Personal Narratives: Summer Vacation

During the first few weeks of school, the students wrote personal narratives about events from their summer vacation. They worked on drawing detailed pictures and then using those details in their writing.

Apples!

As a part of our writing program, the students wrote to describe an apple. They first thought of questions they had about apples such as: "What do they look like? What do they taste like? What parts do they have? How can they be used?" They then wrote Tree Maps to answer those questions. They used the Tree Map to help them write sentences. After writing their first draft, the students met with me to edit and revise their writing. While I worked with students one-on-one, the other students created construction paper apples to add to our class apple tree along with their final drafts.

How To Bake Cupcakes

This is the writing examples to go along with the "How To" writing lesson I wrote about in the Cake: Long A post. The students used a Circle Map followed by a Flow Map to explain how to bake cupcakes. After writing, the students worked with me in small groups to edit and rewrite their text. While I worked with small groups, the other students created paper cupcakes to go along with their writing.

How to Make S'Mores

A few weeks ago we learned about camping. As an introduction to the theme, we made S'mores. As we made the S'mores, we talked about the steps we had to take to make them. We recorded the steps on a Circle Map. We then wrote the steps in logical order on a Flow Map with transition words. This writing is apart of our Write From the Beginning program. After enjoying their snack, the students went back to class and wrote their own Circle Map, Flow Map, and sentences to write how to make the S'mores. They then created a paper S'more to display with their writing.

To Be or Not To Be An Astronaut

As a part of our writing program, Write From the Beginning, the students wrote to explain why or why not they would want to be an astronaut. They used Thinking Maps to brainstorm an introductory sentence along with three logical reasons why or why not they would choose to be an astronaut. They were required to use adverbs with their reasons to create a more interesting piece of writing. After meeting with me in Guided Writing, the students wrote final drafts of their papers. While I met with students individually to edit their work and provide instant feedback, the rest of the class colored astronauts to display with their final drafts.

My Favorite Transportation

As a part of our writing program, Write From the Beginning, the students are learning to write to explain why. This week the students wrote about their favorite means of transportation. They first created Circle Maps to brainstorm their favorites, then chose one to write about on a Flow Map. The students had to list three reasons why they chose their favorite transportation. They then wrote four sentences using their Thinking Maps. The students were required to use transition words for their three sentences explaining why. After the students wrote (the process took several days), I met with each student individually to edit their work. The students then wrote a final draft of their writing and created art of their favorite transportation.

My Elf Self

The students created an elf on Monday using the pattern from Deanna Jump's Polar Express unit. Fellow teachers, if you have not seen it, you should check it out! I then took a black and white photo of the students and cut out their face. The students then wrote about what their elf looks like, what he or she is wearing, and what he or she can do using our Write From the Beginning strategies. They turned out really adorable!

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To Make the Grinch Smile...

This is an idea that I got from Deanna Jump. In her Grinch Unit, she has several activities based off of the book How the Grinch Stole Christmas. This book goes perfectly with our character trait lessons. As we read, we stopped to talk about how the Grinch was acting and why he was acting that way. We also discussed how his character changed over time. Following our character trait lesson, the students created their own Grinch and then wrote about how they would make the Grinch smile.

The Stockings Were Hung By the Chimney...

Last week the students had a fun homework assignment - decorate a holiday stocking. They could decorate the stockings however they wanted to with whatever they wanted to. Once returned to school, the students wrote about their stockings using our writing program, Write From the Beginning. The students wrote what the stocking looks like, what it has, and what it can do. We then attached their writing to their artwork and hung them outside on our fireplace. Our amazing Assistant Principal painted the fireplace for me a few years ago.

Christmas Lights

As a part of our writing program, Write From the Beginning, the students created their own strand of Christmaas lights which they then wrote about. They described what they look like, how they feel, and what they can do using a Circle Map followed by a Tree Map. They then used the Tree Map to help them write sentences. I try to use at least one of our days to do guided writing with the students rather than guided reading. They seem to love editing their work and getting a chance to make corrections. We hang up their final products in the hallway along with their art. Their writing tends to be better when they realize they have a purpose for writing - an audience!

Turkey Descriptive Writing

This week the students wrote about turkeys using our Write From the Beginning strategies. This was the first week that I did not model the process for them. I am so proud of how much they have learned and how independent they have become. As the students wrote, they helped each other spell and reminded one another to add details to their sentences.

Scarecrow Writing

As a part of our writing program, Write From the Beginning, the students created Circle Maps followed by Tree Maps to help them describe a scarecrow. They used both Thinking Maps to help them write at least three logical describing sentences. They then made their own scarecrow to go along with their writing.

Pumpkin Writing

Through our writing program, Write From the Beginning, the students are learning to write descriptively. This week the students wrote about a pumpkin. They wrote about what a pumpkin looks like, what it has, and what it can do. They used a Circle Map to brainstorm and then organized their thoughts on a Tree Map. After using the Tree Map to help them write sentences, we worked together to edit and revise the sentences. The students then wrote a final draft of their writing on pumpkin writing paper and colored it.