ELA-04.W.03

ELA Writing Strand Logo 4th Grade (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Text Types and Purposes

ELA-04.W.03 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Sub-Standards:

a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words and phrases to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated experience or events.

Student Learning Targets:

Knowledge Targets

  • I can identify what a character or narrator is.
  • I can identify sequence words. I can identify what an introduction to a story is.
  • I can identify what a conclusion to a story is.

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can develop events and/or experiences and show how characters respond to situations using dialogue and description.
  • I can use concrete words and phrases as well as sensory details (descriptive words and phrases that appeal to the senses) to help my reader understand the experiences and events (create mind pictures).
  • I can signal changes in time and place by using transition words, phrases, and clauses.
  • I can write a logical conclusion that provides a sense of closure (ties up all the loose ends and leaves the reader satisfied.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • recognize or recall specific terminology, such as:
    • narrative, narrator, characters, sequence of events, dialogue, transition words, sensory details
  • perform basic processes, such as:
    • write narratives to develop real or imagined experiences or events using supports provided by the teacher
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • write narratives to develop real or imagined experiences or events
    • orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
    • use dialogue and description to develop experiences and events or show the responses of characters to situations.
    • use a variety of transitional words and phrases to manage the sequence of events.
    • use concrete words and phrases and sensory details to convey experiences and events precisely.
    • provide a conclusion that follows from the narrated experiences or events.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • incorporate detailed dialogue and description
  • include sensory analogies, metaphors, and similes
Teacher Proficiency Scale

Resources

Vocabulary

  • Narrative
  • Narrator
  • Imagined
  • Characters
  • Event Sequence
  • Dialogue
  • Concrete phrases and words
  • Introduction
  • Conclusion
  • Orient
  • Sensory Details
  • Connecting Ideas

Websites

» 4th Grade English