- Logically grouping ideas in written work to effectively convey opinions and information (W.4–5,
Standards 1–2) - Formatting (such as headings) and using multimedia in written work to aid comprehension
(W.4–5.2) - Using quotations in informative/explanatory text (W.4–5.2)
- Using a variety of transitional words, phrases, and in grade five, clauses to manage the
sequence of events in narratives (W.4–5.3) - Providing details (W.4–5, Standards 1–3)
- Writing multiple-paragraph texts (W.4–5.4)
- Producing writing appropriate for the audience (W.4–5.4)
- Keyboarding one (grade four) to two (grade five) pages in a single sitting (W.4–5.6)
- Using the Internet to produce and publish writing and to interact and collaborate with others
(W.4–5.6) - Paraphrasing information from sources, categorizing information, and providing a list of sources
(W.4–5.8) - Drawing evidence from literary or informational texts to support analysis, reflection, and
research (W.4–5.9).
As in all grades, writing is taught, not merely assigned and graded. A meta-analysis of research on
writing instruction for students in grades four and above (Graham and Perin 2007) revealed that the
following elements of instruction have positive effects on students’ writing: - Instruction in strategies for planning, revising, and editing their work
- Instruction in summarizing
- Instructional arrangements whereby students work together to plan, draft, revise and edit their
work - Specific, reachable goals for a particular work, including the
purpose and the characteristics of the final product - Access to word-processors (which is particularly effective for
low-achieving writers) - Instruction in sentence combining
- Prewriting activities designed to help students generate or
organize ideas - Inquiry activities in which students analyze data before
writing, helping them develop ideas and content for a
particular writing task - A process writing approach
- Opportunities to study models of good writing specific to a particular instructional focus
- Writing in the content areas
Instruction and curricular materials should reflect these findings.
Students in the fourth- and fifth-grade span dedicate more time than in previous years to engaging
in process writing, with attention to planning, revising, and editing (W.4–5.5). Figure 5.6 shares the
components of the writing process as described by Graham, and others (2012).
Students in the fourth-
and fifth-grade span
dedicate more time
than in previous years
to engaging in process
writing, with attention
to planning, revising,
and editing.Grades 4 and 5 Chapter 5 | 407