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Narrative Writing Checklist: Grade 4: How Is My Narrative Writing? Did I Write Like A Fourth Grader?

This document contains a narrative writing checklist for 4th grade students. It lists criteria for narrative writing structure and organization, development and elaboration of ideas, conventions and word choice, and language. The checklist asks students to self-assess whether their narrative writing demonstrates each criteria, such as establishing a setting, using descriptive details, varying sentence structure, and checking spelling and punctuation.
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0% found this document useful (0 votes)
148 views1 page

Narrative Writing Checklist: Grade 4: How Is My Narrative Writing? Did I Write Like A Fourth Grader?

This document contains a narrative writing checklist for 4th grade students. It lists criteria for narrative writing structure and organization, development and elaboration of ideas, conventions and word choice, and language. The checklist asks students to self-assess whether their narrative writing demonstrates each criteria, such as establishing a setting, using descriptive details, varying sentence structure, and checking spelling and punctuation.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Name: _____________________________________________________________ Date: ____________________________

Narrative Writing Checklist: Grade 4


I write narratives to develop real or imagined experiences or events using effective techniques,
descriptive details, and clear event sequences.
How is my Narrative writing? Did I write like a fourth grader? YES NO

I wrote an engaging beginning and established a setting or situation for my  


Introduction story (where, when, mood).
Writing Structure & Organization

It is easy to tell who is telling the story (point of view).  


I introduced the characters and described them.  
Organization I wrote my story with actions and events that happen in natural order.  
I separated what happened first from what happened later (and finally) in my  
story.
Transitions I used a variety of interesting transition words and phrases to manage the  
sequence of events.

Conclusion I wrote a conclusion that made sense and followed the experiences and events  
in my story.

Elaboration I wrote my story in such a way that readers could picture the actions, thoughts,  I
and feelings of my characters. .
Development & Elaboration of Ideas

I used dialogue to help readers know what my characters were thinking and  
feeling.
I used details and descriptions to develop the experiences and events in my  
story.
I showed how my characters responded to situations.  
I included precise words, phrases, and sensory details to bring life to my story.  
I used figurative language.

Task Focus My whole piece stays focused on my task or prompt.  


Vocabulary I used strong words and phrases correctly to bring my writing to life.  
I used complete sentences.  
Conventions & Word Choice

Grammar
Punctuation Before I wrote my final draft I checked to make sure I used punctuation  
correctly (capitalization, commas, quotations, etc.)
Language

Language

Spelling Before I wrote my final draft I checked to make sure all my words were spelled  
correctly or I used resources to help me spell words I wasn’t sure about.

Sentence I vary the length of my sentences and I used different kinds of sentences to  
make my writing interesting.
Fluency
I started my sentences in different ways.  

Developed by Educational Performance Consultants. Design inspired by the work of Lucy Calkins’ Units of Study.

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