GTCC-4 Writing

	D	E	F	G	H	I	J
1	4th Grade	Golden Triangle Writing Objectives
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3		Standards/Objectives/Examples	Proficiency Scales	Vocabulary	Assessments	Resources	Key Concepts
4		Write MCCS Standards in Bold/GTCC Objectives/ Examples between broken out inbetween standards in italics		vocab in bold as introduced	see rubrics in resource section	Writing Fix
5		Standard 1
6		Text Types and Purposes
7	MCCS.W.4.1	Write opinion pieces on topics or texts, supporting a point of view with reasons and information.	W.1			Introduction to Opinion Writing
8				analysis, argument, claim, concluding statement or section, evidence, linking words and phrases, opinion, organizational structure, point of view, reasons/ reasoning		Opinion Writing
9	Fact:					Opinion Writing Rubric
10	GTCC.W.4.1a	Recognize facts and details.				Opinion Writing Handouts
11	GTCC.W.4.1b	State a clear opinion and provide reasons supported by fact and detail.				Examples and prompts
12	GTCC.4.W.1.c	Explain purpose of concluding statement.
13	GTCC.4.W.1.d	Explain writer’s point of view.				Opinion Graphic Organizer
14	GTCC.4.W.1.e	Know how to link the opinion and the reasons using phrases such as for instance, in order to, in addition.
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16	Skills:
17	GTCC.4.W.1.f	Practice writing opinion pieces where topic is clearly identified and supported by facts and details. Use linking phrases and words such as for instance, in order to, in addition to raise the sophistication of writing from 3rd grade.
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19	Concepts:
20	GTCC.4.W.1.g	Understand the process of identifying a clear topic and then supporting that topic with clear facts and details. Link the opinions and reasons using linking words and phrases. Show a good concluding statement. Use sources by and about American Indians.
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22		Standard 2
23		Writing Informative/Expository
24	MCCS.W.4.2	Write informative/explanatory texts to examine a topic and convey ideas and information clearly.	W.2		Informational Prompt with Rubric	Introduction to Informative/Explanatory Writing
25				complex ideas, concluding statement or section, concrete details, convey ideas, formatting, linking words, linking phrases, clauses, organization of content
26	GTCC.W.4.2a	Know definition of informative/explanatory writing.				Sample of Informative Writing
27	GTCC.4.W.2.b	Identify a clear topic and group related information in paragraphs or sections.				Sample of Informative Writing-Water
28	GTCC.4.W.2.c	Identify formatting, illustrations, and multimedia that aid comprehension.				Prompts for Informational Writing
29	GTCC.4.W.2.d	Identify and see examples of topics developed with facts, definitions, concrete details, and quotations with other information and examples.
30	GTCC.4.W.2.e	Use words and phrases to link ideas. These words and phrases could be another, for example, also, because.
31	Skills
32	GTCC.4.W.2.f	Identify precise language and domain-specific vocabulary.				Vocabulary Resource
33	Concepts
34	GTCC.4.W.1.g	Understand the process of identifying a clear topic and then supporting that topic with clear facts and details. Link the opinions and reasons using linking words and phrases. Show a good concluding statement. Use sources by and about American Indians.
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36		Standard 3
37		Write Narratives-Develop Real and Imagined Experiences
38	MCCS.W.4.3	Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.	W.3
39				conclusion, concrete words, description, dialogue, sequence, narrative, resolution, transition words
40	Facts
41	GTCC.W.4.3a	Identify the story elements, structure of a narrative and use of dialogue, and description to develop experiences, events, or characters.				Story Elements
42	GTCC.4.W.3.b	Recognize transitional words used to develop sequence.				Transitions for Narrative Writing
43	GTCC.4.W.3.c	Describe how writers use concrete and sensory details to convey experiences and events.
44	GTCC.4.W.3.d	Know where and how to place conclusion.				Show Don't Tell
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46	Skills
47	GTCC.4.W.3.e	Practice writing narrative and descriptive writings.			Narrative Prompt with Rubric	Jet Bikes Story Sample
48	GTCC.4.W.3.f	Choose real or imagined experience or event.				Indy Narrative Sample
49	GTCC.4.W.3.g	Apply knowledge of story elements, establish a situation and introduce characters.
50	GTCC.4.W.3.h	Organize an event sequence that flows naturally together.
51	GTCC.4.W.3.i	Use natural dialog and description to develop situations.				How to Teach Students to Use Dialog in Writing
52	GTCC.4.W.3.j	Use a variety of transitional words and phrases to develop sequence.
53	GTCC.4.W.3.k	Provide a conclusion aligned with the sequence of events.
54	GTCC.4.W.3.l	Demonstrate a knowledge of transition usage.
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56	Concepts	Students at this level need to independently competent using objectives.
57	GTCC.4.W.3.m	Establish a situation, narrator, and/or characters with event that flows naturally.
58	GTCC.4.W.3.n	Use dialogue and description to develop experiences and events.
59	GTCC.4.W.3.o	Use concrete and/or sensory details.
60	GTCC.4.W.3.p	Establish conclusions aligned with the sequence of events.
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62		Standard 4
63		Development and Organization
64	MCCS.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.)
65				audience, organization, purpose, style		Writing Process Poster
66	Facts
67	GTCC.W.4.4a	Know how to spot clear and coherent writing.				6 Traits Rubric
68						6 Traits Checklist
69	Skills
70	GTCC.4.W.4.b	Practice organizing and then developing many different kinds
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72	Concepts:	Students at this level need to independently competent using objectives.
73	GTCC.4.W.4.c	Analyze the reason for writing: task, purpose, audience.		task, purpose, audience
74	GTCC.4.W.4.d	Determine suitable idea development strategies.
75	GTCC.4.W.4.e	Determine suitable organization appropriate to task, purpose or audience.
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77		Standard 5
78		Writing Process
79	MCCS.W.4.5	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.)
80				audience, conventions, editing, purpose, revising, rewriting, strengthen
81	Facts
82	GTCC.W.4.5a	Know the writing process.
83	GTCC.4.W.5.b	Know how to use adult and peer help.
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85	Skills
86	GTCC.4.W.5.c	Construct and edit sentences, paragraphs, narratives, poems and personal correspondence.
87	GTCC.4.W.5.d	Use the writing process to plan, revise, edit, and rewrite many kinds of pieces.
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89	Concepts	Students at this level need to independently competent using objectives.
90	GTCC.4.W.5.e	Understand the writing process: plan, revise, edit, rewrite.		plan, revise, edit, rewrite
91	GTCC.4.W.5.f	Understand how to apply the writing process to own pieces but often with support from adults and peers.
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93		Standard 6
94		Production and Distribution of Writing
95	MCCS.W.4.6	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.
96				collaborate, interact, produce, publish, purpose
97	Facts
98	GTCC.W.4.6a	Use keyboarding skills, minimum one page in single sitting.
99	GTCC.4.W.6.b	Use word processing to produce and publish writing.
100	GTCC.4.W.6.c	Use the internet to produce and publish writing.