4.11

4.11 is a knowledge and skills statement. These are the student expectations under it.

• 4.11.A

  plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mappin...

• 4.11.B.i

  organizing with purposeful structure, including an introduction, transitions, and a conclusion

• 4.11.B.ii

  developing an engaging idea with relevant details

• 4.11.C

  revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity

• 4.11.D.i

  complete simple and compound sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments

• 4.11.D.ii

  past tense of irregular verbs

• 4.11.D.iii

  singular, plural, common, and proper nouns

• 4.11.D.iv

  adjectives, including their comparative and superlative forms

• 4.11.D.ix

  capitalization of historical periods, events, and documents; titles of books; stories and essays; and languages, races, and nationalities

• 4.11.D.v

  adverbs that convey frequency and adverbs that convey degree

• 4.11.D.vi

  prepositions and prepositional phrases

• 4.11.D.vii

  pronouns, including reflexive

• 4.11.D.viii

  coordinating conjunctions to form compound subjects, predicates, and sentences

• 4.11.D.x

  punctuation marks, including apostrophes in possessives, commas in compound sentences, and quotation marks in dialogue

• 4.11.D.xi

  correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words

• 4.11.E

  publish written work for appropriate audiences.

01

What Students Need to Do

Students choose a genre that fits their topic, purpose, and audience, then plan and draft their ideas. They organize details clearly and revise by adding, removing, combining, or moving words and ideas. They edit grammar, spelling, capitalization, and punctuation before sharing a polished final piece.

02

What Mastery Looks Like

Students produce a clear piece with an opening, logically ordered details, transitions, and a conclusion. They make meaningful revisions, correct grammar and punctuation errors, check spelling, and prepare a readable final copy for the intended audience.

03

Common Misconceptions

Students may treat planning as a one-time step or choose a genre without considering the audience. They often confuse revising ideas with correcting punctuation. Common errors include fragments, run-ons, weak transitions, unrelated details, inconsistent verb tense, and missing commas or apostrophes.

04

How to Assess It

Give students a six-sentence rough draft containing a fragment, a run-on, weak word choice, and a missing transition. Ask them to revise and edit it, then label two changes they made.

1. 01

   Give groups mixed sentence strips from a paragraph, then have them arrange an introduction, ordered details, transitions, and a conclusion.

2. 02

   Ask students to explain how a letter about recess rules would change when written for a principal instead of a friend.

3. 03

   Run an editing relay where teams correct cards containing fragments, run-ons, verb errors, pronoun errors, and missing punctuation.

4. 04

   Have students write a school event announcement for families, revise it using partner feedback, and publish it on a class bulletin board.

• 2.11

  The 2nd Grade version of this standard.

• K.10

  The Kindergarten version of this standard.

• 6.10

  The 6th Grade version of this standard.

• 3.11

  The 3rd Grade version of this standard.