New Guided Reading Groups The buckets are packed with goodies, and the kids were soooooo excited to start our new guided reading groups this week.
Teaching writing is tough. Each year, I set out to build a community of writers, and it is no easy task. One of the toughest things for my students is writing endings. They always start out with catchy beginnings only to get bogged down and just stop at the end.
It allows them to be creative, and it helps me to identify their voice as a writer. To start our mini-unit on writing endings, I gave my students a pre-assessment of the substandard to figure out where their knowledge is with writing endings. These substandard writing assessments are from my English Language Arts Assessments and Teaching Notes for grades I call them writing partial completes in each of my assessments.
Students must complete the writing to show their knowledge of the standard. You can see for this substandard assessment above, the ending is left out for students to complete. Once I pre-assess students, I can then quickly check their work to figure out what I need to modify or differentiate in my teaching.
Once I hand back their pre-assessments, they document their scores in their Student Data Tracking Bindersrate their levels of understanding of the standard, and we begin! We start our lesson by addressing the standard so students know where they are headed with their learning.
The great thing about this substandard is that it is extremely open ended. As long as students provide some type of closure or conclusion that follows from the narrated experiences or events, they will meet the standard.
The way in which a student can get there is endless. The main thing I focus on when teaching endings is to notice different endings in all of the literature that we read.
Most of the time, students just finish a book without any reflection on the different strategies the author used to end the story. I read a book or just the ending of a familiar bookhad students turn to a neighbor and share what they noticed, and then we came back together as a class to discuss.
We then worked together to compile an anchor chart of what we noticed about the endings of these mentor texts. I put out a basket of books on each table for students to read through.
Then, they used sticky notes to write down what they noticed. After students had been given enough time, we came back together and shared more of what we noticed. This ended our lesson for the day. If you feel like your students need an extra day with any of the mini-lessons, give them that time in order to make sure they understand the content.
Some students may need more time, and some may need less time. On day 1, we noticed different ways in which authors end their stories. We revisited a few more picture books as mentor texts.
I specifically chose mentor texts with endings that I knew my students needed a bit more help with. For example, I knew they were extremely familiar with the question, dialogue, and funny endings, so I chose to grab mentor texts that had cliffhanger and reflection endings to give my students the extra practice.
We gathered this information from all of the different picture books we looked through the day before. I created a printable version of this anchor chart for students to reference.
Now that students can name each ending, they can have a different focus when they are sifting through these picture books. After students had been given enough time to explore more endings, we came back together as a class and shared our findings.
Since this mini-lesson was a bit longer, students only had a few moments to go back to their writing. Students have now had at least two days worth of exposure to many different types of endings.© BERKELEY COUNTY SCHOOLS 4TH & 5TH GRADE WRITING FOLDER 1 4th and 5th Grade Writing Folder.
common core state stanDarDs For english Language arts & Literacy in History/social studies, science, and technical subjects appendix B: text exemplars and. Help students reflect on the experiences of three refugees through writing activities and discussion questions.
This week we are working on persuasive writing for the district writing assessment. We have been having a lot of fun with it.
I love your anchor charts! They will lend beautifully to my persuasive writing assignment that we are diving into this week.
My 4th grade students have been making "Geometric Cities" in groups. Each student is now. Play a game of Kahoot! here. Kahoot!
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Anchor charts– As a class, we create anchor charts for almost every writing mini-lesson I teach. Those anchor charts then provide an anchor for the students while they are writing. Those anchor charts then provide an anchor for the students while they are writing.