Writing Workshop
Dear Families,
This year, my writing instruction will follow Lucy Calkins' format of writing workshop. The month of September will be spent on launching the writing workshop and developing the important habits and routines needed for productive, independent writing work.
This year, my writing instruction will follow Lucy Calkins' format of writing workshop. The month of September will be spent on launching the writing workshop and developing the important habits and routines needed for productive, independent writing work.
Writing Opportunities for Student Writers
Please follow the submission guidelines for each online or print publication listed. If your child would like to submit their writing for our classroom online newspaper, please let me know.
Creative Kids Magazine
Cyberkids Magazine
New Moon Girls
Stone Soup
Stories from the Web
Spring 2013 Student Authors Read Their Realistic Fiction Stories to a Second Grade Audience
Students spent several days practicing reading their realistic fiction stories- looking their audience in the eye, speaking loudly, showing the illustrations, and reading with enthusiasm and voice. The second graders from Mrs. Miller's class were able to hear 3 stories, and enjoyed the experience very much. Your authors were also able to ask their listener questions, such as "What was your favorite part (or page, illustration, etc.)?" "Have you ever had an experience like this happen to you?" or "Have you ever read a book like this before?" This was a great way to finish off our realistic fiction writing unit!
Spring 2012 Student authors read their realistic fiction stories to a first grade audience.
Writing Information from 2010-2011
Non-Fiction Research Project: All About Books (animals)
Click here to see an example of a possible All-About research project
Realistic Fiction Round #2
Students will be studying realistic fiction for a second time. This time, they will try to independently use the strategies and skills they were exposed to the first time, AND try out new, more complex skills.Some things they will be working on:
Generate ideas for realistic fiction stories from: their reader's notebook; books they've heard or read; problems real kids have; ideas they wished were books. Ideas, problems, and solutions must be realistic and typical of kids their age.
Create a plan: students will be using a story mountain to plan and develop their story ideas; story mountain should represent all parts of story- lead, setting, characters, problem, solution attempts (1-3), actual solution/climax, conclusion, message; students will take story mountain ideas and develop them into scenes, using "show, not tell" strategy
Develop story elements: character(s)- this time their main character will have a "sidekick," someone to talk to about their problem and bounce solution ideas off of (like we read about in our previous mystery unit); show character traits/ development over time; show setting- more than one, show change of setting/ time; have several "failed" solution attempts before one finally works; have a message at the end of the story
Use effective transitions: students will use effective transition words/ phrases to move the reader smoothly through the story; examples: at first, an hour later, after a while, etc.; students will use effective transitions to show a change in setting
Revise: students will read over their pieces, looking for: noun/ verb agreement; sense; descriptive words; repetitive words; effective transitions; showing not telling; order of information; too little/too much information
Edit: students will read over their pieces, looking for: capitals (title, beginnings of sentences, proper names); end marks (periods, exclamation points, question marks); commas in a series; quotation marks; correct spelling
Publish: student will write their finished piece in their best handwriting, with all corrections in place
Rubric: student will self-grade their final piece, using the 3rd grade report card writing rubric
Generate ideas for realistic fiction stories from: their reader's notebook; books they've heard or read; problems real kids have; ideas they wished were books. Ideas, problems, and solutions must be realistic and typical of kids their age.
Create a plan: students will be using a story mountain to plan and develop their story ideas; story mountain should represent all parts of story- lead, setting, characters, problem, solution attempts (1-3), actual solution/climax, conclusion, message; students will take story mountain ideas and develop them into scenes, using "show, not tell" strategy
Develop story elements: character(s)- this time their main character will have a "sidekick," someone to talk to about their problem and bounce solution ideas off of (like we read about in our previous mystery unit); show character traits/ development over time; show setting- more than one, show change of setting/ time; have several "failed" solution attempts before one finally works; have a message at the end of the story
Use effective transitions: students will use effective transition words/ phrases to move the reader smoothly through the story; examples: at first, an hour later, after a while, etc.; students will use effective transitions to show a change in setting
Revise: students will read over their pieces, looking for: noun/ verb agreement; sense; descriptive words; repetitive words; effective transitions; showing not telling; order of information; too little/too much information
Edit: students will read over their pieces, looking for: capitals (title, beginnings of sentences, proper names); end marks (periods, exclamation points, question marks); commas in a series; quotation marks; correct spelling
Publish: student will write their finished piece in their best handwriting, with all corrections in place
Rubric: student will self-grade their final piece, using the 3rd grade report card writing rubric
Personal Essay
Students are just beginning to generate ideas for our next writing unit, the personal essay. The personal essay has been explained as writing that has a personal opinion, has a big idea (thesis statement) and supporting details, and has a structured format.
Some examples of personal essay thesis statements may include:
Woodland Meadows is a great school.
Cats make the best pets.
Being an only child is great.
Winter is the best season.
Soccer is a great sport.
Students will:
Some examples of personal essay thesis statements may include:
Woodland Meadows is a great school.
Cats make the best pets.
Being an only child is great.
Winter is the best season.
Soccer is a great sport.
Students will:
- generate several personal (opinion) essay ideas (called thesis statements)
- generate supporting details for each essay idea
- use transitions words within the essay, to help the reader move smoothly through the piece from beginning to end
- use persuasive words to get their opinion across to the reader
- organize their paragraph, thinking logically about the importance of each supporting detail
- create effective introductions and conclusions
- use personal narrative mini-stories to advance their opinions and supporting details
Biography Newspaper Project
Click BELOW to download the newspaper template.
thebiographynewstemplate.docx | |
File Size: | 52 kb |
File Type: | docx |
Writer's Notebook
This is an example of a typical writer's notebook. This writer's notebook is an integral part of our writing instruction- a place where your child will find inspiration; gather thoughts, snippets, and ideas; plan their writing; keep information about writing instruction, etc.
One of your child's first writing assignments will be to bring in photos, pictures, and mementos that can be glued onto their writer's notebook. These pictures will help your child when trying to recall personal narrative stories. Look for a note regarding directions the first week of school
One of your child's first writing assignments will be to bring in photos, pictures, and mementos that can be glued onto their writer's notebook. These pictures will help your child when trying to recall personal narrative stories. Look for a note regarding directions the first week of school
Good Writers Use Strategies to Generate Ideas
Students have learned 3 strategies writers use to generate ideas for stories. They can make lists of: favorite people, favorite places, and favorite objects. They know that if they get stuck, this strategy can help them quickly think of ideas to write about.
Good Writers Focus Their Ideas- Watermelon v. Seeds
Students learned that good writers have to focus, or ZOOM in, on their ideas. They story should be a "small moment" and take place in only a short amount of time. We brainstormed ideas as a class, taking watermelon ideas and turning them into seed stories. Here are a few: Holland, MI becomes visiting "Big Red" the lighthouse; South Haven becomes an outing to pick blueberries; Maine becomes hiking with family; Cedar Point becomes going on a roller coaster the first time, etc.
Good Writers Use Tiny, Specific Details in their Stories
Students will begin using tiny, specific details in their stories. This not only helps to increase the length of the story, it helps the reader get a good "movie" in their mind. The writer begins to "show" the reader a story, not just "tell" all about the event. Students will begin to use these tiny details to add actions, dialogue, and thinking to their stories.
Good Writers Use Conventions to Make Reading Easier
Students at the beginning of third grade should have a capital at the beginning of every sentence, and for the proper names of characters and the word I. They may also use capitals for names of places, days of the week, months of the year, and the title. Students should also have an end mark at the close of every sentence. Most students use only a period, but may also use question marks and exclamation points. Some students may use an apostrophe in contractions or try out quotation marks.
Good Writers Build Their Stories Step-by-Step
Students are learning to tell their stories with true details, telling them step-by-step. Personal narrative stories are told in chronological (time) order, and told as a sequence of events. Students are beginning to learn about transition words to help the reader move through the story. Some third grade examples may include: first, next, later, then, after a while, a few minutes later, the next day, and last or finally.
Good Writers Plan Their Writing Using Time Lines
Students have learned that all good writers plan their writing before drafting. A time line is one way a writer can plan their story. Writers focus on the most important events, and list them in chronological order. Writers then decide where to begin their story.
Good Writers Can Use a Time Line to Revise
Once a time line is established, students can us them to expand important events and to eliminate events that aren't crucial to the story. This revision before writing helps students to focus their story. Also,the time line can be used for idea generation, and individual events can then be developed into focused stories.
Good Writers Focus on the Heart of the Story
Good Writers Revise Their Leads to Hook the Reader
Good Writers Revise Their Endings to Satisfy the Reader
Writing Genre
Your student will be exposed to and asked to write a variety of genre, which may include: personal narrative, poetry, non-fiction, essay, and realistic fiction.
Personal Narrative
A personal narrative is a chronological story about their own experiences and life. These stories will be about "small moments in time," events that are short in duration, are important to your child, and that they tell in the first person. Examples of popular, personal narrative pictures books include: Owl Moon, A Chair for My Mother, The Paperboy, My Rotten Redheaded Older Brother, and The Relatives Came.
Poetry
According to Michigan standards, students will write poetry based on reading a variety of grade-level poetry.
Non-Fiction
According to Michigan standards, students are expected to write a report with a title, headings, subheadings, and a table of contents.
Essay
According to Michigan standards, students are expected to use the writing process to produce and present a research project.
Realistic Fiction
According to Michigan standards, students are expected to write a narrative piece that includes personification, setting, and develops a character.