Grade 4, day 1, part iv
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The document provides writing instructions to students. It asks students to write independently for 10 minutes about the reasons they chose their selected book. Students are told to write in complete sentences with proper punctuation and capitalization, and cite evidence from the text. If finished early, students can draw a picture related to their book. The document concludes by asking for volunteers to share their responses and reminds students to keep their writing journal and book in an organized place.
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Grade 4, day 1, part iii
This document outlines the objectives and procedures for a lesson on independent reading. It begins by stating the objectives of actively listening in a group discussion about choosing books and expressing reasons in writing. It then introduces independent reading where students will read silently for 15 minutes and state the title, author, and reason for choosing their book. The document discusses having students write responses to reading that include ideas and details from the text. As a model, the teacher will state the book they chose and reason for choosing it, how they felt about it, and if they would choose differently next time. Guidance is provided on writing complete sentences with correct punctuation and capitalization.
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Born in San Francisco in 1954, Anne Lamott is a graduate of Goucher College
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Example 1
Student Example
Professor C.N. Myers
English 1010-E01
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Don’t Ever Let Someone Tell You That You Can’t Do Something:
A Literacy Narrative
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mimic her. This memory immediately comes to my head when I think about how I learned to
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would divide the words up by their letters as if they were math problems. I built word upon word
every day. I was fascinated by books series such as Arthur and The Bernstein Bears. I loved
everything about them from the way they felt in my hand to the world that they took me into just
by reading. I also mimicked my brother when he did his reading for school. I loved being
around my siblings and doing everything they did, no matter what it was. So while they were
Example 2
reading to accomplish goals in school, my earliest recollections of reading and writing were
simply for the enjoyment of being closer to the people I loved the most.
As I went through elementary school, I always especially enjoyed reading books and
writing. I used to read books such as Dav Pilkey’s Captain Underpants and Jeff Kinney’s Diary
of a Wimpy Kid. I would read the books then rewrite my own version of a certain chapter
because I thought my version would be more interesting and whimsical. I had composition
books full of my imaginative writings. They also had different cartoon sketches I would make
up. Those books were amazingly colorful due to the fact that I wrote mostly with colored
pencils. I spent months upon months perfecting those composition notebooks that I called books.
Page by page, I would fill them up. I remember also asking my friends for help along the way.
They weren’t as interesting; in fact, they may have thought it was a little silly for me to actually
think my writings were real books. I remember days where I used to get in trouble for writing
those things in school without permission. Books that I read throug ...
7th grade writer’s workshop narrative bend 1
This document outlines lessons from a 7th grade writer's workshop on developing realistic fiction stories. It discusses strategies for finding story ideas, such as paying attention to small moments from one's own life, places that are meaningful, or issues that are important. Students brainstorm potential stories and choose one idea to develop further. They are encouraged to consider stories that feel personally meaningful or that address issues the world needs. The goal is for students to practice turning real-life experiences and wishes for different stories into fictional narratives.
Interview lithuania
The author started writing seriously at age 16 to express personal views and feelings. As a child, he enjoyed reading Mark Twain and Jack London, and now favors Antoine de Saint-Exupéry and Romualdas Granauskas. He writes spontaneously when inspired rather than to a schedule. Themes in his work include experiences from traveling in Norway, Poland and Hungary, as well as things that make him happy or grieve. While experiences inform his writing, he does not use real biographical facts. The author's next work will be called "Swimming on the Floor" which he expects to complete in three years.
Child centeredreadingconf
1. The document provides suggestions for reading conference strategies that are child-centered, including predicting, making connections to background knowledge and other texts, visualizing, asking questions, determining importance, inferring, and synthesizing ideas.
2. The strategies involve asking children to make notes, drawings, or questions while reading to discuss later with the teacher and help guide comprehension.
3. The teacher talk suggestions model engaging discussion of the reading strategies to encourage children's higher-level thinking.
10 steps to become a writer
This document provides 10 tips for becoming a writer from the author's experience. The tips include publishing your writing, setting deadlines, learning storytelling, reading widely, learning constantly while becoming an expert in nothing, stealing or being inspired by other writers, facing difficult realities without looking away, enduring the frustrations of the writing process, surrounding yourself with other creative people, and consistently writing daily. The author shares some challenges and struggles they faced on their writing journey in order to inspire and help others to become writers. They invite the reader to join a program to help transition from aspiring to daily writers.
Writer's Notebook
This document introduces a writer's notebook as a place for students to freely write, experiment with different writing styles, reflect on their writing, and get their thoughts down on paper. It recommends including life experiences, lists, drawings, questions, and anything imaginable. The notebook is meant as a low-stakes place for students to practice writing and develop as writers over time by revisiting old entries. Guidelines are provided such as dating entries, leaving space for later additions, and not erasing to track writing progress. The goal is for the notebook to reflect each individual student.
Diary Writing KS3 (Year 7)
This document provides guidance on writing a diary entry, including:
- The features of a diary entry are an informal tone, first person point of view, emotive language, chronological order, and opinion.
- When writing a diary entry, include the date and consider stickers, doodles, or drawings to express feelings. Write about events, celebrations, disasters, or freely about what is on your mind.
- Be truthful in a diary entry as it will always listen without judging, and keep secrets safely. Try adding creative endings each day or souvenirs/photos for decoration.
AP III Summer Assignments 14-15
The document outlines the summer reading and assignments for an Advanced Placement English III course. Students are instructed to read widely over the summer, including two assigned novels and a book on how to read literature. They must complete flashcards on literary terms, summarize chapters of the instructional book, annotate one novel, and participate in online discussions of the other novel. Completing the assignments is important as they will count significantly towards the students' first grading period.
7th grade Narrative Writing
Lucy Caulkins Narrative Writing for 7th grade Bends 1 and 2 put onto Powerpoint slides for sharing with class
How to publish a book
The document provides a detailed guide on how to publish a book, including creating an outline, writing the book, proofreading, and publishing/promoting. It discusses different methods for writing a book, such as writing it yourself, recording and transcribing, or hiring a ghostwriter. It recommends creating a detailed outline first that covers the key topics or story points. The document then goes into steps for writing the book, hiring ghostwriters at different price points, proofreading, and finally publishing/promoting the finished book.
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Grade 4, day 1, part ii
The document provides instructions for a teacher to lead a reading lesson with students. The teacher will read a selected book aloud, have a discussion with students about why they chose their independent reading books, and then give students 15 minutes for independent reading. The teacher will create a chart to record students' reasons for selecting their own books and use example sentence frames to help students explain their choices.
Grade 4, day 1, part i
The document outlines the skills and expectations for students during an online Reader's Workshop. Students will transition between mini-lessons and reading groups, getting to their online stations quickly. They will be expected to actively listen, discuss what they're reading in whole class and small groups, and write about their reading. Students need to take responsibility for their learning by asking questions if they don't understand and helping others in small groups. They are responsible for materials at home like reading books, binders, and texts.
Grade 4, unit 1, week 1, mini lesson 15
This document provides the objectives and content of a Grade 4 mini-lesson on revising and editing writing. The objectives are to revise writing by providing conclusions, and edit for correct spelling, grammar and punctuation. The lesson models revising a text to make it more interesting by comparing an original and revised version. It also shows how to edit a quotation for proper capitalization. Students are then given time to add descriptive details to their own writing by revising.
Grade 4, unit 1, week 1, mini lesson 14
This document outlines a lesson plan for a 4th grade cross-text analysis activity. Students will compare and contrast the themes and features of an informational text ("Solving Problems") and a science fiction story ("The First Town Meeting"). They will fill out a three-column chart analyzing the genre, topic, focus, features and purpose of each text. Then they will write a paragraph comparing the genre features and messages of the two texts, using evidence and quotes from the readings. The goal is for students to think more deeply about how communities deal with crisis through analyzing multiple text genres.
Grade 4, unit 1, week 1, mini lesson 13
The document provides instruction for a 4th grade lesson on drawing inferences from short stories. Students will read a story called "The First Town Meeting" and highlight inferences made from character descriptions and actions. They are asked questions about specific character details and how they reveal characters' opinions of each other. The lesson aims to teach students how authors do not always explicitly state what characters think or feel and how readers must infer themes from details in the story, including how government decisions can influence the lives of people in the community.
Grade 4, unit 1, week 1, mini lesson 11
This document provides the objectives and lesson plan for a 4th grade word study mini-lesson. The lesson focuses on using long a letter patterns to read unfamiliar words, sorting words by sound, and participating in a group discussion. Students will read a passage highlighting long a and short a words, then complete a word sort chart and discussion questions about the reading. They will also fill out a spelling practice sheet for week 1.
Grade 4, unit 1, week 1, mini lesson 10
This document provides the objectives, instructions, and activities for a 15-20 minute Grade 4 mini-lesson on using context clues to determine the meaning of unfamiliar words. The lesson teaches students to use context clues in a text, consult reference sources to find precise definitions, and practice identifying context clues and defining words using their reading book.
Grade 4, unit 1, week 1, mini lesson 9
This document provides guidance for students on planning a journal entry about experiencing a disaster event. It instructs students to complete a Journal Entry Planning Chart with columns for Journal Elements (narrator, event/situation, narrator's role, and narrator's thoughts/feelings) and their own ideas. The teacher models filling out the first row about the narrator being a FEMA worker helping people displaced after a flood. Students are then instructed to discuss their journal ideas with partners and add more details to their planning charts about losses from the disaster and recovering.
Grade 4, unit 1, week 1, mini lesson 8
This document outlines a 4th grade mini-lesson on word study. The objectives are to use long-a letter patterns to read words, sort words by vowel sound, and participate in partner discussions respectfully. Students will underline words with the long-a sound in a passage, identify letter patterns that produce long-a, and create a word sort chart with categories for different long-a and short-a letter patterns. They will then apply this knowledge to better read another passage and this week's spelling words.
Grade 4, unit 1, week 1, mini lesson 6
This document provides instructions for a grade 4 mini-lesson on gathering evidence from a source text to plan a narrative writing assignment. Students will analyze a writing prompt about imagining they are a government employee helping after a disaster. They will then re-read the source text "Solving Problems" to highlight and circle potential situations for their narrative, such as an earthquake or floods mentioned in paragraphs 1-2. Students are also instructed to consider writing about an economic crisis described in paragraph 3. The lesson models using text evidence and ends with students applying these skills to their own writing prompt.
Grade 4, unit 1, week 1, mini lesson 5
This document provides guidance for a lesson on interpreting graphic features in nonfiction texts. It instructs students to analyze how a sidebar, pie chart, and photograph in a reading passage called "Solving Problems" contribute to understanding the text. The lesson emphasizes that graphic features such as these support the information in the text by providing specific examples, details, or ways to visualize concepts discussed.
Grade 4, unit 1, week 1, mini lesson 4
This document provides guidance for a grade 4 mini-lesson on identifying an author's point of view and evidence in informational texts. Students will re-read a passage and analyze the author's evidence using different colored highlighters. They will identify evidence signal phrases and discuss whether quotes are a kind of evidence. Finally, students will discuss a counter-example to the point that government is the only source of help during disasters and will write a paragraph using evidence from the text to support how government can influence how people live.
Grade 4, unit 1, week 1, lesson 2
This document outlines a mini-lesson plan for 4th grade students on reading an informational text titled "Solving Problems". The lesson instructs students to skim and scan the text to make predictions about its content before reading. It has them examine elements like the title, photos and a pie chart to develop questions. Based on these clues, the students predict the text will be about how government helps solve problems like storm damage and issues with shellfish production. The lesson then has students read sections of the text and annotate by underlining key details and marking possible main ideas. They are reminded that main ideas support the overall text main idea while details in paragraphs are less important. Finally, students read the full text and write a summary
Grade 4, unit 1, week 1, mini lesson 3
This document outlines a mini-lesson for 4th grade students on analyzing writing prompts. It discusses having students:
1) Read and analyze a sample writing prompt that asks them to imagine being a government employee writing a journal entry about a relief effort they helped with by using a situation from the text "Solving Problems".
2) Create a two-column note sheet to analyze prompts by identifying the text type, source material, required details, and how they will use details before writing.
3) Discuss in a collaborative conversation potential details for their character, their area of government work, the relief effort they helped with, and what they did to help.
Grade 4, unit 1, week 1, lesson 1
This document provides an overview of a 4th grade social studies unit on government. It introduces the unit's essential question of how government influences the way people live. It gives examples of different levels of government from the local town to federal level and how they provide services. It prompts students to discuss how government has impacted their own lives and share initial ideas on how government influences people.
Grade 4, unit 4, week 2, mini lesson 9
1) The document introduces the vowel-C-e syllable pattern, where a vowel is followed by a consonant and then the letter e, causing the vowel to usually make a long sound.
2) Students will analyze words from a text for this pattern and categorize words containing long a, i, and o vowels.
3) Working in partners, students will highlight sentences containing target words and fill out a note sheet with the words, definitions, and identified long vowel sounds.
Grade 4, unit 4, week 2, mini lesson 8
This document provides guidance for a lesson to teach 4th grade students how to draw inferences about characters. The lesson instructs students to reread passages and annotate evidence from the text to support inferences about how the owners feel about their dog, Lad, in the story "Quiet!". Students will discuss their inferences in partners and share with the class. The lesson models comparing point of view between stories and having students write an essay comparing the point of view in "Quiet!" and "My Breaking In".
Grade 4, unit 4, week 1, mini lesson 10
This document provides guidance for analyzing the third person point of view used in the story "Waiting for Stormy". It explains that third person point of view allows the narrator to describe the thoughts and experiences of multiple characters. It models how to identify elements that establish the third person perspective using an example from the story. It then guides students to re-read the story and identify other details revealed through the third person point of view and consider how the story might differ if told from different character's perspectives.
Grade 4, unit 4, week 3, mini lesson 9
This document introduces students to consonant-le syllable patterns. It has the students identify words with the consonant-le pattern in a text and sort words containing this pattern into columns based on whether they have a long or short vowel sound. Students practice spelling words with the consonant-le pattern, noting how many consonants come before the -le ending and what vowel sound each word makes. The purpose is for students to learn to read, spell, and analyze words with this common syllable type.
Grade 4, unit 4, week 3, mini lesson 8
This document provides instructions for a lesson on analyzing the effects of first person point of view. Students will reread passages from "My Breaking In" told from the perspective of Black Beauty the horse. They will analyze how this point of view helps communicate the author's idea that people should reconsider how they treat animals by highlighting descriptions of actions from Black Beauty's perspective and their effects. Students will then discuss their findings with partners and share responses to a close reading prompt before writing a paragraph explaining the effect of the first person perspective.
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Grade 4, day 1, part iv
- 1. Review and Routines (15 min.) Day 1, Part IV
- 2. I will be able to: Write independently about the reasons I chose to read the book they selected.
- 3. Now it is your turn to write a response to the book you chose earlier. Please remember to write in complete sentences, while using appropriate punctuation and capital letters. Please remember to cite evidence from the text. We will work on our writing for 10 minutes. If you finish before I rattle the West African gourd shaker, you may draw a picture based on your book beneath your writing. We will write this response on the first page of your Writing Journal.
- 4. Who would like to share their response to the writing prompt? Remember to keep your writing journal and independent reading book in a place where you can find them every day. Also, unless instructed, your Writing Journal is NOT a Drawing Journal.
Editor's Notes
- Instruct students to get out their reading books and find a space to read. After reading follow instructions on page RR13 “Writing to Sources.”
- Instruct students to get out their reading books and find a space to read. After reading follow instructions on page RR13 “Writing to Sources.”