Voic epp
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This document discusses the writing trait of voice. It defines voice as the author's unique perspective that comes through in their writing. When a piece has a strong voice, the reader can feel the author's emotions and it sounds like the author is speaking directly to them. The document encourages writers to freely share their thoughts and opinions without hiding their true selves, and to have fun with their writing. It provides an example comparing how a student, their parent, and their teacher might each describe the student's performance in class from their own perspectives to demonstrate voice.
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Voice
This document discusses the writing trait of voice. It states that voice is the author's unique style and perspective that comes through in their writing. When a piece has a strong voice, the reader can feel the author's emotions and opinions. It encourages writers to freely share their thoughts and feelings without hiding their true selves, which helps engage the reader. The document provides an example of three different perspectives - a student, parent, and teacher - describing the same student to illustrate how voice can shape a description.
Grade 4, day 2, parta iii, iv, and v
The document outlines a lesson plan for independent reading practice and response writing. Students will practice independent reading using books of their choice and fill out reading logs to document their reading. They will then write responses to reading prompts in their journals, with examples given for writing about fiction versus nonfiction texts. The teacher models writing a response using a randomly selected prompt before students independently write responses to prompts about texts they read that day.
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.
Grade 4, day 2, parta i abd ii
This document outlines objectives and activities for establishing routines in a Reader's Workshop classroom. It discusses transitioning efficiently between lessons, reviewing expected skills like listening actively and discussing reading. Students will practice reading, writing and talking about reading independently and in groups. The focus is on developing listening skills - students will listen to a read-aloud story and discuss what it means to be an active listener by maintaining eye contact, having a quiet body, and thinking about what is said. They will then practice these skills through games where they recall details about classmates and a story.
Grade 4, day 1, part iv
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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The document provides guidance on extensive reading activities. It discusses strategies for choosing books, such as selecting ones that interest you on an appropriate reading level. It emphasizes reading full books by the same author and avoiding those based on stories you already know. The document also recommends setting reading goals and routines, keeping a journal, and completing a book report form with your teacher to discuss each book.
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This document asks a series of questions about language, communication, stories, reading preferences, and personal details. It explores why we study language and tell stories, how storytelling has evolved over time, whether words have power and can convey meaning or influence others. It also asks about favorite books, genres, colors and animals in an effort to make inferences about personality.
Ppt guide to writing a response to literature 8th grade kvanko
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Voice
This document discusses the writing trait of voice. It states that voice is the author's unique style and perspective that comes through in their writing. When a piece has a strong voice, the reader can feel the author's emotions and opinions. It encourages writers to freely share their thoughts and feelings without hiding their true selves, which helps engage the reader. The document provides an example of three different perspectives - a student, parent, and teacher - describing the same student to illustrate how voice can shape a description.
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The document outlines a lesson plan for independent reading practice and response writing. Students will practice independent reading using books of their choice and fill out reading logs to document their reading. They will then write responses to reading prompts in their journals, with examples given for writing about fiction versus nonfiction texts. The teacher models writing a response using a randomly selected prompt before students independently write responses to prompts about texts they read that day.
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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.
Grade 4, day 2, parta i abd ii
This document outlines objectives and activities for establishing routines in a Reader's Workshop classroom. It discusses transitioning efficiently between lessons, reviewing expected skills like listening actively and discussing reading. Students will practice reading, writing and talking about reading independently and in groups. The focus is on developing listening skills - students will listen to a read-aloud story and discuss what it means to be an active listener by maintaining eye contact, having a quiet body, and thinking about what is said. They will then practice these skills through games where they recall details about classmates and a story.
Grade 4, day 1, part iv
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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This document asks a series of questions about language, communication, stories, reading preferences, and personal details. It explores why we study language and tell stories, how storytelling has evolved over time, whether words have power and can convey meaning or influence others. It also asks about favorite books, genres, colors and animals in an effort to make inferences about personality.
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This document provides a format for writing a book report in four paragraphs. The first paragraph introduces the book with its title, author, type, and other bibliographic details. The second paragraph describes the main characters of the book. The third paragraph summarizes the book's setting, plot, goals of characters, and major conflicts. The fourth paragraph discusses the book's theme and provides an overall impression and conclusion, including what the reader learned and how issues in the story still exist today. The book report should be typed on two pages or less with specified formatting and is due on October 7, 2013.
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A book review analyzes and evaluates a book, including the author's argument and whether they are successful in conveying their main ideas. It goes beyond just summarizing the plot by including the reviewer's own opinion. A good book review answers questions about the book's central themes, characters, narrative, and strengths and weaknesses, and evaluates whether the author convinces the reader and knows enough about the topic. It should be written with authority and confidence, include examples and quotes from the text, and recommend whether others would find the book worthwhile.
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Voic epp
- 1. { VOICE The third element of the 6 Writing Traits
- 2. How can you read VOICE? Voice is the author’s fingerprint on the page. The writing sounds just like the author. The reader knows the feelings and opinions of the author.
- 3. Can I hear your voice? When a paper is full of voice… it makes the reader feel something. shocked, upset, excited, giggly, or scared sounds like the author enjoys writing. you feel like the author is talking to you. the author is not afraid to say what he/she feels. you want to read the piece to someone else.
- 4. Don’t be afraid to let your voice be heard! Share your thoughts and opinions When you write pretend like you are talking to the reader Don’t hide your true self Have fun when you write
- 5. Think about it… Here is a description of “Student A” C average work 3 in conduct and effort Comments on Term 2 report card Missing work Needs to be more attentive in class Three people in a classroom write about “Student A” “Student A” says “I work kinda hard and care about my grades, but I would rather talk to my friends. It’s not my responsibility to remember when things are due.” Parent of “Student A” says “I don’t know what to do anymore or how to help my child! She doesn’t tell me about the work and doesn’t seem to care.” Teacher of “Student A” says “maybe the work load is overwhelming for her. However, she is not taking responsibility and staying for extra help.”
- 6. How would you, your teacher or parent/guardian write about you as a student? Think about it…
- 7. THE END