College and Career Readiness Standards: Literacy

Grade 4 - Writing

CCR.ELA-Literacy.W.4.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
CCR.ELA-Literacy.W.4.1a
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
CCR.ELA-Literacy.W.4.1b
Provide reasons that are supported by facts and details.
CCR.ELA-Literacy.W.4.1c
Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
CCR.ELA-Literacy.W.4.1d
Provide a concluding statement or section related to the opinion presented.
CCR.ELA-Literacy.W.4.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCR.ELA-Literacy.W.4.2a
Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
CCR.ELA-Literacy.W.4.2b
Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
CCR.ELA-Literacy.W.4.2c
Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
CCR.ELA-Literacy.W.4.2d
Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCR.ELA-Literacy.W.4.2e
Provide a concluding statement or section related to the information or explanation presented.
CCR.ELA-Literacy.W.4.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CCR.ELA-Literacy.W.4.3a
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
CCR.ELA-Literacy.W.4.3b
Use dialogue and description to develop experiences and events or show the responses of characters to situations.
CCR.ELA-Literacy.W.4.3c
Use a variety of transitional words and phrases to manage the sequence of events.
CCR.ELA-Literacy.W.4.3d
Use concrete words and phrases and sensory details to convey experiences and events precisely.
CCR.ELA-Literacy.W.4.3e
Provide a conclusion that follows from the narrated experiences or events.
CCR.ELA-Literacy.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.)
CCR.ELA-Literacy.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 here.)
CCR.ELA-Literacy.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.
CCR.ELA-Literacy.W.4.7
Conduct short research projects that build knowledge through investigation of different aspects of a topic.
CCR.ELA-Literacy.W.4.8
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.
CCR.ELA-Literacy.W.4.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCR.ELA-Literacy.W.4.9a
Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).
CCR.ELA-Literacy.W.4.9b
Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).
CCR.ELA-Literacy.W.4.10
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.

Standards for English Language Arts

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