Showing posts with label Narrative Writing. Show all posts

Sunday, December 27, 2015

Writing Mini Lesson #34- Usage

December 27, 2015

Welcome to a lesson from our Writing Mini Lesson Series!

I hope you learned a lot from our mini lesson #33 -CUPS to Edit- Capitalization. This lesson will focus on USAGE. A reminder- CUPS means Capitalization, Usage, Punctuation, Spelling.

USAGE covers the following rules:

1. Subject-Verb Agreement
2. Double Negatives
3. Complete Sentences
4. Run-On Sentences
5. Verb Forms and Tenses

First, review the following rules: Common Core Standards: L.4.1.b, L.4.1.f

1. Subject-Verb Agreement- Singular subjects need singular verbs, and plural subjects need plural verbs.

A. Singular Verbs- is, was, has, had (Ex. The bee is buzzing.)

B. Plural Verbs- are, were, have, had (Ex. The bees are buzzing.)

2. Double Negatives- Do not use two or more words that mean "no" in the same sentence.

No words- no, not, never, nothing, no where, no one, nobody

3. Complete Sentences- Sentences need a subject and predicate.

A. Subject- Tells whom or what- (Ex. My mom)

B. Predicate- What the subject does (helps me)

C. Fragment- Missing a subject or predicate- (The pictures in the book.)

D. Complete- (The pictures in the book are colorful.)

4. Run-On Sentences- Two complete sentences that run together. (Tristan plays soccer they won the game.) To correct:

A. Two Sentences: Tristan plays soccer. They won the game.

B. Compound Sentences: Tristan plays soccer, and they won the game.

5. Verb Forms and Tenses

Next, have students take notes in their writing notebooks.

Then correct a sample together.

Find 8 usage mistakes

Crash! Smash Shatter! The window peicesis scattered all over the ground. Mom was upset about the mess. I was so worryedthat our dog, Ralphiemay have gotten through the window and runaway.

We started investigating and found many clues. I noticeedthat a huge shelf fell and shattered the window. Mom saw that our hot Boston Market dinner that she left out to cool was gone. Ralphiewill run in the room and was so excited He seemmedto be licking his chops. I squeezed him and said There you are boy

Then my mom looked around and questioned “Are those footprints?” We realizing they were not paw prints. They were human shoe prints! They were muddy messy and as big as giants! My brave mom decided to follow them out the back door. I was petrifying and my heart skiped a beat!

The next moment, it was leading us to the shed. I was scared. Mom qietlycreaked open the door. My heart was thump so loud it sounded like a beating drum as I looked in. I jumped back. I absolutely cant never beleivewhat I saw! Was it human?

A big burly man turned around and I thought I would pass out. It was my Uncle Joe! He came over to drop something off he noticed the broken window. He was in the shed to find toolesto cover it up. I was so happy to see it was him that I ran over I gave him a big bear hug! I can’t believe Ralphiecaused so much commotion to get to our dinner. What will he do next?

Answers:

Find 8 usage mistakes

Crash! Smash Shatter! The window peices are scattered all over the ground. Mom was upset about the mess. I was so worryedthat our dog, Ralphiemay have gotten through the window and runaway.

We started investigating and found many clues. I noticeedthat a huge shelf fell and shattered the window. Mom saw that our hot Boston Market dinner that she left out to cool was gone. Ralphieranin the room and was so excited He seemmedto be licking his chops. I squeezed him and said There you are boy

Then my mom looked around and questioned “Are those footprints?” We realizedthey were not paw prints. They were human shoe prints! They were muddy messy and as big as giants! My brave mom decided to follow them out the back door. I was petrifyedand my heart skiped a beat!

The next moment, it was leading us to the shed. I was scared. Mom qietlycreaked open the door. My heart was thumpingso loud it sounded like a beating drum as I looked in. I jumped back. I absolutely cant never believe what I saw! Was it human?

A big burly man turned around and I thought I would pass out. It was my Uncle Joe! He came over to drop something off andnoticed the broken window. He was in the shed to find tooles to cover it up. I was so happy to see it was him that I ran over and gave him a big bear hug! I can’t believe Ralphiecaused so much commotion to get to our dinner. What will he do next?

Last, give your students some independent practice.

You are welcome to use these examples in your classroom with your students!

Next writing mini lesson #34- CUPS- Punctuation!

Like always,

ROCK 'N' WRITE!!!!

If you would rather have all of the these mini lessons (over 400 pages) in one spot along with tracking forms, goal forms, prompts, practice sheets, etc, etc. Click on the pic below! Boost those test scores with a year-long writing program!

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Sunday, November 1, 2015

Interactive notebooks Narrative Writing Writing

Writing Mini Lesson #32- CUPS to Edit

November 01, 2015

Now that your students have a creative title from writing mini lesson #31- Crafting a Title, the revising stages are finished. It is time to start editing! This mini lesson focuses on CUPS.

When in the revising stage, we "listened" for the errors. With CUPS, we "look" for errors. Get out those magnifying glasses! Oh yeah! Use magnifying glasses in class to support this step of the writing process. Students will take 5 days to edit their papers using CUPS.

1. What is CUPS?
2. Capitals
3. Usage
4. Punctuation
5. Spelling

For CUPS, I ask students to use a different color pen than used for revising. If they want to use multiple colors, I am ok with that too. Whatever it takes for them to be excited about revising and editing, I take it! During the editing process, have a dictionary available!

The skills that should be covered for Grades 3-5 are the following:

Capitals- beginning of the sentence, I, proper nouns, titles, inside quotes.

Usage- subject-verb agreement, double negatives, sentence fragments, run-on sentences, verb forms and tenses, pronoun case forms.

Punctuation- End of sentences, commas in a series, quotations, combine sentences

Spelling Rules-

1. Always put a u after a q. (quack, quiet)
2. Every syllable has a vowel.
3. The “soft” sound of c (s sound) or g (j sound) is usually foll0wed by i, y, or e. (city, gym)
4. Write I before e except after c or when sounded like a. (thief, believe, ceiling, receive, neighbor, weigh)
5. Spelling Rules for Adding Inflectional Endings to Words
A. Most words- Add the ending. (talk- talked, talking)
B. Words ending in a single vowel and consonant- Double the final consonant and add the ending. (stop- stopped, stopping)
C. Words ending in silent e- Drop the e before adding the ending. (bake, baked, baking)
D. Words end in a consonant and y- Change the y to and i then add the ending unless the ending is -ing. (hurry- hurried, hurrying)
E. Words that end in ss, ch, sh, zz, or x: Add –es (foxes, wishes)

After sharing the meaning of CUPS, have students add it to their notebooks. Look at this cutie and her cup!

I love how my students like to make their own way of having an interactive notebook. I told them to cut out the front of the cup and open it up to take notes. Then I said, "Unless you have another idea!" This student decided to cut out each of the CUPS and put it in the cup.

This student just wanted to make a little hole in the cup for notes. However they want to be creative is fine with me!

I have a friendly letter freebie in my store to help with CUPS! Click on the pic below!

Next writing mini lesson #33- CUPS- C for Capitalization!

Like always,

ROCK 'N' WRITE!!!!

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Sunday, October 11, 2015

Interactive notebooks Narrative Writing Writing

Writing Mini Lesson #31- Crafting a Title

October 11, 2015

Were your students successful adding a jammin' conclusion? Now that the story is complete, it is time to craft an amazing title for the story!

Crafting a title- My Rotten Redheaded Brother by Patricia Polacco is a great example! I also like Sarah, Plain, and Tall by Patricia MacLachlan. The are both creative titles!

1. Review ideas for a crafty title:

Always write the paper first!
It should tell what the paper is about.
It should grab the reader's attention. (catchy phrase or phrase of a song)
It should introduce the tone of the paper.
Don't be afraid to use a subtitle!

2. Create a title for your class story together with your students.

3. Have students create a title for their own stories.

Next writing mini lesson #32- CUPS to Edit!

Like always,

ROCK 'N' WRITE!!!!

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Tuesday, September 22, 2015

Interactive notebooks Narrative Writing Writing

Writing Mini Lesson #30- Jammin Conclusion

September 22, 2015

Were your students successful with using a variety of sentences from the last mini lesson? No more blah blah blah! Next up is to work on a jammin' conclusion!

 Mentor Texts are always a good way to introduce jammin' conclusions. Some good ones are First Day Jitters by Danneberg, Owl Moonby Yolen, or The First Dog by Jan Brett. Don't have any of these? Don't fret! You can still teach this lesson!

 Share some ideas to help student create a Jammin' Conclusion:

  END THE STORY AND TELL THE FUTURE.

  SURPRISE THE READER.

  TELL THE LESSON.

  WRAP UP THE STORY.

  MAKE SURE THE READER WILL FEEL SATISFIED AND PUT A SMILE ON THEIR FACE!

 How can you do that?

 Follow one of these TEN WAYS TO END YOUR ESSAY! I will give you an idea for each that could be related to a story about the Revolutionary War.

 1. Restate the main idea as a question. Was the Revolutionary War important?

 2. Summarize the main points. The war was important because it helped America gain independence, democracy grow, and British to lose power.

 3. End the story with a BANG!!!!! Let freedom ring!

 4. Explain the effect....what happens after or in the future. America can now start developing their own government.

 5. Add something personal. I thank the Patriots for my freedom of religion.

 6. Give advice. Always stand up for what you believe in.

 7. Surprise the reader. The British are back! (only to sign the Treaty of Paris)

 8. Tell the lesson. Don't forget that all men are created equal.

 9. Share your feelings or thoughts. It is sad to know how many lives were lost.

 10. Provide a wish or hope. I wish all people could avoid conflicts!

 Take notes of these 10 jammin' conclusions! Here is a sample:

Next take a look at a class story you are working on. If you have one of my interactive notebooks, this is the end of one of the modeling samples.

 A bunch of hungry little puppies were squealing for their mother! The dog in Hillary's hands jumped down and anxiously hobbled towards them! The adorable little puppies rushed over to her. Hillary's heart just melted and she could see the compassion form in Pam's eyes. The treasure was quietly awaiting in the corner with a note that said, "Use this fortune for what you feel is best." Pam and Hillary looked at each other and knew right away what to do with the money. It was there right thing to do.

 Add a jammin' conclusion:

Pam now understood the meaning to Hillary's favorite saying, "Everything happens for a reason." Looking at the map, they both wondered...who put the message in the bottle?

 Now that students have had instruction, ideas, modeling, and samples, they can start working on their own conclusions!

 JAM ON!!!

Next writing mini lesson #31- will be crafting a title!

Like always,

ROCK 'N' WRITE!!!!

GRADES 1, 7, 8 HAVE BEEN ADDED!

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Monday, August 24, 2015

Interactive notebooks Narrative Writing Writing

Writing Mini Lesson #29- Variety of Sentences

August 24, 2015

Do your students have million dollar words in their writing from our last mini lesson? Now it is time to move onto a variety of sentences. This is important in student writing to avoid the monotonous tone. "He did.... He has.... He then did...." Blah blah blah. Variety of sentences is also part of DARE to Revise- Exchange.

With a Variety of sentences, I like to give students a specific topic and have them create sentences using each of the following with the topic in mind. For example: Bears hibernate.

1. With a describing word- Furry bears are hibernating.

2. With a question- Do all bears hibernate?

3. With a transition word- After winter, bears wake up from hibernation.

4. With the word to- To see a bear hibernating, creep quietly!

5. With an -ing word- Hibernating is normal for bears in winter.

6. With an excitement word- Yikes! The bear woke up from hibernation!

Here is an example of how to change writing in story:

Splash! Pam jumped in the freezing lake and grabbed the bottle in the water. Hillary helped her get the paper out of the bottle. What could it be? They revealed a map of a hidden treasure. They didn't hesitate and started to follow it. They knew the location of the island that was on the map. Pam and Hillary got in a paddle boat and paddled like mad across the lake to the island.

With a Variety of Sentences:

Splash! Pam jumped in the freezing lake and grabbed the bottle in the water. Helping her get the paper out of the bottle was her friend, Hillary. What could it be? They revealed a map of a hidden treasure. Without hesitation, they started to follow it. Knowing the location of the island on the map, Pam and Hillary got in a paddle boat and paddled like mad across the lake to the island.

Wow! Doesn't that make a difference in the story? It flows smoothly and isn't choppy. Smooth like butter! Below is a student example. This student did a great job! The only one that he didn't have a correct example was "describing words". He used food as his first word. He could have used "delicious food" or "steaming food" or "colorful food".

Next writing mini lesson #30- Jammin Conclusion

Like always,

ROCK 'N' WRITE!!!!

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Tuesday, August 11, 2015

Interactive notebooks Narrative Writing Writing

Writing Mini Lesson #28- Million Dollar Words- WORD CHOICE

August 11, 2015

Welcome to mini lesson #28! Whether you have been following all of the mini lessons in order or stumbling across this one individually, you will find some great ideas for lessons on WORD CHOICE! I call it MILLION DOLLAR WORDS. In case you missed the last mini lesson, it was on Rockin Beginnings- ways to begin a narrative essay. Moving onto WORD CHOICE, I have a step-by-step approach to share.

1. MENTOR TEXT
For all of my writing lessons, I feel it is important to use MENTOR TEXT to show students how real authors use that skill. In my mentor text .pdf that is included in all of the STEP-BY-STEP INTERACTIVE WRITING NOTEBOOKS, these are the books I suggest. If you aren't using the suggested mentor text list in your school, you don't necessarily have to stick by the grade levels below. If you have one of them in your classroom library already, use it! I broke it down in grade levels for schools and districts who purchased my writing notebook programs to keep it fresh each year.

(I provided links to some of the books. I use affiliates solely to keep my blog running so I can provide quality content and ideas for teacher.)

K- Brave as a Mountain Lion by Ann Herbert Scott
Owl Moon by Jane Yolen

1st- Quick as a Cricket by Audrey Wood
Same Smug Slug by Pamela Duncan Edwards
Fancy Nancy by Jane O'Conner

2nd- Officer Buckle and Gloria by Peggy Rathmann
Dinorella: A Prehistoric Fairy Tale by Pamela Duncan Edwards
Tulip Sees America by Cynthia Rylant

3rd- The Whales by Cynthia Rylant
The Z Was Zapped by Chris Van Allsburg

4th- The Boy Who Loved Words by Roni Schotter
Amos and Boris by William Steig
Under the Quilt of Night by Deborah Hopkinson

5th- When Marian Sang by Pam Munoz Ryan
Noah Webster and His Words by Jeri Chase Ferris
Caves by Stephen Cramer

6th- If Not for the Cat by Mary Blount Christian
The Man Who Carried His Heart in a Bucket
Roxaboxen by Barbara Cooney

7th- The Bunyans by Audrey Wood
Monkey Business by Wallace Edwards
The Cat's Pajamas by Wallace Edwards

8th- Tiki Tiki Tembo by Arlene Mosel
Oh the Place You'll Go by Dr. Seuss

How do you use mentor text? Go through the book and pick out places where the author shows good imagery. As you read the book to the students, stop and point out the words you marked. Here is an example form I Love You the Purplest by Barbara M. Joossee. Say to the students, "Close your eyes and make a picture in your mind as I read a few sentences."

"The lake slowed its thrashing to a soft, even beat. The mosquitos dipped low to the water and the water bugs skittered on top. The moon glowed on one side of the lake while the sun shimmered on the other."

2. TEACH
Use anchor charts to teach the lessons. I put them on my smart board and then add them as posters to our writing center. With the FAAVS, point out that each letter represents a type of million dollar word and they each have a color to represent it. This is important for practicing because students color-code their sentences. Also explain that many of the sense words can also be adjectives. They were added as a separate category to help students think of ways to add million dollar words to their sentences.

Explain each of the FAAVS

Then give examples of each one using the same sentence to show how to BUILD A SENTENCE.

WORD CHOICE USING figurative language, adjectives, adverbs, verbs, sense words

3. TAKE NOTES
Students should take notes to help retain the information and gain ownership of their writing.

4. STUDENT RESOURCES
Provide students with copies of some of the information to keep in their writing folder to refer to when writing independently. I also give them a Million Dollar Dictionary with some million dollar words and lines to add more.

5. CENTER OR GROUP ACTIVITIES
A great way to provide practice during center time is with task cards that scaffold from choosing the best million dollar word to rewriting sentences with million dollar words.

6. INDEPENDENT PRACTIVE AND ASSESSMENTS
Last, provide a variety of independent practice. You can use one as an assessment of the skill.

BULLETIN BOARD- Write a million dollar sentence, color-code, and illustrate. GREAT IDEA:::Walk around the room while students are adding million dollar words to their narrative stories. When you find someone who created a great example, give him/her something to write on and place it on a MILLION DOLLAR BULLETIN BOARD. Students get so excited to see a classmate doing this and start busily doing the same! It makes an adorable bulletin board. I actually kept mine up all year and referred back to it and shared examples from it when we were revising a story. Here are some examples:

I hope this will help your students with word choice!

The next writing mini lesson #29- is Variety of Sentences

Like always,

ROCK 'N' WRITE!!!!

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Sunday, December 27, 2015

Sunday, November 1, 2015

Sunday, October 11, 2015

Tuesday, September 22, 2015

GRADES 1, 7, 8 HAVE BEEN ADDED!

Monday, August 24, 2015

Tuesday, August 11, 2015

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