parts of an essay 4th grade

How to write a perfect essay

Need to write an essay? Does the assignment feel as big as climbing Mount Everest? Fear not. You’re up to the challenge! The following step-by step tips from the Nat Geo Kids Almanac will help you with this monumental task. 

Sometimes the subject matter of your essay is assigned to you, sometimes it’s not. Either way, you have to decide what you want to say. Start by brainstorming some ideas, writing down any thoughts you have about the subject. Then read over everything you’ve come up with and consider which idea you think is the strongest. Ask yourself what you want to write about the most. Keep in mind the goal of your essay. Can you achieve the goal of the assignment with this topic? If so, you’re good to go.

WRITE A TOPIC SENTENCE

This is the main idea of your essay, a statement of your thoughts on the subject. Again, consider the goal of your essay. Think of the topic sentence as an introduction that tells your reader what the rest of your essay will be about.

OUTLINE YOUR IDEAS

Once you have a good topic sentence, you then need to support that main idea with more detailed information, facts, thoughts, and examples. These supporting points answer one question about your topic sentence—“Why?” This is where research and perhaps more brainstorming come in. Then organize these points in the way you think makes the most sense, probably in order of importance. Now you have an outline for your essay.

ON YOUR MARK, GET SET, WRITE!

Follow your outline, using each of your supporting points as the topic sentence of its own paragraph. Use descriptive words to get your ideas across to the reader. Go into detail, using specific information to tell your story or make your point. Stay on track, making sure that everything you include is somehow related to the main idea of your essay. Use transitions to make your writing flow.

Finish your essay with a conclusion that summarizes your entire essay and 5 restates your main idea.

PROOFREAD AND REVISE

Check for errors in spelling, capitalization, punctuation, and grammar. Look for ways to make your writing clear, understandable, and interesting. Use descriptive verbs, adjectives, or adverbs when possible. It also helps to have someone else read your work to point out things you might have missed. Then make the necessary corrections and changes in a second draft. Repeat this revision process once more to make your final draft as good as you can.

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How to Write a Fourth Grade Essay

Karen hollowell.

If you are a fourth grade student, you are just beginning to learn about composing an essay. You began writing words and short sentences in kindergarten and first grade, and learned how to combine sentences into a paragraph in second and third grade. In fourth grade, you will learn how to combine paragraphs into a composition. A basic essay is made of five paragraphs that discuss one topic. These paragraphs introduce, support, and conclude your information, but should do so in a way that another reader can easily understand.

Explore this article

• How To Write A Fourth Grade Essay
• Choose a topic
• Write the introduction
• Write the body of the essay
• Write the conclusion
• Proofread your essay

1 How To Write A Fourth Grade Essay

2 choose a topic.

Choose a topic. Sometimes the teacher may give you a list of topics, or you may have to brainstorm ideas. When deciding on a topic, focus on a specific subject. For example, if you want to write about dogs, choose one breed of dog or discuss characteristics of dogs that make them good pets.

3 Write the introduction

Write the introduction. This is the first paragraph of your essay. It will contain two or three sentences that tell the reader what you will be discussing in your composition. (Ref. 1.)

4 Write the body of the essay

Write the body of the essay. The body is usually three paragraphs that include details supporting your topic. For example, if your essay is about your favorite character in a novel, each paragraph should discuss one aspect of the character that relates to why he or she is your favorite.

5 Write the conclusion

Write the conclusion. The ending paragraph is similar to the introduction, but you do not use the same words. The conclusion needs to summarize the main point of your essay. For example, a conclusion for an essay about your favorite character in "Huckleberry Finn" might be written like this: "Jim is my favorite character in this novel because he remained brave even though he faced many dangers. He was also a good friend to Huck and helped him to see how bad slavery was."

6 Proofread your essay

Proofread your essay. Your teacher will probably guide you through this process until you know the procedure. Usually you will read your essay after you have written it to be sure the sentences support the topic. Delete or add details as necessary at this time. Then check for grammar mistakes like subject/verb agreement and spelling errors. It is also a good idea to get a classmate or someone at home to read your essay. They may be able to see things that you missed. They can also tell you if your writing was easy to understand.

• 1 Sample Five Paragraph Essay

About the Author

Karen Hollowell has been teaching since 1994. She has taught English/literature and social studies in grades 7-12 and taught kindergarten for nine years. She currently teaches fourth grade reading/language and social studies. Hollowell earned her Bachelor of Arts in English from the University of Mississippi and her Master of Arts in elementary education from Alcorn State University.

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How to Write A 4th Grade Level Essay

When your child gets to fourth grade, they should already be familiar with writing prompts and how to go about answering them, but they will still need to practice. According to the Common Core State Standards Initiative, there are four basic writing prompts for fourth grade students : opinion pieces, informative or explanatory texts, narratives, and short research projects.

Opinion Prompt

Opinion pieces require your child to think about how they feel about a certain idea or topic and back up their thoughts with facts and logical arguments. An example of an opinion prompt is something like this: Name one class, sport, or club you wish your school offered and explain why it should be available. To answer this, your child first has to come up with an activity and describe how it is beneficial to them or for students as a whole, then come up with a convincing argument on why it should be offered at their school.

For example, they may want to have a book club at their school. To be persuasive, they may explain that it would be helpful to students who love reading, but may not enjoy whatever books they are assigned in class. It would also allow for students to discuss their ideas and feelings about a book they are choosing, building their appreciation for reading in general. The essay would need to be well-organized, and although it may not be a convincing proposal, the ideas should be clearly stated and logical.

Informative Prompt

Informative essays are the most straightforward, where they have to introduce and detail something about a topic. An example of an informative essay would be something like this: Write about your favorite animal. Include interesting facts about this animal in your essay. To answer this, your child will have to pick an animal they like and write about it in detail. This would include things like their habitat, behavior, physical features, and any other facts about them.

For example, they may write about lions, describing their fur and manes, their habitat in the African savannah, how they hunt their prey, and how they raise their cubs. Organization is an important part of this essay; there shouldn’t just be a list of facts, but instead well-constructed paragraphs, like one for their description, one for their hunting behavior, and so on.

Narrative Prompt

A narrative essay will be a story, either real or imagined, they have to tell clearly and with detail. An example of a narrative essay would be like this: If you were the president of the United States for a day, what would you do? To answer this prompt, they would likely detail a full day from start to finish, including a variety of activities that are relevant to this position of power. The things they would do don’t have to be particularly life-changing or politically logical, but they should follow a logical order and make sense for the president.

For example, they may write about how they would spend the morning meeting with all the leaders of the world, have a very fancy lunch in the White House, spend the afternoon making homework illegal, and then sleep in the biggest bed the White House has to offer. Again, these things don’t have to be super impactful, but they should make sense and be an organized story. Their response should include dialogue, such as themselves as the president talking to other leaders or their staff.

Research Prompt

Research projects will require your child to consult sources like books, magazines, or online resources to find out about a topic and then report on it. An example of a research essay would be something like this: Choose a famous person from history or science and write about their lives and contributions. As the name suggests, this prompt requires your child to research a certain person and write about their life. The essay can be organized chronologically, like from this person’s birth, to their career and what they’re famous for, to their death or retirement.

Again, there should not just be a list of facts; your child should write about this person in full paragraphs. Something to keep in mind is that although it can be tempting for your child to Google their chosen person, they may not yet have the skills to know which online sources are legitimate or not. The best way for them to do research is through books or journals, with online sources there to help a bit.

The essential thing about all these prompts is they require a lot more detail and organization than your child has previously needed to give. If your child is having a hard time with their prompts, or with just one kind, a good idea is to enroll them in Reading Genie. At Reading Genie, the teachers provide a variety of engaging prompts for your child to practice writing and give helpful feedback. They will also have the opportunity to have peer reviews with their classmates, building their confidence while showing them where they need to improve.

These prompts can be a lot of fun for your child, even as they get more challenging. Feel free to discuss these topics with your child, or even write responses to the prompts with them. Practice is the best way for them to improve, and you can have fun with them!

Genie Academy offers a range of after-school educational activities for students, encompassing areas such as mathematics, reading, writing, and coding. Spread across New Jersey, including a location in Plainsboro , these programs are specifically crafted for students from Pre-Kindergarten to 8th grade.

Source: https://www.thoughtco.com/writing-prompts-fourth-grade-4172492

Topics: Essay , Writing Skills , Fourth Grader , paragraph writing , Writing Prompt

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4th grade writing

by: Jessica Kelmon | Updated: August 4, 2022

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In fourth grade, study skills play an important role in your child’s writing. Kids do research using multiple sources. They also learn to take notes on what they research, read. and hear. And even stories are more advanced, with more developed characters who show their feelings and react to what happens. And perhaps most important, your child is expected to analyze a book’s structure, logic, details, and evidence in their writing. It’s all pretty impressive!

Building 4th grade study skills

This year taking notes is an important skill. Fourth graders are expected to use books, periodicals, websites, and other digital sources to conduct research projects — both on their own and as part of group work with peers. Your child should keep track of all the sources they check — noting what they learn, the name of the source and page number or url so they can find it again and create a source list or bibliography later.

Also, taking notes while reading fiction will help your child when it comes time to analyze what they’ve read or to give an in-depth description of a character, setting, or story event drawing on specific details.

Check out this related worksheet: •  Finding key points

bttr, better, best!

Last year’s prewriting step — planning — becomes more essential in your child’s writing process this year. Before your child sits down to write, they should use their organized notes to help create the structure of whatever they’re writing. While planning , your child may brainstorm ideas for a story or decide how to organize facts into a cohesive set of points. The more knowledge your child builds during the prewriting stage, the easier it will be to write. Encourage reading and rereading, taking notes, finding additional sources, discussing aloud how new knowledge fits in with what your child knew before, and visually organizing what they plan to write about. After the first draft is written, the teacher and possibly other students will offer feedback: asking questions to elicit new details or clarify an argument or suggest new sources of information. They should check that there’s a clear introduction and conclusion, and that the order of points or events makes sense. Your child will then do a revision (or two), adding, reordering, and refining their writing to show deep understanding.

After making revisions, your child does a final edit focusing on spelling, grammar, punctuation, and strengthening word choices. These steps — planning, writing a first draft, revising, and editing the final piece — help fourth graders understand that research, organizing, clarifying ideas, and improving grammar and presentation are all essential to strong writing.

See what your fourth grade writing looks like

Fourth grade writing: opinion pieces

Your child’s opinions always need to be supported by evidence. Persuasive writing should start by clearly introducing an opinion on a topic. To support their opinion, kids need to present their argument, which is a list of reasons why they hold that opinion. Each of their reasons needs to be supported by facts and details (a.k.a. evidence). After presenting all of their research-supported reasons, kids should close their arguments with a concluding statement or paragraph that sums up how their evidence supports their opinion.

Check out this example of good fourth grade opinion writing: • “ Zoos should close ”

Fourth grade writing: informative writing

This year, your child’s informative writing gets more organized, with headers, illustrations and even multimedia components to support specific points. To begin, your child should introduce the topic. Then they should use facts, definitions, details, quotes, examples, and other information to develop their topic into a few clear, well thought-out paragraphs. Your fourth grader should use advanced linking words (e.g. also, another, for example, because ) to form compound and complex sentences connecting their research and ideas to the point they’re making. Finally, to wrap it up, your child should have a conclusion — either a statement or, if necessary, a section labeled conclusion.

Check out these three examples of good fourth grade informational writing: • “ John Cabot and the Rediscovery of North America ” • “ Big Book of Evolution ” • “ Book report: A Tale of Despereaux ”

Can your fourth grader write an informational essay?

Fourth grade writing: narratives

A narrative means writing a story. This year your child will be expected to use storytelling techniques, descriptive details, and clear sequences to tell compelling tales. Whether inspired by a favorite book, real events, or your child’s imagination, your child’s story should use dialogue, descriptive words, and transitional language. Look for precise language and sensory details that bring characters to life. Finally, your child should keep pacing and sequence of events in mind. The events should unfold naturally, bringing the story to a natural conclusion. Are surprise endings okay? Sure… so long as the details and events plausibly lead there.

Check out this related worksheet: •  Putting sentences in order

Gettin’ good at grammar

You may want to review all those parts of speech your child learned last year because fourth grade grammar is expected to be quite accurate. Your child should know relative pronouns (e.g. who, whose, whom, which, that ), relative adverbs (e.g. where, when, why ), adjective ordering (e.g. short dark hair and small red bag ), descriptive prepositional phrases (e.g. in the air, down the block, on the grass ), progressive past, present, and future verbs (e.g. I was walking, I am walking, I will be walking ), and verbs used with other verbs to express mood or tense (aka modal auxiliaries, e.g. can, may, must, should, would ). Also, your child needs to master the distinctions between frequently confused words like to , too , and two and there , their , and they’re . Finally, your child should be able to recognize and correct run-on sentences.

Check out these related worksheets: •  Prepositions •  Compound sentences •  Punctuating a paragraph •  Its or it’s?

Learning to use language precisely

This means:

• Recognizing and explaining common idioms (e.g. bending over backwards )
• Distinguishing between similes and metaphors (e.g. quiet as a mouse and the sun is a yellow beach ball ).
• Identifying and using synonyms and antonyms
• Using increasingly specific words in writing (e.g. glamorous instead of pretty, pre-dawn instead of morning, quizzed instead of asked )

Your fourth grader should now be using relevant academic words in informational writing and research reports. Although accurate spelling should be the norm in fourth grade, when faced with spelling more academic words, your child should use a dictionary and thesaurus (print and digital versions).

Check out these related worksheets: • 4th grade weekly spelling lists • Making metaphors • Simile or cliché?

Sharing their work

Most classrooms will encourage (if not require) kids to use technology to produce and publish their writing. Your fourth grader should be able to type up to a full page in one sitting. While teachers should be there to help, your child should be doing the work. Students will also be expected to interact with peers about each other’s work. What might that look like? Your child might read a classmates’ published work online and comment on it, or cite a peer’s work when answering a question in class.

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How-To Writing: Motivating Students to Write for a Real Purpose

• Resources & Preparation
• Instructional Plan
• Related Resources

What do students need to know to succeed in fourth grade (or third or fifth)? What supplies are needed? What rules and steps should be followed? These and many other questions provide the framework for students to write how-to essays for a specific audience—future fourth graders. Although this lesson focuses specifically on fourth grade, it can be easily adapted for third or fifth graders. Students first learn about the how-to writing genre by reading an assortment of instruction manuals. This also demonstrates how how-to writing relates to their everyday lives. The teacher then models each step of the writing process as the students write about how to be successful fourth graders. After students publish their writing, the final drafts are saved for the following year's fourth graders to read at the beginning of the next school year.

Featured Resources

• Power Proofreading : Students can use this interactive site to complete activities to build their proofreading skills.  
• Essay Map : Using this interactive site, students can organize the information they will include in their essay.

From Theory to Practice

• Students need to understand that there are purposes for writing other than for the teacher to read and grade it. Writing how-to essays has been found to be a successful alternative to the traditional research paper or teacher-based essay.  
• How-to writing is a genre that appeals to most students because it is applicable in the world. This genre involves exploring interests and needs to identify a topic, conducting several research methods, and working through the writing process.  
• When students' writing has an authentic audience beyond the classroom teacher, they can see a direct connection between their lives and their literacy development.

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
• 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Materials and Technology

• Computer with Internet access and LCD projector  
• Assortment of instruction manuals as examples of how-to writing  
• Chart paper  
• Overhead projector and transparencies
• How to Succeed in the Fourth Grade: Graphic Organizer  
• How to Succeed in the Fourth Grade: Writing Rubric  
• Correcting and Proofreading Checklist

Preparation

Student objectives.

Students will

• Recognize that how-to writing is a genre they encounter in their everyday lives  
• Identify the characteristics of the how-to writing genre and incorporate them into a how-to essay about succeeding in the fourth grade  
• Identify the audience for their how-to essay (i.e., future fourth graders) and shape the essay to appeal to this audience  
• Apply the steps of the writing process to complete the how-to essay

Note: This prewriting activity allows students to work together to brainstorm ideas for their writing, but it also allows for each essay to be different, as students may choose different materials, rules, or steps for success in the fourth grade.

Students may choose a topic of interest to write another how-to essay. For example, students may choose to write instructions for how to play a board game or a sport that they enjoy.

Student Assessment / Reflections

Use the How-To Succeed in the Fourth Grade: Writing Rubric to assess students' writing.

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• Calendar Activities

This strategy guide explains the writing process and offers practical methods for applying it in your classroom to help students become proficient writers.

The Essay Map is an interactive graphic organizer that enables students to organize and outline their ideas for an informational, definitional, or descriptive essay.

Students examine the different ways that they write and think about the role writing plays in life.

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Writing informative essays

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Students are prompted to write an informative essay on a topic; a graphic organizer is provided to help them plan the essay.

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Free Printable Informative Essay Structure Worksheets for 4th Grade

Informative Essay Structure: Discover a collection of free printable worksheets for Grade 4 Reading & Writing teachers, designed to help students develop their skills in crafting well-structured informative essays.

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Explore printable Informative Essay Structure worksheets for 4th Grade

Informative Essay Structure worksheets for Grade 4 are an essential tool for teachers to help their students develop strong reading and writing skills. These worksheets focus on teaching students the fundamentals of writing organization and structure, which are crucial for creating well-written and coherent essays. By incorporating these worksheets into their lesson plans, teachers can provide their students with a solid foundation in writing, allowing them to excel in their Reading & Writing coursework. Furthermore, these worksheets are specifically designed for Grade 4 students, ensuring that the content is age-appropriate and engaging. With the help of Informative Essay Structure worksheets for Grade 4, teachers can effectively guide their students towards becoming proficient writers.

Quizizz is an excellent resource for teachers looking to supplement their Informative Essay Structure worksheets for Grade 4 with engaging and interactive content. This platform offers a wide range of quizzes and activities that can help reinforce the concepts taught in the worksheets, such as writing organization and structure. In addition to quizzes, Quizizz also provides teachers with various other offerings, including games and flashcards, which can be used to further enhance students' Reading & Writing skills. By incorporating Quizizz into their lesson plans, teachers can create a more dynamic and enjoyable learning experience for their Grade 4 students, ultimately leading to improved writing abilities and a deeper understanding of the material.

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Writing a Literary Essay: Introduction

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These are the CCS Standards addressed in this lesson:

• W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
• W.4.2a: 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.
• W.4.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
• L.4.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• L.4.1f: Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
• I can plan and write the introductory paragraph for my essay. ( W.4.2a, W.4.5 )
• I can recognize and write a complete sentence. ( L.4.1f )
• Introduction to literary essay ( W.4.2a, W.4.5 )
• Strategically pair students for work in this lesson, with at least one strong reader per pair.
• The Parts of the Model Literary Essay Introductory Paragraph (one part per pair; see supporting materials). When possible, ensure the correct number of parts to complete paragraphs. This may involve giving some students more than one part.
• Literary Essay anchor chart, by writing the title on a blank piece of chart paper (see supporting materials).
• Review the Informative Writing Checklist.
• Post: Learning targets, Working to Become Effective Learners anchor chart, and Parts of Speech anchor chart.

Tech and Multimedia

• Work Time B: Students write their introductory paragraphs on a word-processing document--for example, a Google Doc.

Supports guided in part by CA ELD Standards 4.I.A.4, 4.I.C.1o, 4.I.C.11, 4.II.A.1, and 4.II.B.4

Important points in the lesson itself

• The basic design of this lesson supports ELLs with opportunities to work closely with essay structure, building on their understanding one paragraph at a time. In this lesson, students focus exclusively on the introductions to their informative essays. Students continue to benefit from the color-coding system established in prior lessons for visual support.
• ELLs may find it challenging to immediately apply their new learning about essay structure and write their introductions within the time allotted. Consider working with a small group after working with the class, and help the group members create their introductions together. The group can begin writing as an interactive writing experience and finish independently (see Meeting Students' Needs column).

Levels of support

For lighter support:

• Before providing templates or additional modeling during Work Time A, observe student work and allow students to grapple. Provide supportive materials only after students have grappled with the task. Observe the areas in which they struggle to target appropriate support.
• For additional work with complete sentences, invite intermediate and advanced proficiency students to create sentences and to write them on sentence strips in the manner described below. Students who need heavier support can work to identify the subjects and predicates of these sentences.

For heavier support:

• During Work Time A, create color-coded sentence strips that students can manipulate as they discuss subject and predicate. Write the subject of each sentence in blue and the predicate of each sentence in red on separate strips. Invite students to scramble and unscramble them. Probe students' thinking about what makes each strip a subject or a predicate.
• If students who need heavier support are grouped in the same expert group, consider working closely with this group during Work Time B. Consider completing their introductions together as a shared or interactive writing session.
• During Work Time B, provide a near complete version of the introduction template suggested in the Meeting Students' Needs column. Omit only a few words, such as the names of their poets. Students can complete the paragraph as a cloze exercise, while focusing on comprehending the paragraph and its purpose within the essay structure.
• Multiple Means of Representation (MMR): In Work Time B, students write the introduction to their essay. This will require drawing on several tools, such as the Painted EssayO template, the model literary essay, and their Informative Writing Checklist. Whenever possible, use think-alouds and/or peer models to make the thought process explicit. For example, offer a think-aloud to show how you incorporate ideas from the model literary essay into an original paragraph. This way, students not only will see the model visually, but also will be able to understand the thought processes behind it.
• Multiple Means of Action and Expression (MMAE): This lesson provides 30 minutes of writing time. Some students may need additional support to build their writing stamina over such a long time period. Support students in building their stamina and focus by providing scaffolds that build an environment that is conducive to writing. See lesson supports for specific examples.
• Multiple Means of Engagement (MME): Students who need additional support with writing may have negative associations with writing tasks based on previous experiences. Help them feel successful with writing by allowing them to create feasible goals and celebrate when these goals are met. For instance, place a sticker or a star at a specific point on the page (e.g., two pages) that provides a visual writing target for the day. Also, construct goals for sustained writing by chunking the 30-minute writing block into smaller pieces. Provide choice for a break activity at specific time points when students have demonstrated writing progress. Celebrate students who meet their writing goals, whether it is length of the text or sustained writing time.

Key:  Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)

• introductory paragraph, complete sentence, subject, noun, predicate, verb, topic, task, purpose, audience, responsibility, sources (L)
• inspire, poet, poetry (W)
• Parts of the Model Literary Essay Introductory Paragraph (one part per pair)
• The Painted Essay(r) template (from Lesson 9; one per student)
• Red, green, yellow, and blue colored pencils (one of each per student)
• Model literary essay (from Lesson 9; one per student and one to display)
• Literary Essay anchor chart (new; co-created with students during Opening A; see supporting materials)
• Literary Essay anchor chart (example, for teacher reference)
• Informative Essay Prompt: What Inspires Poets? (from Lesson 6, one per student and one to display)
• Working to Become Effective Learners anchor chart (begun in Lesson 1)
• Writing Complete Sentences handout (one per student and one for display)
• Parts of Speech anchor chart (from Unit 1, Lesson 5)
• Blue and red markers (one of each for the teacher)
• Informative Writing Checklist (from Lesson 9; one per student and one for display)
• Expert group poet biographies (from Lesson 7; one per student in each expert group)
• Close Read Note-catcher: Expert Group Poet (from Lesson 7; one per student)
• Red markers (one per student)
• Paper (lined; one piece per student)
• Domain-Specific Word Wall (begun in Unit 1, Lesson 3)

Each unit in the 3-5 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.

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Steps to Writing an Expository Essay for the Fourth Grade

Expository essays describe or explain something; they "expose" the subject of the essay. The expository essay takes the topic and describes it factually and objectively. It describes something as it is, or as it happened. For a young student practicing the exposition of a topic, this type of essay helps separate fact from opinion and trains the student to write with clarity and conciseness. Although the expository essay can be written in a number of formats, the five-paragraph format is one frequently utilized for fourth-grade students.

Brainstorming and Prewriting

This is an important first step in writing any essay, especially the expository type. Discussing the main idea and helping the children form a basic skeleton or frame of their essays through mind mapping or a web will help them organize them into paragraphs. The ideas collected in this manner should be divided into mental "paragraphs." When the children feel confident about their points and have completed the initial task of drafting or prewriting, it is time to begin the essay.

The Introductory Paragraph

Paragraph one is where the fourth-grader sets down his main topic sentence. If the essay is about "The Importance of School Rules," then he will write down the main idea of the essay: what school rules are and why schools have them. The opening sentence captures and contains the thrust of the entire first paragraph and summarizes the content of the following three paragraphs. This paragraph should be no more than five or six sentences long, and each sentence should link with the one after it.

The Main Body

The next three paragraphs should expose or explain in a step-by-step manner the thesis or main idea of the first paragraph. For example, paragraph two could give the importance of uniform rules, paragraph three could explain classroom behavior and conduct rules and paragraph four could be about rules for studying and tests. Each paragraph should contain five or six sentences about the main topic and link thematically with the first paragraph. It is important to teach the children to be clear and exact in their expression.

The Conclusion

In the conclusion, paragraph five, the child should restate the main idea or thesis of the essay but not summarize the whole essay. If he has explained the importance of school rules, for example, then he could state here why it is important to follow school rules, i.e., how they help later on in life by teaching discipline and good behavior during the formative years. Closing the expository essay in a paragraph where the student gives an overview -- without repeating what has been stated earlier -- is a good resolution.

• Math And Reading Help: Sylvan Learning: Writing Essays in 4th Grade

Laura Pru began writing professionally in 2007. She has written for Andovar and Signature Magazine among many other online publications. Pru has a Bachelor of Arts in film studies from University College Falmouth.

These Staten Island students have big ideas if they were to become president | In Class column

A pr. 30—IN CLASS — This feature is part of an ongoing education column highlighting the various activities that engage school communities.

STATEN ISLAND, N.Y. — Rep. Nicole Malliotakis (R-Staten Island/South Brooklyn) has announced the six Staten Island students who won the 2024 Presidents' Day Essay contest.

Elementary school students in grades 3-5 were invited to participate and write an essay about what they would do to improve their community if they were president of the United States.

"From securing our borders, keeping litter off our streets, to lowering the cost of prescription drugs, cutting taxes and increasing the number of police officers on duty, these Staten Island students effectively shared their thoughts on everyday problems impacting Americans," Malliotakis said. "It was a pleasure to meet with them and discuss their ideas, and it's my hope that this contest sparks a passion for positive change and civic engagement that continues to grow throughout their academic careers."

There were first- and second-place winners in each grade. The students each received a gift card to Barnes & Noble for their work, and were invited to attend a reception with the congresswoman to share their ideas.

Here are the winners, broken down by grade.

—1st Place:Celia Capobianco, Our Lady of Good Counsel

—2nd Place: Peyden Ajello, Our Lady of Good Counsel

—1st Place: Natalie Pasiuk, Our Lady of Good Counsel

—2nd Place: Vincent Spitalieri, PS 8

—1st Place: Christopher Bavaro, New Dorp Christian Academy

—2nd Place: James Ruiz, Staten Island Academy

WAGNER DANCE TEAM WINS BIG

The dance team at Susan E. Wagner High School, Sea View, recently won big during a national competition.

Hundreds of dance teams from across the United States gathered at the Hilton Orlando in Florida to compete at the National Dance Alliance National Competition. The event was held from March 8-10.

It marked Wagner's third visit to the annual competition. The school competed in preliminary rounds in several divisions: Varsity Hip Hop (medium group), Varsity Game Day (medium group) and Varsity Jazz (small group).

All three routines earned enough points to advance to the finals, which were held on March 10.

The jazz routine, choreographed to Billy Joel's "New York State of Mind," earned the team the seventh spot out of 39. The game day routine, choreographed to a medley of hits by Britney Spears, came in second out of 31 teams.

The huge win of the day was for the hip-hop performance, in which members of the team were declared the national champions in the division against 27 teams. The hip-hop team was also awarded the technical excellence trophy.

The Susan E. Wagner Dance Team was created in 2019 under the direction of coach Keri Minicozzi (nee Olsen), who also teaches dance performance at the high school. The 2023-2024 team was directed by Minicozzi and coach Allyson Acerra.

Dancers on the team include:

—Uendi Alliu

—Chloe DiGiacomo

—Karina Flynn

—Julianna Grippo

—Teresa Hionas (captain)

—Isabella Intorcia

—Nina Kinley

—Pamela Mazanillo

—Olivia Rendon

—Julia Rubino (captain)

—Emily Sabbatino

—Aza Villoda

—Arbiana Vukovic

—Vienna Wiseman

HEALTH FAIR

A health fair will be hosted on May 11 at PS 59 in New Brighton.

The fair, called The Passport to Health Wellness Fair, will be hosted by H.E.A.L.T.H for Youths. It is open to the public on Saturday, May 11, from 10 a.m. to 2 p.m. You can register for the event online.

Those with questions about the event can contact Heather Butts at [email protected] .

SEND US YOUR STORIES

Do you have a story idea for the In Class education column? Email education reporter Annalise Knudson at [email protected] .

Additional In Class columns

—Staten Island students participate in a global movement of kindness — In Class column

—Staten Island students participate in global 'Great Kindness Challenge' — In Class column

—Staten Island students given tour of major NYC infrastructure project — In Class column

—See inside new space-themed mindfulness room at PS 58 — In Class column

(c)2024 Staten Island Advance, N.Y. Distributed by Tribune Content Agency, LLC.