Oak Grove Curriculum Scope & Sequence

Writing & Grammar (Grade 4)

Updated 8.14.17

Unit Length

(32 Wks)

Writing Skills

  • We are learning to…
  • Skill (standard)

Grammar Skills

  • We are learning to…
  • Skill (standard)

Instructional Strategies

Writing Resources

Grammar Resources

8 weeks

(start of year -  end of Oct)

Unit 1: How Writers Work (Launching)

  • We are learning to...
  • Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.1
  • Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.2
  • Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.3
  • 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
  • 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.) W.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. W.6
  • Conduct short research projects that build knowledge through investigation of different aspects of a topic. W.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. W.8
  • Draw evidence from literary or informational texts to support analysis, reflection, and research. W.9
  • 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. W.10

Unit 1: How Writers Work

  • We are learning to…
  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1
  • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.2
  • Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.3
  • Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. L.4
  • Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.5
  • Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). L.6

  • Workshop model components include:
  • Mini lessons
  • Small group
  • Individual practice
  • Conferring

  • Schoolwide Unit of Study #1, “How Writers Work”
  • Mentor Texts:
  • Amelia Writes Again, by Marissa Moss
  • A Desert Scrapbook, by Virginia Wright-Frierson
  • I’m in Charge of Celebration, by Byrd Baylor
  • Saturdays and Teacakes, by Lester Laminack
  • A Writer’s Notebook, by Ralph Fletcher
  • Schoolwide Grammar Unit
  • Student Self-Reflection

  • Mentor Texts:
  • Mother to Tigers, by George Ella Lyon
  • Miss Rumphius, by Barbara Cooney
  • The Journey of Oliver K. Woodman, by Darcy Pattison
  • One Tiny Turtle, by Nicola Davies

Assessments for Unit 1:

Unit Length

(32 Wks)

Writing Skills

  • We are learning to…
  • Skill (standard)

Grammar Skills

  • We are learning to…
  • Skill (standard)

Instructional Strategies

Writing Resources

Grammar Resources

8 weeks

(Nov - Jan)

Unit 2: Feature Article with Editorial

  • We are learning to...
  • Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.1
  • Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.2
  • 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
  • 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.) W.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. W.6
  • Conduct short research projects that build knowledge through investigation of different aspects of a topic. W.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. W.8
  • Draw evidence from literary or informational texts to support analysis, reflection, and research. W.9
  • 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. W.10

Unit 2: Feature Article with Editorial

  • We are learning to…
  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1
  • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.2
  • Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.3
  • Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. L.4
  • Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.5
  • Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). L.6

  • Workshop model components include:
  • Mini lessons
  • Small group
  • Individual practice
  • Conferring
  • Schoolwide Unit of Study #2, “Feature Article with Editorial”
  • Mentor texts:
  • And So They Build, by Bert Kitchen
  • Animal Minis! What Kids Really Want to Know About Tiny Animals, by Cherie Winner
  • Basketball in Action, by John Crossingham and Sarah Dann
  • George Washington’s Teeth, by Deborah Chandra and Madeleine Comora
  • Ice Bear: In the Steps of the Polar Bear, by Nicola Davies
  • The Life and Times of the Peanut, by Charles Micucci
  • Secrets of Mummies, by Harriet Griffey
  • SNAP! A Book About Alligators and Crocodiles, by Melvin and Gilda Berger
  • Soccer in Action, by Sarah Dann and Niki Walker
  • The Story of Salt, by Mark Kurlansky
  • Feature Article Shared Texts
  • “Brace Yourself”, by Edward C.
  • “E-Trash: What Happens to Our Old Electronics”, by Rachel H.
  • “Getting Back Up with Lindsey Vonn”, by Andrew D.
  • “Penguins on Parade”, by Tamar L.
  • Schoolwide Grammar Unit
  • Student Self-Reflection

  • Mentor Texts:
  • Miss Rumphius, by Barbara Cooney
  • Hoops, by Robert Burleigh
  • One Tiny Turtle, by Nicola Davies
  • The Ghost-Eye Tree, by Bill Martin, Jr. and John Archambault
  • Mother to Tigers, by George Ella Lyon

  • Shared Texts:
  • “John F. Kennedy”, by Laken and Jordan Haynie
  • Topic Selection Mentor Text:
  • “Maple Syrup”, by Tom Kerr

Unit Length

(32 Wks)

Writing Skills

  • We are learning to…
  • Skill (standard)

Grammar Skills

  • We are learning to…
  • Skill (standard)

Instructional Strategies

Writing Resources

Grammar Resources

8 weeks

(Feb - March)

Unit 3: Nonfiction

  • We are learning to…
  • Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.1
  • Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.2
  • Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.3
  • 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
  • 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.) W.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. W.6
  • Conduct short research projects that build knowledge through investigation of different aspects of a topic. W.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. W.8
  • Draw evidence from literary or informational texts to support analysis, reflection, and research. W.9
  • 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. W.10

Unit 3: Nonfiction

  • We are learning to…
  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1
  • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.2
  • Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.3
  • Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. L.4
  • Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.5
  • Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). L.6

  • Workshop model components include:
  • Mini lessons
  • Small group
  • Individual practice
  • Conferring

  • Schoolwide Unit of Study #3, “Nonfiction”
  • Writing mentor texts:
  • Ape, by Martin Jenkins
  • A Drop of Water, by Walter Wick
  • Everglades, by Jean Craighead George
  • Exploding Ants, by Joanne Settel
  • The Great Fire, by Jim Murphy
  • How to Talk to Your Dog, by Jean Craighead George
  • If You Decide to Go to the Moon, by Faith McNulty
  • Into the Sea, by Brenda Guiberson
  • The Top of the World: Climbing Mount Everest, by Kristin Joy Pratt
  • Schoolwide Grammar Unit
  • Student Self-Reflection

  • Mentor Texts:
  • Bedhead, by Margie Palatini
  • Eats, Shoots and Leaves: Why Commas Really Do Make a Difference!, by Lynne Truss
  • Appendix, Use of Relative Adverbs
  • Additional Support for Engaging in Nonfiction:
  • One Tiny Turtle, Nicola Davies

Assessments for Unit 3:

Unit Length

(32 Wks)

Writing Skills

  • We are learning to…
  • Skill (standard)

Grammar Skills

  • We are learning to…
  • Skill (standard)

Instructional Strategies

Writing Resources

Grammar Resources

8 weeks

(April - May)

Unit 4: Cynthia Rylant Authors Study

  • We are learning to...
  • Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.3
  • 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
  • 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.) W.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. W.6
  • 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.8
  • Draw evidence from literary or informational texts to support analysis, reflection, and research. W.9
  • 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. W.10

Unit 4: Cynthia Rylant Authors Study

  • We are learning to…
  • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1
  • Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.2
  • Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.3
  • Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. L.4
  • Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.5
  • Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). L.6

  • Workshop model components include:
  • Mini lessons
  • Small group
  • Individual practice
  • Conferring

  • Schoolwide Unit of Study #4, “Cynthia Rylant Authors Study”
  • Mentor texts, by Cynthia Rylant:
  •  An Angel for Solomon Singer
  • Appalachia: The Voices of Sleeping Birds
  • Best Wishes
  • Boris
  • Every Living THing
  • Long Night Moon
  • Missing May
  • Night in the Country
  • The Relatives Came
  • Scarecrow
  • Schoolwide Grammar Unit
  • Student Self-Reflection

  • Mentor Texts:
  • Bedhead, by Margie Palatini
  • Hoops, by Robert Burleigh
  • Miss Rumphius, by Barbara Cooney
  • One Tiny Turtle, by Nicola Davies
  • Mother to Tigers, by George Ella Lyon
  • The Ghost-Eye Tree, by Bill Martin, Jr. and John Archambault
  •  Shared Texts:
  • “Going to the Carnival”

  • Pause Punctuation Mentor Text:
  • The Ghost-Eye Tree, by Bill Martin, Jr. and John Archambault

Assessments for Unit 4: