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Unit Details

​​​​​​​​​​​​​​​​​​​​​​​​Instructions: Rockwood unit details share the timeline, the enduring understanding and the essential questions for each unit.  Click on the standard title to be directed to the information on related standards for the unit.​

 Unit Details

Unit Title
Opinion Writing
Unit Number
W04
Course
Fourth Grade English Language Arts
Content Area
Language Arts
Description
Writers compose an opinion piece of writing with an awareness of audience, task, and purpose, and an understanding of the subject, by gathering information from a variety of sources and use the writing process to produce and publish a coherent piece of writing with the use of technology.
Timeline
4 Week(s)
Enduring Understandings
Writers compose for a variety of audiences and purposes.
Writers create and share their writing.
Writers use a variety of sources to enhance their writing.
Writers strengthen their craft through practice.
Writers and speakers use appropriate English.
Writers and speakers use language to convey meaning.
Writers and speakers use language to enhance meaning.
Listeners make meaning from the spoken word.








Essential Questions
How do writers communicate an opinion?
How do listeners make meaning from the spoken word?
How do speakers share information to a variety of audiences for specific purposes?



Additional Unit Resources
  • Benchmark Literacy Writer's Workshop Unit 4: Book Reviews
  • BrainPOP                                                                                                 
  • BrainPOP Jr.
  • Discovery Education                                                                       
  • Grammar & Punctuation – SMART Notebook resources on Insider
  • The Continuum of Literacy Learning
  • Words Their Way
  • World Book Online

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Standard
Standard Component
  
Use knowledge of language and its conventions when writing, speaking, reading, or listening
• Choose words and phrases to convey ideas precisely
• Choose punctuation for effect.
•  Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion)



ECO
  
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings
• Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context
• Recognize and explain the meaning of common idioms, adages, and proverbs
• Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms)



  
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation)
ECO
  
Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally
ECO
  
Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 on pages 28 and 29 for specific expectations.)
  
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.
  
With some guidance and support from adults, use technology, including the Internet, to produce and publish writings 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 setting.
  
Conduct short research projects that build knowledge through investigation of different aspects of a topic
  
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
  
Draw evidence from literary or informational texts to support analysis, reflection, and research
• 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 chracter’s thoughts, words, or actions].”)
• 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”)


  
  
Standard
Standard Component
ECO
  
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
• Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, shy)
• Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses
• Use modal auxiliaries (e.g., can, may, must) to convey various conditions
• Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag)
• Form and use prepositional phrases
• Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons
• Correctly use frequently confused words (e.g., to, too, two; there, their)
• Maintain legible handwriting
























ECO
  
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
• Use correct capitalization
• Use commas and quotations marks to mark direct speech and quotations from a text
• Use a comma before a coordinating conjunction in a compound sentence
• Spell grade-appropriate words correctly, consulting references as needed




ECO
  
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly
• Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion
• Follow agreed-upon rules for discussions and carry out assigned roles
• Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others
• Review the key ideas expressed and explain their own ideas and understanding in light of the discussion




ECO
  
Identify the reasons and evidence a speaker provides to support particular points
ECO
  
Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace
ECO
  
Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes
ECO
  
Write opinion pieces on topics or texts, supporting a point of view with reasons and information
• 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
• Provide reasons that are supported by facts and details
• Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition)
• Provide a concluding statement or section related to the opinion presented




ECO
  
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).
ECO
  
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)