[4TH GRADE WRITING INSTRUCTIONAL FOCUS DOCUMENT] 2012-2013
Week(s) # 1
Prompt: Day 1: Write about something that happened to you in the
summer. Escribe sobre algo que te pasó en el verano.
Day 2: Tell about ways you might help your school community.
Habla acerca de las maneras que tú podrías ayudar a tu comunidad
escolar.
Day 3: Write about someone who is by your side no matter what
happens.
Escribe acerca de alguien que está a tu lado pase lo que pase.
Day 4: Write about why it is important for people to help each other.
Escribe acerca de por qué es importante que las personas se ayuden
mutuamente.
Day 5: Elaborate and revise one of your journal entries. Focus on
complete sentences, capitalization, punctuation, and grammar.
Elaborar y revisar una de las entradas de tu cuaderno. Concéntrate en
oraciones completas, mayúsculas, puntuación y gramática.
Primary Writing TEKS:
4.17: Students write about their own experiences. Students are
expected to write about important personal experiences.
Writing Activity/Strategy Description:
Baseline writing through journaling.
Suggested Pacing for Composition Writing:
Introduce:
Prewriting:
Drafting (Day 1-4): Respond to daily journal prompts
Revising (Day 5): Revise one journal entry
Editing:
Publishing:
Features of Genre: Narrative: Tells a story or part of a story;
Expository: seeks to inform, explain, clarify, define or instruct
Edgewood ISD CIA Dept.
Form of Writing: Journaling (Expository/Narrative)
Grammar Focus: Complete sentences and sentence fragments
Grammar Pre-Test
Journey’s Texas Assessment Prep (Blue Book) pp. 119-123
4.20(C) use complete simple and compound sentences with correct
subject-verb agreement.
Primary Grammar TEKS: 4.20A(i-vi): use and understand the function
of the following parts of speech in the context of writing: (i) verbs; (ii)
nouns; (iii) adjectives; (iv) adverbs; (v) preposition; (vi) reflexive
pronouns
Revising/Editing Focus based on State Rubric:
Use of Language/Conventions: The writer demonstrates a consistent
command of sentence boundaries and spelling, capitalization,
punctuation, grammar, and usage conventions.
Writing Resource Correlation:
Journeys/Senderos: Refer to daily grammar lessons in Lesson 1 (T.E.
T46-49) and (S.E. 38-39)
Write Source: Building Effective Sentences pp.469-471
Other Resources:
Academic Vocabulary: complete/incomplete; simple subject &
predicate; sentence
Page 1
[4TH GRADE WRITING INSTRUCTIONAL FOCUS DOCUMENT] 2012-2013
Week(s) # 2
Prompt:
Explain why teachers give homework.
Explica por qué los maestros dan tarea.
Primary Writing TEKS:
4.18Ai-iii: Students write expository and procedural or work-related
texts to communicate ideas and information to specific audiences for
specific purposes. Students are expected to:
(A) create brief compositions that:
(i) establish a central idea in a topic sentence;
(ii) include supporting sentences with simple facts, details, and
explanations; and
(iii) contain a concluding statement;
Writing Activity/Strategy Description:
 Expository Informative “Brainstorming” Worksheet from Randi
Whitney Expository Packet p. 36.
Purpose: To help student organize thoughts.
 Linear Paragraph Activity from Randi Whitney Narrative Packet
pp. 18 & 23.
Purpose: Show elaboration on ideas.
Suggested Pacing for Composition Writing:
Form of Writing: Expository (Informative)
Grammar Focus: Subjects and Predicates
Introduce (Day 1): Give definition of expository writing.
Prewriting (Day 1 & 2): Brainstorming Worksheet
Drafting (Day 3 & 4): Linear Paragraph Activity
Revising:
Editing:
Publishing:
Journeys/Senderos:
Refer to daily grammar lessons in Lesson 2 (T.E. 120-121) and (S.E. pp.
64-65)
Features of Genre:
Describe through informing, explaining and defining.
Edgewood ISD CIA Dept.
Primary Grammar TEKS:
4.20B (B) use the complete subject and the complete predicate in a
sentence;
Revising/Editing Focus based on State Rubric:
Organization/Progression
The writer establishes a clear central idea. All ideas are strongly related
to the central idea and are focused on the topic specified in the
prompt. By sustaining this focus, the writer is able to create an essay
that is unified and coherent.
Writing Resource Correlation:
Write Source: pp.470-475
Other Resources: Write Source Skills Book pp. 83-84
Academic Vocabulary: simple subject, simple predicate, sentence
fragment, expository, informative, organization, linear
Page 2
[4TH GRADE WRITING INSTRUCTIONAL FOCUS DOCUMENT] 2012-2013
Week(s) # 3
5 days
Prompt: Explain why teachers give homework?
Form of Writing: Expository Informational
Grammar Focus: Kinds of Sentences
Primary Writing TEKS:
4.15(B) develop drafts by categorizing ideas and organizing them into
paragraphs;
4.15(C) revise drafts for coherence, organization, use of simple and
compound sentences, and audience;
4.15(D) edit drafts for grammar, mechanics, and spelling using a
teacher-developed rubric;
Primary Grammar TEKS:
4.20(C) use complete simple and compound sentences with correct
subject-verb agreement.
Writing Activity/Strategy Description:
 Linear paragraph handout to create rough draft from Randi
Whitney Expository Packet p. 36.
Purpose: To help student organize thoughts
 Linear Paragraph Activity from Randi Whitney Narrative Packet
pp. 18 & 23.
Purpose: To help student organize thoughts.
Suggested Pacing for Composition Writing:
Revising/Editing Focus based on State Rubric:
Use of Language/Conventions
The writer’s word choice is purposeful and precise. It reflects a keen
awareness of the expository purpose and maintains a tone appropriate
to the task. The word choice strongly contributes to the quality and
clarity of the essay.
Introduce:
Prewriting:
Drafting (Day 1, 2, 3, 4): Rough Draft/Conferencing
Revising (Day 5):
Editing:
Publishing:
Journeys/Senderos:
Refer to daily grammar lessons in Lesson 3 (T.E. 190-191) and (S.E. pp.
86-87)
Write Source:
pp. 478-479
Expository Voice p. 509
Features of Genre: Describe through informing, explaining and
defining.
Other Resources:
Write Source Skills Book pp. 125-126
Academic Vocabulary: declarative, imperative, interrogative,
exclamatory
Edgewood ISD CIA Dept.
Writing Resource Correlation:
Page 3
[4TH GRADE WRITING INSTRUCTIONAL FOCUS DOCUMENT] 2012-2013
Week(s) # 4
5 days
Prompt: Explain why teachers give homework?
Primary Writing TEKS:
4.15(E) revise final draft in response to feedback from peers and
teacher and publish written work for a specific audience.
Writing Activity/Strategy Description:
 Mini-lesson on partner revision
Purpose: To help student focus on a particular revision skill
 Mini-lesson on partner editing.
Purpose: To help student focus on a particular editing skill.
Suggested Pacing for Composition Writing:
Introduce:
Prewriting:
Drafting:
Revising (Day 1 & 2): Partner Revision/Conferencing
Editing (Day 3 & 4): Partner Editing/Conferencing
Publishing (Day 5): Final Draft
Features of Genre: Describe through informing, explaining and
defining.
Edgewood ISD CIA Dept.
Form of Writing: Expository Informational
Grammar Focus: Simple and Compound Sentences; Subject-Verb
Agreement, Combining Sentences
Primary Grammar TEKS:
4.20(C) use complete simple and compound sentences with correct
subject-verb agreement.
4.21(C) recognize and use punctuation marks including:
(i) commas in compound sentences
Revising/Editing Focus based on State Rubric:
Use of Language/Conventions
The writer’s word choice is purposeful and precise. It reflects a keen
awareness of the expository purpose and maintains a tone appropriate
to the task. The word choice strongly contributes to the quality and
clarity of the essay.
Writing Resource Correlation:
Journeys/Senderos:
Refer to daily grammar lessons in Lesson 4 (T.E. 262-264) and (S.E. pp.
110-111)
Write Source:
pp. 472-473; pp. 476-477; pp. 481
Other Resources:
Write Source Skills Book pp. 129-132; pp. 107-108
Academic Vocabulary: compound sentence, conjunction, simple
sentence, subject verb agreement, anecdote
Page 4
[4TH GRADE WRITING INSTRUCTIONAL FOCUS DOCUMENT] 2012-2013
Week(s) #5
5 days
Prompt: Write a composition about something that happened during
P.E. or recess.
Primary Writing TEKS:
4.15(A) plan a first draft by selecting a genre appropriate for conveying the
intended meaning to an audience and generating ideas through a range of
strategies (e.g., brainstorming, graphic organizers, logs, journals);
4.15(B) develop drafts by categorizing ideas and organizing them into
paragraphs;
4.17 Students write about their own experiences. Students are expected to
write about important personal experiences.
Writing Activity/Strategy Description:
 Brainstorming web worksheet from Randi Whitney Narrative
Packet p. 50. Magnifying lesson from Randi Whitney Narrative
Packet pp. 40-42. Starring lesson from Randi Whitney
Narrative packet p. 18.
Purpose: To help student organize thoughts; narrow down the
topic; develop the topic.
 Storyline body lesson from Randi Whitney Narrative Packet p.
46. Telescoping lesson from Randi Whitney Narrative Packet
p. 17.
Purpose: To help student stay on topic.
Suggested Pacing for Composition Writing:
Introduce (Day 1): Give definition of narrative writing.
Prewriting (Day 1, 2, & 3): Brainstorming Worksheet, Magnifying
Once, Starring Activity
Drafting (Day 4 & 5): Storyline body/Telescoping
Revising:
Editing:
Publishing:
Features of Genre: Tell a story or part of a story.
Edgewood ISD CIA Dept.
Form of Writing: Narrative
Grammar Focus: Nouns; plural nouns;
organization
Primary Grammar TEKS:
4.20(A) use and understand the function of the following parts of
speech in the context of reading, writing, and speaking:
(ii) nouns (singular/plural, common/proper);
Revising/Editing Focus based on State Rubric:
Organization/Progression
The form or structure of the narrative is appropriate to the purpose
and responsive to the specific demands of the prompt. The writer uses
organizational strategies or literary devices that are particularly well
suited to the narrative task. The writer is able to skillfully convey the
experience.
Writing Resource Correlation:
Journeys/Senderos:
Refer to daily grammar lessons in Lesson 5 (T.E. 338-340) and (S.E. pp.
138-139)
Write Source:
pp. 446-448; pp. 84-85 Introductions
Other Resources:
Write Source Skills Book pp. 143-145; pp. 148-149
Academic Vocabulary: narrative, magnify, composition
Page 5
[4TH GRADE WRITING INSTRUCTIONAL FOCUS DOCUMENT] 2012-2013
Week(s) #6
4 days
Prompt: Write a composition about something that happened during
P.E. or recess.
Primary Writing TEKS:
4.15(C) revise drafts for coherence, organization, use of simple and
compound sentences, and audience;
Form of Writing: Narrative
Grammar Focus: Verbs; action verbs; main verbs and helping verbs;
linking verbs
Primary Grammar TEKS:
4.20A use and understand the function of the following parts of
speech in the context of reading, writing, and speaking:
(i) verbs (irregular verbs);
Writing Activity/Strategy Description:
 Drafting Introductions lesson from Randi Whitney Narrative
Packet p. 81; Write Source pp. 84-85.
Create a foldable with 3 sections labeled Introduction
Strategies (p. 81). Examples are on p. 84-85.
Purpose: To help student write introductions.
Revising/Editing Focus based on State Rubric:
Development of Ideas
Specific, well-chosen details add substance to the narrative. These
details contribute significantly to the writer’s portrayal of the
experience.
Suggested Pacing for Composition Writing:
Introduce :
Prewriting :
Drafting (Day 1): Storyline body/Telescoping continued;
(Day 2): Introduction lesson
Revising (Day 3 & 4): Introduction Foldable; Conferencing
Editing:
Publishing:
Writing Resource Correlation:
Journeys/Senderos:
Refer to daily grammar lessons in Lesson 6 (T.E. 48-50) and (S.E. pp.
168-169)
Features of Genre: Tell a story or part of a story.
Edgewood ISD CIA Dept.
Write Source:
pp. 454-455; 460
pp. 56-57 Conclusions
Other Resources:
Write Source Skills Book pp. 169-170
Academic Vocabulary: Verbs: linking, helping, action;
introduction, revise
Page 6
[4TH GRADE WRITING INSTRUCTIONAL FOCUS DOCUMENT] 2012-2013
Week(s) #7
4 days
Prompt: Write a composition about something that happened during
P.E. or recess.
Primary Writing TEKS:
4.15(D) edit drafts for grammar, mechanics, and spelling using a
teacher-developed rubric; and
4.15(E) revise final draft in response to feedback from peers and
teacher and publishes written work for a specific audience.
Form of Writing: Narrative
Grammar Focus: Simple Verb Tenses
Writing Activity/Strategy Description:
 Drafting Conclusions lesson from Randi Whitney Narrative
Packet p. 42; Write Source pp. 56-57.
Purpose: To help student write conclusions.
Revising/Editing Focus based on State Rubric:
Organization/Progression
All details contribute to the effectiveness of the narrative. The writer
focuses on a specific personal experience and sustains that focus,
strengthening the unity and coherence of the narrative.
Writing Resource Correlation:
Journeys/Senderos:
Refer to daily grammar lessons in Lesson 7 (T.E. 120-122) and (S.E. pp.
192-193)
Suggested Pacing for Composition Writing:
Introduce :
Prewriting :
Drafting (Day 1): Conclusions
Revising (Day 2): Partner Revision/Conferencing
Editing (Day 3): Partner Editing/Conferencing
Publishing (Day 4): Final Draft
Features of Genre: Tell a story or part of a story.
Edgewood ISD CIA Dept.
Primary Grammar TEKS:
4.20A use and understand the function of the following parts of
speech in the context of reading, writing, and speaking:
(i) verbs (irregular verbs);
Write Source:
pp. 456-458
Other Resources:
Write Source Skills Book pp. 171-172
Academic Vocabulary: verb, tense; edit conclusion publish
Page 7
[4TH GRADE WRITING INSTRUCTIONAL FOCUS DOCUMENT] 2012-2013
Week(s) #8
4 1/2 days
Prompt: Describe to a friend the steps necessary to make a tasty
banana split.
Primary Writing TEKS:
4.15(A) plan a first draft by selecting a genre appropriate for conveying the
intended meaning to an audience and generating ideas through a range of
strategies (e.g., brainstorming, graphic organizers, logs, journals);
4.18(A) create brief compositions that:
(i) establish a central idea in a topic sentence;
(ii) include supporting sentences with simple facts, details, and explanations;
and
(iii) contain a concluding statement;
Writing Activity/Strategy Description:
 How-To Brainstorm lesson from Randi Whitney Expository p 46
Purpose: To help student organize ideas.
 Drafting Introduction lesson from Randi Whitney Expository
Packet p. 28/38 (example); Write Source pp. 56-57.
Purpose: To help student write introductions.
 Teacher model I activity from Randi Whitney. Use Let’s Get
Organized from Randi Whitney Expository Packet p. 43
Purpose: To help student stay organized.
Suggested Pacing for Composition Writing:
Introduce (Day 1): How-To Brainstorm p. 46
Prewriting (Day 2&3): Brainstorming using I activity
Drafting (Day 4&1/2): Drafting Introduction lesson p. 28/38; Write
Source pp. 56-57
Revising:
Editing:
Publishing:
Features of Genre: Procedural expository writing defines or instructs
the audience regarding the steps to accomplish a task.
Edgewood ISD CIA Dept.
Form of Writing: Expository Procedural
Grammar Focus: Conjunctions
Primary Grammar TEKS:
4.20(A) use and understand the function of the following parts of
speech in the context of reading, writing, and speaking:
(vii) correlative conjunctions (e.g., either/or, neither/nor); and
Revising/Editing Focus based on State Rubric:
Development of Ideas
The essay is thoughtful and engaging. The writer may choose to use
his/her unique experiences or view of the world as a basis for writing
or to connect ideas in interesting ways. The writer develops the essay
in a manner that demonstrates a thorough understanding of the
expository writing task.
Writing Resource Correlation:
Journeys/Senderos:
Refer to daily grammar lessons in Lesson 8 (T.E. pp. 194-196) and (S.E.
pp. 218-219)
Write Source:
pp. 467-468
p. 509 Expository Voice
Other Resources:
Write Source Skills Book pp. 189-195
Academic Vocabulary:
Conjunctions; complex sentences; correlative conjunctions; compound
sentences; procedural
Page 8
[4TH GRADE WRITING INSTRUCTIONAL FOCUS DOCUMENT] 2012-2013
Week(s) #9
5 days
Prompt: Describe to a friend the steps necessary to make a tasty
banana split.
Primary Writing TEKS:
4.15(B) develop drafts by categorizing ideas and organizing them into
paragraphs;
4.15(C) revise drafts for coherence, organization, use of simple and
compound sentences, and audience;
4.15(D) edit drafts for grammar, mechanics, and spelling using a
teacher-developed rubric; and
4.15(E) revise final draft in response to feedback from peers and
teacher and publish written work for a specific audience.
Writing Activity/Strategy Description:
Writing Process
Suggested Pacing for Composition Writing:
Introduce:
Prewriting:
Drafting (Day 1&2): Drafting
Revising (Day 3): Partner Revision/Conferencing
Editing (Day 4): Partner Editing/Conferencing
Publishing (Day 5): Publish
Features of Genre: Procedural expository writing defines or instructs
the audience regarding the steps to accomplish a task.
Edgewood ISD CIA Dept.
Form of Writing: Expository Procedural
Grammar Focus:
Primary Grammar TEKS:
Benchmark Testing
Revising/Editing Focus based on State Rubric:
Development of Ideas
The essay is thoughtful and engaging. The writer may choose to use
his/her unique experiences or view of the world as a basis for writing
or to connect ideas in interesting ways. The writer develops the essay
in a manner that demonstrates a thorough understanding of the
expository writing task.
Writing Resource Correlation:
Journeys/Senderos:
Write Source:
Other Resources:
Academic Vocabulary:
Page 9