taking notes will be a mainstay of your child’s education
student's stories will have developed characters who show their feelings and react to what happens.
use the new ideas she’s learning to use to analyze books — like structure, logic, details, evidence — in her own daily writing.

Building Study Skills
  • use books, periodicals, websites, and other digital sources (like a library database) to conduct research projects
  • keep track of all the sources she checks — noting what she learns, the name of the source and page number or url so she can find it again and create a source list or bibliography later.
  • taking the time to write what she learns in her own words, then review and categorize her new knowledge
  • Sorting evidence into categories will help her with the planning, writing, and revising stages of her project.
  • taking notes while reading fiction will help your child when it comes time to analyze what she's read or to give an in-depth description of a character, setting, or story event drawing on specific details.

Pre-writing
  • use his organized notes to help create the structure of whatever he’s writing
  • planning, your child may brainstorm ideas for a story or decide how to organize facts into a cohesive set of points.
  • more knowledge your child builds during the prewriting stage, the easier it will be to write.
  • Encourage reading and rereading, taking notes, finding additional sources, discussing aloud how new knowledge fits in with what your child knew before, and visually organizing what he plans to write about.
  • After the first draft is written,revision (or two), adding, reordering, and refining his writing to show true, deep understanding.
    • teacher and possibly other students will offer feedback:
    • asking questions to elicit new details or clarify an argument or suggest new sources of information.
    • clear introduction and conclusion, and that the order of points or events makes sense.

  • final edit - focusing on spelling, grammar, punctuation, and strengthening word choices.

Opinion Writing
  • always need to be supported by evidence
  • persuasive writing should start by clearly introducing your opinion on a topic
  • present argument, which is a list of reasons why she holds that opinion
  • Each of her reasons needs to be supported by facts and details (a.k.a. evidence)
  • close argument with a concluding statement or paragraph that sums up how her evidence supports her opinion
  • "Zoos should close"

Informative Writing
  • convey facts and ideas clearly
  • more organized - think formatting (like headers) and illustrations and even multimedia components to support specific points — all in an effort to make your child's writing more clear
  • introduce her topic then useuse advanced linking words (e.g. also, another, for example, because) to form compound and complex sentences connecting his research and ideas to the point he’s making
    • facts,
    • definitions,
    • details,
    • quotes,
    • examples,
    • and other information to develop his topic into a few clear, well thought-out paragraphs
  • have a conclusion — either a statement or, if necessary, a section labeled conclusion.
  • "John Cabot and the Rediscovery of North America"
    • "
    Big Book of Evolution"
    • "
    Book report: A Tale of Despereaux"

Narrative Writing
  • narrative means writing a story
    • use storytelling techniques,
    • descriptive details,
    • clear sequences to tell compelling tales.
  • should use
    • dialogue,
    • descriptive words,
    • transitional language.
  • precise language and sensory details that bring characters to life
  • should begin to keep pacing and sequence of events in mind
    • events should unfold naturally, bringing the story to a natural conclusion
    • surprise endings okay? Sure… so long as the details and events plausibly lead there
  • Putting sentences in order

Range of Writing
  • writing more often — whether it’s in 15-minute spurts or multi-week projects
  • growing analytical reading skills can inform his writing skills
    • What is that character feeling?
    • Which words make you think that?
  • how your child can use those ideas in his own writing
  • reading nonfiction, ask
    • What is the author trying to say?
    • What reasons does she give to support her points?
  • Finding key points

Getting Good at Grammar
  • all those parts of speech
    • elative pronouns (e.g. who, whose, whom, which, that)
    • relative adverbs (e.g. where, when, why)
    • adjective ordering (e.g. short dark hair and small red bag)
    • descriptive prepositional phrases (e.g. in the air, down the block, on the grass)
    • progressive past, present, and future verbs (e.g. I was walking, I am walking, I will be walking)
    • verbs used with other verbs to express mood or tense (aka modal auxiliaries, e.g. can, may, must, should, would
    • master the distinctions between frequently confused words like to, too, and twoand there, their, and they’re
    • compound and complex sentences continue this year, should be able to recognize and correct run-ons and fragments.
  • Prepositions


Perfecting Spelling, punctuation and vocabulary
  • Recognizing and explaining common idioms (e.g. bending over backwards)
  • Distinguishing between similes and metaphors (e.g. quiet as a mouse and the sun is a yellow beach ball).
  • Identifying and using synonyms and antonyms
  • Using increasingly specific words in writing (e.g. glamorous instead of pretty, pre-dawn instead of morning, quizzed instead of asked)
  • using relevant academic words in informational writing and research reports
  • use a dictionary and thesaurus (print and digital versions)
  • focus on details
    • capitalizing the right words,
    • putting a comma before connecting conjuctions in compound sentences (e.g. I said yes, and then he said no.)
    • using commas and quotation marks to show text quotes or dialogue
  • Its or it's?
  • Punctuating a paragraph
  • 4th grade weekly spelling lists

Publishing
  • using “technology, including the internet, to produce and publish writing.
    • printing
    • electronic publishing
      • blog,
      • website,
      • app
  • type up to a full page in one sitting
  • interact with peers about each other’s work
    • read his classmates’ published work online and comment on it, or cite a peer’s work when answering a question in class.