4 th Grade. Catawba County Schools Writing Plan . Components of Writing Plan. NCSCOS Objectives Essential Questions Activities/Strategies Resources Assessment Rubric Writing Products Portfolios. Taken from: NCSCOS. Personal/Imaginative Narratives Journal Entries
Letters of Request
Letters of Complaint
Letters to the Editor
4th GradeWriting Genres/Products
all around us…
What is a probe?- “to search into; examine thoroughly; investigate”; Probes are notebooks (MEAD marble composition books) that are bound together and used for writing research reports on various topics. These will be kept all year.
Zoo fun Kid recipes
Recipe for procedural writing
Purposeful Writing Ideas/Activities
Poetry as a Writing Genre
5 Ws Poem
Poem A Week
Lesson plans for writing letters
Ideas for writing letters
Writing Business Letters lesson plan
Letters of Complaint
Journal Writing Tips
Right Side of the Notebook
Notes on a:
small group or large group discussion
collaborative group process
a copied excerpt of a text
Rubric for Grading I.N.
Left Side of the Notebook
What are learning logs?
Writing Focus for Learning Logs
Learning Logs and Double Entry Journal Explanations
Have students write in the Dear Diary…
format. They can write the entries in their Writer’s Notebook, or on special paper. They can write the entries to a scenario that you have written on the board, or in a center. They can also write to a character in the book they are reading, or one from history.
Note writing lesson plan
Thank you notes
Note taking tips for students
Writing an Autobiography tips
Alphabet Autobiography Book
Auto biography poem
Independent Writing/Collecting Entries
The mini-lesson is where the teacher can make a suggestion to the whole class...raise a concern, explore an issue, model a technique, reinforce a strategy. After observing students’ writing and identifying concerns, ask yourself: "What is the one thing I can suggest or demonstrate that might help most?" A mini-lesson generally lasts 5-10 minutes. Try to choose a teaching point that you feel would benefit the majority of the class.
Use appropriate spacing
Spell "High Frequency" words correctly
Spell using analogies
Capitalize I, names
Capitalize beginnings of sentences
Ending punctuation marks
Use of "and"
Using appropriate grammar
Recognizing and correcting run-on sentences
Sample chart created during a Mini-Lesson
Getting an idea-making lists-things you love-writing from emotion-experiences-moments in time
Adds responses/telling the inside story
Choice of words/ descriptive language
Replacing tired words
One moment in time
"I wonder" writings
Staying on focus
Working with a seed idea
Developing a plan for writing
Finding your voice
Genre studies:-poetry-informational reports-letters-autobiographies-biographiesMini-Lesson Ideas
Before sending student off to write independently, restatethe teaching point and encourage students to use the skill taught in the mini-lesson in their ongoing work for the day.
The students need to understand that there will be times when they can “free write” for themselves, but there will also be times when their writing needs to be in a form that is easily read by others. This is the published form of writing. The students will have many “unfinished” pieces throughout the year.
Sometimes you will find it necessary to stop and teach/re-teach a concept/skill during the writing workshop- this will be necessary when you are seeing several children struggling with the same issues
Conferences are conversations, not interrogations
introduce a new writing
behavior that was observed.
to share their work
Getting Your Room and Yourself Ready - Plans for 1st week – First Things First
Once a draft has been completed and students have conferenced with the teacher in the final step of the editing/revising process, students can choose a special themed paper on which to publish their final copy of the story. The Writing Center should be stocked with a variety of decorated paper on which lines have been printed for students to write.
writing mini offices
JMeacham's Mini Offices
Busy Teacher's Cafe
Purpose: To prevent overuse of words and to encourage accelerated vocabulary.
Place a word on the bag and have the students
fill the bag with synonyms as they come across words in their reading.
In terms of general academic success, vocabulary knowledge is one of the best predictors of overall verbal intelligence, yielding correlations of .80 (Anderson & Freebody, 1981; Sternberg & Powell). Each word a student can comprehend and use appropriately adds to personal cognitive processing abilities. Plus, “one of the most consistent findings of educational research is that having a small vocabulary portends poor school performance” (Anderson & Nagy, 1992).