CCSS.ELA-Literacy.W.4.1
Write opinion pieces on topics or texts, supporting an item of view with reasons and knowledge.

CCSS.ELA-Literacy.W.4.1.a
Introduce a subject or text clearly, condition a viewpoint, and make an business structure by which related ideas are categorized to aid the writer’s purpose.

CCSS.ELA-Literacy.W.4.1.b
Provide reasons which are based on details and details.

CCSS.ELA-Literacy.W.4.1.c
Link opinion and reasons using phrases and words (e.g. for example. to be able to. additionally ).

CCSS.ELA-Literacy.W.4.1.d
Give a concluding statement or section associated with the opinion presented.

CCSS.ELA-Literacy.W.4.2
Write informative/explanatory texts to look at a subject and provide ideas and knowledge clearly.

CCSS.ELA-Literacy.W.4.2.a
Introduce a subject clearly and group related information in sentences and sections include formatting (e.g. headings), illustrations, and multimedia when helpful to aiding comprehension.

CCSS.ELA-Literacy.W.4.2.b
Get the subject with details, definitions, concrete details, quotes, or any other information and examples associated with the subject.

CCSS.ELA-Literacy.W.4.2.c
Link ideas within groups of knowledge using phrases and words (e.g. another. for instance. also. because ).

CCSS.ELA-Literacy.W.4.2.d
Use precise language and domain-specific vocabulary to tell about or explain the subject.

CCSS.ELA-Literacy.W.4.2.e
Give a concluding statement or section associated with the data or explanation presented.

CCSS.ELA-Literacy.W.4.3
Write narratives to build up real or imagined encounters or occasions using effective technique, descriptive details, and obvious event sequences.

CCSS.ELA-Literacy.W.4.3.a
Orient the readers by creating a scenario and presenting a narrator and/or figures organize a celebration sequence that unfolds naturally.

CCSS.ELA-Literacy.W.4.3.b
Use dialogue and outline to build up encounters and occasions or show the responses of figures to situations.

CCSS.ELA-Literacy.W.4.3.c
Use a number of transitional phrases and words to handle the succession of occasions.

CCSS.ELA-Literacy.W.4.3.d
Use concrete phrases and words and physical details to share encounters and occasions precisely.

CCSS.ELA-Literacy.W.4.3.e
Give a conclusion that follows in the narrated encounters or occasions.

CCSS.ELA-Literacy.W.4.4
Produce obvious and coherent writing where the development and organization work to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

CCSS.ELA-Literacy.W.4.5
With guidance and support from peers and adults, develop and strengthen writing when needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to grade 4 here .)

CCSS.ELA-Literacy.W.4.6
With a few guidance and support from adults, use technology, such as the Internet, to create and publish writing in addition to interact and collaborate with other people demonstrate sufficient command of keyboarding skills to type at least one page in one sitting.

CCSS.ELA-Literacy.W.4.7

Conduct short studies that build understanding through analysis of various facets of a subject.

CCSS.ELA-Literacy.W.4.8
Recall relevant information from encounters or gather relevant information from print and digital sources take notes and classify information, and supply a summary of sources.

CCSS.ELA-Literacy.W.4.9
Draw evidence from literary or informational texts to aid analysis, reflection, and research.

CCSS.ELA-Literacy.W.4.9.a
Apply grade 4 Studying standards to literature (e.g. “Describe thorough a personality, setting, or event inside a story or drama, applying specific details within the text [e.g. a character’s ideas, words, or actions].”).

CCSS.ELA-Literacy.W.4.9.b
Apply grade 4 Studying standards to informational texts (e.g. “Let you know that a writer uses reasons and evidence to aid particular points inside a text”).

CCSS.ELA-Literacy.W.4.10
Write routinely over extended periods (here we are at research, reflection, and revision) and shorter periods (just one sitting or a couple of days) for a variety of discipline-specific tasks, purposes, and audiences.