NECAP Grade Level Expectations (GLEs) for Writing Grade 4
Writing is assessed at the statewide level in the fall of grades 5 and 8. Therefore, support materials are provided for end of grade 4 and end of grade 7 GLEs. Writing is an integral part of local assessment at all grade levels, and the NECAP GLEs provide grade-level guidelines for teachers.
GLE Clusters (click on number to view): Structures of Language (4.1) | Writing in Response to Literary or Informational Text (4.2, 4.3) | Narrative Writing (4.4, 4.5) | Informational Writing (4.6, 4.7, 4.8) | Writing Conventions (4.9)
NECAP 2005 Released Items for Grade 4 to be administered Fall
of Grade 5:
Released
Items | Support
Materials
Web-based Writing GLEsReading/Writing Support Materials Introduction Background Information for Writing Support Materials Grade 4 Clusters: |
GLE |
Support
Materials |
Student Work |
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Students demonstrate command of the structures of sentences, paragraphs, and text by… |
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Writing a variety of complete simple and compound sentences |
Stand-Alone Writing Items for Writing Structures and Conventions, Items #10 and #11 | ||
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Using the paragraph form: indenting, main idea, supporting details |
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Web-based Writing GLEsReading/Writing Support Materials Introduction Background Information for Writing Support Materials Grade 4 Clusters: |
GLE |
Support Materials |
Student Work |
| W-4-2 In response to literary or informational text, students show understanding of plot /ideas/concepts by… |
Response to Literary Text: "Sable," Items #2 and #3 |
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Selecting appropriate information to set context/background |
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Connecting what has been read (plot/ideas/concepts) to prior knowledge, which might include other texts |
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Web-based Writing GLEsReading/Writing Support Materials Introduction Background Information for Writing Support Materials Grade 4 Clusters: |
GLE |
Support
Materials |
Student Work |
| W–4–3 In response to literary or informational text students make and support analytical judgments about text by… |
Response to Literary Text Passage: "Knoxville Tennessee," Item #1 Response to Literary Text: "Sable," Items #2 and #3 |
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Stating and maintaining a focus (purpose) when responding to a given question |
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Making inferences about content, events, characters, setting, or common themes EXAMPLE (of theme): honesty isn’t always easy |
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Using specific details and references to text to support focus |
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Organizing ideas, using transition words/phrases and writing
a conclusion |
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Web-based Writing GLEsReading/Writing Support Materials Introduction Background Information for Writing Support Materials Grade 4 Clusters: |
GLE |
Support Materials |
Student Work |
| W–4–4 |
Narrative - Summer Event, Item #7 | ||
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Creating a clear, understandable story line with a beginning, middle, and end |
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Establishing a problem and solution |
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Web-based Writing GLEsReading/Writing Support Materials Introduction Background Information for Writing Support Materials Grade 4 Clusters: |
GLE |
Support
Materials |
Student Work |
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Using relevant and descriptive details |
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Identifying characters |
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Web-based Writing GLEsReading/Writing Support Materials Introduction Background Information for Writing Support Materials Grade 4 Clusters: |
GLE |
Support
Materials |
Student Work |
| W–4–6 In informational writing, students organize ideas/concepts by … |
Report Prompt: Fact Sheet about Frogs and Toads, Items #8 and #9 | ||
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Grouping ideas logically (e.g., predictable categories, steps of a procedure, reasons/arguments) |
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Writing an introduction that sets the context (including materials list in procedures) |
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Using transition words or phrases |
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Writing a conclusion |
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Web-based Writing GLEsReading/Writing Support Materials Introduction Background Information for Writing Support Materials Grade 4 Clusters: |
GLE |
Support
Materials |
Student Work |
| W–4–7 In informational writing, students effectively convey purpose by… |
Report Prompt: Fact Sheet about Frogs and Toads, Items #8 and #9 | ||
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Stating and maintaining a focus/controlling idea on a topic |
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Web-based Writing GLEsReading/Writing Support Materials Introduction Background Information for Writing Support Materials Grade 4 Clusters: |
GLE |
Support
Materials |
Student Work |
| W–4–8 In informational writing, students demonstrate use of a range of elaboration strategies by … |
Report Prompt: Fact Sheet about Frogs and Toads, Items #8 and #9 | ||
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Including facts and details relevant to focus/controlling idea |
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Including sufficient details or facts for appropriate depth of information: naming, describing, explaining, comparing, use of visual images |
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Web-based Writing GLEsReading/Writing Support Materials Introduction Background Information for Writing Support Materials Grade 4 Clusters: |
GLE |
Support
Materials |
Student Work |
| W–4–9 In independent writing, students demonstrate command of appropriate English conventions by… |
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Identifying grammatical errors, when given examples EXAMPLES: he don’t; Him and me went |
Stand-Alone Writing Items for Writing Structures and Conventions, Items #12 and #13 | ||
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Applying basic capitalization rules EXAMPLES: names, beginning sentences, proper nouns, titles |
Stand-Alone Writing Items for Writing Structures and Conventions, Items #14, #15, and #16 | ||
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Using commas correctly in dates and in a series (Note: either form is correct – x, y, and z or x, y and z) |
Stand-Alone Writing Items for Writing Structures and Conventions, Items #17 and #18 | ||
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Using end punctuation correctly in a variety of sentence structures |
Stand-Alone Writing Items for Writing Structures and Conventions, Item #19 | ||
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Correctly spelling grade-appropriate, highfrequency words and recognizing
syllables and affix patterns/rules that are characteristic of the
English spelling system EXAMPLES: consonant doubling, change y to i, drop silent e, spelling rules for affixes |
Stand-Alone Writing Items for Writing Structures and Conventions, Items #20-23 | ||
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