The past couple of weeks in writing, we have been writing narrative stories. We have just finished up practicing RACE responses. They helped us on SBAC with written responses. Those are where you restate the question, answer the question, cite evidence, and explain your evidence. But now, we are doing our narrative stories and the majority of the class have finished our first narrative stories and are onto our second or third.
This week in writing we have been working on many things. On Monday, Tuesday, and Wednesday we have been trying to do research and finishing up our assessment about Pearl Harbor or the Dust Bowl. On Thursday we got to see the journals that we had sent to Haddam Elementary School and Killingworth Elementary School. We have also been working on AAAWWUBBIS. On Friday we played a word game to make words with Bananagram pieces.
Post written by Ethan Mandolfo and Alex O'Rourke
This week in writing we have been learning about simple, compound, and complex sentences. A simple sentence is a sentence with one subject and one predicate. For example, Joe ate his sandwich. Joe is the subject, and ate is the predicate. A compound sentence is a sentence that uses coordinating conjunction. For example, Joe likes sandwiches, but he doesn’t like pizza. You can remember the coordinating conjunctions by FANBOYS. For, and, nor, but, or, yet, so. Next comes the complex sentences. These are sentences with a dependent clause followed by a subordinating conjunction and an independent clause. For example, although Joe likes sandwiches, he doesn’t like pizza. Subordinating conjunctions are remembered by AAAWWUBBIS. As, although, after, when, while, until, because, before, if, since. Now onto the essays. We are just about finishing our second essays. These are on the topics that we studied in reading, history. Some of us did, San Francisco Earthquake, Moon Walk, Hurricane Katrina, Battle of Gettysburg, and more. This is all for this week, the first week of April! 😄
This week's post was written by Charlotte Behnke
This week during writing class we are starting a new unit, Information writing. We have already done this unit but we are doing it again so that we can get better at it. In this unit some of us are working on conclusions some of us are working on introductions, some on elaboration and some on craft. There are a lot of other things we are doing to get better at information writing.
Also in class, we are doing P.O.P which stands for Patterns Of Power. During P.O.P we look at sentences to see what we notice and we raise our hands and tell the class what we are noticing and thinking. We do P.O.P every day right in the beginning of writing class. We like P.O.P a ton because we learn so much and we get to be way stronger writers.
We are also doing research on a topic of our choice. For example, you could choose to learn about snakes or pandas. First, you get a book and research on your topic. Then you take notes. Lastly, you type it into google docs. It is fun to do. We have a special binder that we keep all of the important things in there. For example, we have a tools folder, a working on a section, and the P.O.P section. In our P.O.P we do little sentences that will help us improve our writing. Tools are basically tools to help us if we are stuck on what we should put into our writing piece. Lastly, our working on section is things that we haven’t finished yet, so we put it there for us to get back at it and finish it later.
We are starting informative writing, and writing essays about information topics. Some of these topics you can’t even get close to. I’m talking about sharks and volcanoes. We are writing about historical events, like the Titanic and the March on Washington.
Also, the fourth grade and third-grade students have been writing to H.E.S and K.E.S kids. We have been writing to them to get ready to go to the intermediate school. So when we go to the intermediate school, we could be like, “Hey I remember you. You are the one who wrote about going to the movies with your friend.”
This blog was written by Ryan House and Noah Soucie
This week in writing we have been working on what adverbs do. Also, we have been finishing publishing our opinion piece. On Friday, when we finished publishing, we let other people read our essays and they told us one thing that they thought we did well. At the same time, we go around and do the same thing on other pieces. We enjoyed reading everybody's essays.
This blog post was written by Audrey Bailey
This week in writing we worked on our 3rd opinion essays. We finished them then chose one out of the three to publish. In our POP (Patterns of Power) section, we worked on adverbs to make our essays more detailed. Specifically how and when adverbs such as happily or today. With our writing partners, we worked on revising our leads to make them better. Finally, we worked on things we need to capitalize. For example, important times in history, or titles of books.
This week's blog was written by Alli Lamarre and Mia Lomuntaud.
We are working on compound sentences. We use coordinating conjunctions to make two related sentences into one compound sentence. We refer to our coordinating conjunctions as F.A.N.B.O.Y.S. That stands for the words,
In our writing, we are working on our last informational pieces. The topics are our own choice. You could do anything from chocolate to bugs. For our pieces, we are in the midst of drafting and editing. We took our mid~year grammar quiz last week. Since we were a little rusty on prepositions, we are reviewing those this week.
Written by: Ava Geissler and Audrey Bailey
We are continuing to write non fiction. Students are working on their third information essay in this unit. The first was revising an essay they wrote in social studies. The second was on a science topic. This essay is on a topic of their choosing. Students will be selecting an essay publish and share in the next week.
In grammar, we have begun learning about conjunctions. This leads into writing complex sentences with commas.
Some of you may wonder why your writer did well in third grade writing but needs more support in fourth grade. The answer is in the expectations. There is a large jump in what is expected from a third grade writer to a fourth grade writer. To see a comparison of third grade to fourth grade, click the link to the right that says "writing checklist 3-4" or click here.