The 4th graders were SO excited to finally get together with their kindergarten buddies. They put together a list of fun facts about themselves, and then several questions to ask their buddies. The information they gathered is being typed up by each 4th grader, along with a picture of them with their buddy, to be displayed in both the primary and intermediate hallways for all to see and enjoy. We look forward to monthly get together's for reading and doing projects with our buddies.
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Fourth graders continue to plan and flash draft realistic fiction stories in their writer's notebooks. Last week students used the 4th grade narrative writing check list to conduct an inquiry of a 4th grade mentor text. They were able to evaluate the piece of writing and see what has to be included in a realistic fiction piece at the 4th grade level. Students reflected on what surprised them and what they learned. As we come to the end of the unit, students will be learning how to write dialogue with correct punctuation, write using paragraphs, revise, and edit using their check lists. They will be publishing one of their stories to be displayed.
Students have used several methods for generating writing ideas in their Writer's Notebooks. They have used some of their ideas to flash draft realistic fiction stories both independently and with partners. Students have been taught strategies for developing believable characters and planning their stories using a story mountain.
Last week students chose one of their opinion essay flash drafts to publish. They typed them, edited, revised, and then shared with their classmates. Published pieces are beginning to go up in the hallway for all to see.
This week we are turning opinion statements into persuasive statements, using what we already know how to do in opinion writing, and applying some more persuasive moves to our writing to flash draft essays that convince or persuade our readers. We are a few weeks into our new unit learning how to write opinion essays. Students have learned the purpose and structure of an essay. They have learned how to write a thesis statement and supporting reasons. Remembering OREO helps them to recall the structure; Opinion statement, Reasons, Evidence, Opinion. There are different ways to provide evidence to support reasons; facts, mini-stories, and lists. Currently they are flash drafting essays about favorite people, places, and objects.
Mentor Sentence! Each week I choose a sentence from a piece of literature to be our mentor sentence. The kids are learning different types of punctuation and it's purpose, parts of speech, figurative language, and many other valuable writing skills by analyzing what published writers do. Then they can try it in their own writing! Word work groups meet three times per week and complete activities with their words for homework in between. We focus on rules and patterns for a set of words as well as build vocabulary by defining unfamiliar words, using them in sentences, and discussing their multi-meanings if applicable. We are coming to the end of our first writing unit and students have really raised the level of their writing using many of the new strategies they have been taught. They each have a writer's notebook. The front is used for anchor charts and other tools that they can refer to when needed. The back half is where they try out the new strategies or techniques I teach. They have learned to use a story mountain to plan their pieces. This helps them to think about all the story elements, rising action, the heart of the story (theme), and character feelings for each event or scene. Students are working on ways to show emotion in their characters through actions rather than stating how the character feels. They are also working on using their five senses to describe sights, sounds, smells, tastes, and touch. We started using mentor sentences from children's literature to learn various grammar skills that students can use in their own writing. They list all the things they notice about the sentence, label parts of speech, choose words to revise, and then write their own version. We reviewed lots of skills this week, and took a closer look at fixing up our own writing by replacing boring verbs with more vivid verbs. It's also a great vocabulary builder. Word Work!
We have started our word work groups. Students will be working with a set of words for two weeks and then be assessed on their understanding of the rules and patterns taught. They each have a packet that is kept in the blue home binder along with a sheet outlining activities, a sorting mat, and their cut up words. |
AuthorMrs. Gray Mentor TextFireflies by Judy Brinkloe
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October 2017
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