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Story Prompts

4th Grade

Texas Essential Knowledge and Skills (TEKS): 4.16.A*

write imaginative stories that build the plot to a climax and contain details about the characters and setting

Texas Essential Knowledge and Skills (TEKS): 4.18.C

write responses to literary or expository texts and provide evidence from the text to demonstrate understanding

Arizona - K-12 Academic Standards: 4.W.3.a

Common Core State Standards: Literacy.W.4.3a

Georgia Standards of Excellence (GSE): ELAGSE4W3a

Kentucky Academic Standards (KAS): W.4.3.a

Mississippi College- and Career-Readiness Standards: W.4.3a

North Carolina - Standard Course of Study: W.4.3.b

Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

New York State Next Generation Learning Standards: 4W3a

Establish a situation and introduce a narrator and/or characters.

Tennessee Academic Standards: 4.W.TTP.3.a

Orient the reader by establishing a situation, using a narrator, and/or introducing characters.

4.W.TTP.3.b - Organize an event sequence that unfolds naturally and logically.

Alabama Course of Study Standards: 42

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, and speaking clearly with adequate volume, appropriate pacing, and clear pronunciation.
  1. Articulate ideas, claims, and perspectives in a logical sequence, presenting information, findings, and credible evidence from multiple sources and modalities to enhance listeners’ understanding.

Arizona - K-12 Academic Standards: 4.W.3.b

Common Core State Standards: Literacy.W.4.3b

Georgia Standards of Excellence (GSE): ELAGSE4W3b

Kentucky Academic Standards (KAS): W.4.3.b

Mississippi College- and Career-Readiness Standards: W.4.3b

North Carolina - Standard Course of Study: W.4.3.c

Tennessee Academic Standards: 4.W.TTP.3.c

Use dialogue and description to develop experiences and events or show the responses of characters to situations.

New York State Next Generation Learning Standards: 4W3b

Use dialogue and description of actions, thoughts, and feelings to develop experiences and events or show the responses of characters to situations.

Wisconsin Academic Standards: W.4.1

Compose reflective, formal, and creative writing, which may happen simultaneously or independently, for a variety of high-stakes and low-stakes purposes.

Arizona - K-12 Academic Standards: 4.W.3.c

Common Core State Standards: Literacy.W.4.3c

Georgia Standards of Excellence (GSE): ELAGSE4W3c

Kentucky Academic Standards (KAS): W.4.3.c

Mississippi College- and Career-Readiness Standards: W.4.3c

North Carolina - Standard Course of Study: W.4.3.d

Tennessee Academic Standards: 4.W.TTP.3.d

Use a variety of transitional words and phrases to manage the sequence of events.

New York State Next Generation Learning Standards: 4W3c

Use transitional words and phrases to manage the sequence of events.

Wisconsin Academic Standards: W.4.3.c

Word Choice (including domain specific): Experiment with words to provide emphasis, addition, contrast, or order to connect themes and ideas.

Arizona - K-12 Academic Standards: 4.W.3.d

Common Core State Standards: Literacy.W.4.3d

Georgia Standards of Excellence (GSE): ELAGSE4W3d

Kentucky Academic Standards (KAS): W.4.3.d

Mississippi College- and Career-Readiness Standards: W.4.3d

North Carolina - Standard Course of Study: W.4.3.e

New York State Next Generation Learning Standards: 4W3d

Use concrete words and phrases and sensory details to convey experiences and events precisely.

Tennessee Academic Standards: 4.W.TTP.3.f

Use precise words and phrases and use sensory details to convey experiences and events.

Wisconsin Academic Standards: W.4.2.c

Convey events, real or imagined, through narrative or short stories which orients a reader by establishing a real or imagined situation and introducing a narrator and characters; organize an event sequence that unfolds naturally. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

Alabama Course of Study Standards: 8

Write routinely and independently in response to text.

Arizona - K-12 Academic Standards: 4.W.3.e

Common Core State Standards: Literacy.W.4.3e

Georgia Standards of Excellence (GSE): ELAGSE4W3e

Kentucky Academic Standards (KAS): W.4.3.e

Mississippi College- and Career-Readiness Standards: W.4.3e

North Carolina - Standard Course of Study: W.4.3.f

New York State Next Generation Learning Standards: 4W3e

Tennessee Academic Standards: 4.W.TTP.3.e

Provide a conclusion that follows from the narrated experiences or events.

Pennsylvania Core Standards: CC.1.4.4.M

Write narratives to develop real or imagined experiences or events.

Pennsylvania Core Standards: CC.1.4.4.N

Orient the reader by establishing a situation and introducing a narrator and/or characters.

Pennsylvania Core Standards: CC.1.4.4.O

Use dialogue and descriptions to develop experiences and events or show the responses of characters to situations; use concrete words and phrases and sensory details to convey experiences and events precisely

Pennsylvania Core Standards: CC.1.4.4.P

Organize an event sequence that unfolds naturally, using a variety of transitional words and phrases to manage the sequence of events; provide a conclusion that follows from the narrated experiences and events.

Pennsylvania Core Standards: CC.1.4.4.Q

Choose words and phrases to conveyideas precisely
  • E04.D.2.1.1 - Choose words and phrases to convey ideas precisely.*

  • E04.D.2.1.3 - Choose words and phrases for effect.

  • E04.E.1.1.4 - Use precise language and domain-specific vocabulary to inform about or explain the topic and/or convey the experience and events

Pennsylvania Core Standards: CC.1.4.4.R

Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation,and spelling.
  • E04.D.1.1.1 - Use relative pronouns (e.g., who, whose, whom, which, that) and relative adverbs (e.g., where, when, why).

  • E04.D.1.1.2 - Form and use the progressive verb tenses (e.g., I was walking, I am walking, I will be walking).

  • E04.D.1.1.3 - Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

  • E04.D.1.1.4 - Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

  • E04.D.1.1.5 - Form and use prepositional phrases.

  • E04.D.1.1.6 - Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences.*

  • E04.D.1.1.7 - Correctly use frequently confused words (e.g., to, too, two; there, their, they’re).*

  • E04.D.1.1.8 - Ensure subject-verb and pronoun-antecedent agreement.* E04.D.1.2.1 - Use correct capitalization.

  • E04.D.1.2.2 - Use commas and quotation marks to mark direct speech and quotations from a text.

  • E04.D.1.2.3 - Use a comma before a coordinating conjunction in a compound sentence.

  • E04.D.1.2.4 - Spell grade-appropriate words correctly

Florida - Benchmarks for Excellent Student Thinking: ELA.4.C.1.2

Write personal or fictional narratives using a logical sequence of events and demonstrating an effective use of techniques such as descriptions and transitional words and phrases.

Florida - Benchmarks for Excellent Student Thinking: ELA.4.V.1.1

Use grade-level academic vocabulary appropriately in speaking and writing

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