and use a variety of prewriting strategies (e.g., brainstorming, listing, usage/mechanics the features that cause – and using graphic organizers). written language to be acceptable and effective for standard discourse (e.g., spelling, focus, organize, and elaborate to construct an effective cohesive message punctuation, capitalization, grammar). for the reader. Transition words and phrases provide write a clear topic sentence focused on the main idea. organization to student writing by improving the purposefully shape and control language to affect readers. connections between thoughts. Categories of transitions include, but are not limited to: select specific information to guide readers more purposefully through the piece. example (e.g., that is, for example, in fact) sequence (e.g., then, next, finally) use specific vocabulary and vivid word choice. time or location (e.g., before, meanwhile, write two or more related paragraphs on a topic. nearby). use precise language and vocabulary to explain a topic. Students should have practice writing on demand, for shorter time frames, and over extended periods link ideas within paragraphs using words and phrases (e.g., another, for of time. example, since, also). include sentences of various lengths and beginnings to create a pleasant, informal rhythm. use available reference resources (e.g., dictionary and thesaurus) as aids to
and usage/mechanics – the features that cause written language to be acceptable and effective for standard discourse (e.g., spelling, punctuation, capitalization, grammar). Transition words and phrases provide organization to student writing by improving the connections between thoughts. Categories of transitions include, but are not limited to: example (e.g., that is, for example, in fact) sequence (e.g., then, next, finally) time or location (e.g., before, meanwhile, nearby). Students should have practice writing on demand, for shorter time frames, and over extended periods of time. use a variety of prewriting strategies (e.g., brainstorming, listing, and using graphic organizers). focus, organize, and elaborate to construct an effective cohesive message for the reader. write a clear topic sentence focused on the main idea. purposefully shape and control language to affect readers. select specific information to guide readers more purposefully through the piece. use specific vocabulary and vivid word choice. write two or more related paragraphs on a topic. use precise language and vocabulary to explain a topic. link ideas within paragraphs using words and phrases (e.g., another, for example, since, also). include sentences of various lengths and beginnings to create a pleasant, informal rhythm. use available reference resources (e.g., dictionary and thesaurus) as aids to
PWCS%20Final%20Curriculum%20Framework%20Grade%204%20Rev.%203-2014.docx