SALTA 4th grade

4th Grade Writing Performance Task UNIT Six: Informative/Explanatory

Standard: W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 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. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because ). Use precise language and domain-specific vocabulary to inform about or explain the topic. Provide a concluding statement or section related to the information or explanation presented. Prompt: Use what you have learned from reading My Brother Martin, Jim Thorpe’s Bright Path, and How Tia Lola Came to Stay to write a cause-effect essay about how our abilities, combined with others’ views of the world, can influence our dreams and goals. Use examples from the selections to support and justify your ideas. Be sure to follow the conventions of written English. Materials: GO #20, Writing to Sources Book pgs. 190-191, Speaking and Listening Rubric, Academic Language Scripts, Four Square GO for opinion, and Utah Compose , Speaking and Listening Standards 1& 4. Part I: Re-read and Take Notes (30 minutes) • Follow the directions on page 190 of your Writing to Sources book. • Using graphic organizer (GO)#20 Cause and Effect from the Teacher’s online Resources under digital transparencies and have students use the headings facts, details, personal examples to take notes during re-reading to enable students to cite examples from the text. Part II: Write and Collaborate (20-30 minutes) • Using the GO #20 , support students in discussions that follow the Speaking and Listening standards 1 and 4. • Collaborate with a partner or small group and discuss how to steps of a group project. Include steps that plan for the project, assignments, timelines, revisions and final presentations. Use the Academic Language Scripts Build on What Others Say and Inviting Others into the Dialogue .

• I agree with what __________ said because.... • You bring up an interesting point and I also think.... • That’s an interesting idea. I wonder...? I think...Do you think....? • I thought about that also and I’m wondering why...? • I hadn’t thought of that before. You make me wonder if.... Do you think...? • _______________ said that.... I agree and also think... • Based on the ideas from ____, _____, and ___, it seems like we all think that... • Does anyone agree/dis agree? • What different conclusions do you have? • ___________ (name), what do you think? • I wonder what ______ thinks? • We haven’t heard frommany people in the group. Could someone new offer an idea or question?

• While students are collaborating, use the Speaking and Listening rubric to assess. • Have students add-on and adjust their thinking by adding on to their short response questions. Part III: Writing Prompt (30 minutes) • Using the Informative/Explanatory Four-Square template organize your thinking based on the prompt. • Using Utah Compose , have students respond to the prompt. Encourage students to refer to the Four-Square template and their notes from the collaboration. •

*Some prompts have been adjusted to address DOK 4