visual patterns (e.g., line length, grouped lines as stanzas or verses) to create works that are distinctly different in form from prose narratives. (See grade 4 Reading Literature Standard 5.)
• Production and Distribution of Writing
  • 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 above.)
  • W.4.5 Develop and strengthen writing as needed by planning, revising, and editing.
    • W.4.5.a Demonstrate command of standard English conventions (as described in Language Standards 1– 3 up to and including grade 4).
    • W.4.5.b Demonstrate the ability to use general academic and domain-specific vocabulary appropriately (as described in Language Standards 4–6 up to and including grade 4).
  • W.4.6 Use technology, including current web-based communication platforms, 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.
• Research to Build and Present Knowledge
  • W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
  • W.4.8 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.
  • W.4.9 Draw evidence from literary or informational texts to support written analysis, reflection, and research, applying one or more grade 4 standards for Reading Literature or Reading Informational Text as needed.
• Range of Writing
  • 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.