Writing - Robbinsville Public School District

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Fourth Grade PHASE OF THE WRITING PROCESS TEACHING POINTS COLLECTING CHOOSING DEVELOPING DRAFTING REVISING EDITING PUBLISHING AND CELEBRATING Suggested approaches are listed within these lessons. RA=Read Aloud, SR=Shared Reading, ML=Mini lesson, SW=Shared Writing, MW=Modeled Writing, and OS=Oral Storytelling. Teaching points where a mini lesson is not suggested are not expected to be mastered independently at this grade level. Finally, all immersion decisions are made by the teacher based on the needs of the students. 20. Generate final draft by rereading for sense HW ~Type draft and revisions 21. Celebrate as authors during Publishing Party. 22. Self-reflect, selfassess, and set goals as a writer by rereading personal narrative and completing rubric. ~Create a title and cover illustration that best captures the importance of their personal narrative. ML CONFERRING QUESTIONS How did you decide what to illustrate Have you practiced reading your writing aloud in preparation of our celebration Have you reread your published draft to make sure it makes sense and is legible What are you most proud about your small moment personal narrative POSSIBLE CHARTS Writers publish their pieces by… Drawing illustrations that capture the importance of their small moment personal narrative Copying their writing as neatly as possible Rehearsing with attention to accuracy, pacing, and expression Robbinsville School District page 14
Fourth Grade Writing: Writers Lift the Level of Their Narrative Writing Robbinsville Unit of Study Teacher Note “We invest another month of work in personal narrative writing because we know that real progress comes not from constantly exposing children to yet another form of writing but from working long enough within one form to help children write longer, more significant, more conventional, and more graceful pieces in general.” Calkins & Kesler Why: This unit is the second consecutive personal narrative unit of study. By revisiting personal narratives, a genre with which students are familiar, students can turn their attention to increasing the quality of their writing. In this unit students are expected to carry all of the strategies for collecting, choosing, developing, drafting, revising, and editing from the first unit of study. They are introduced additional strategies for collecting narrative writing. Students begin by rereading, analyzing, and emulating the work of published authors and refer to the mentor texts throughout the unit of study. During developing, students lift the level of their writing by considering the structure of the piece to highlight the heart of the narrative. They explore writing with an expanded middle and paragraphing to develop the meaning of the piece. During revision and editing, students lift the level of their writing by exploring conventions (writing conventions include spelling, punctuation, capitalization, and sentence structure). This unit emphasizes the conventions of sentence structure and length and using the appropriate punctuation. Immersion: You immersed children in the sound of mentor personal narratives through read aloud and shared reading in the first unit of study. Revisit those familiar mentors in this unit, so that students can select a mentor author to emulate. You will see the same list of mentor texts from the first unit of study, with several additional titles. Mentor Text Folders/Binders: During the first session, students mentor personal narratives and select the texts that they plan to emulate. Prior to the first session, create folders of personal narratives for each table group of students containing multiple copies of mentor texts. (You may need to retype the words of the books onto a single sheet of paper so that students have a copy of the text that they can mark up as they study it). Assessment: Use the narratives students published during the first unit of study to determine their strengths and areas of need in this unit. Here are a few questions to shape your assessment: Do students write about something significant Does the writing follow the arc of a story Do the narratives have strong leads and endings How developed is the main character Do students use paragraphs appropriately How well do students use commas and vary sentence length Writing Workshop Structure: Students are still working on building stamina, gradually increasing the number of minutes they write independently during the year from 20 minutes to 35 minutes. In addition to conferring with individual writers to provide one-on-one support, consider pulling together small groups of students with similar needs for a few minutes of targeted support, especially with sentence variation, making decisions about paragraphing, and use of commas. Celebration: The back-to-back nature of these first two units of study allows students to analyze and evaluate the progress they are making as writers. Students use the class’ co-created list of questions to compare and contrast their two published pieces. They celebrate by writing a brief description of how they have grown as personal narrative writers. Robbinsville School District page 15
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Writing - Robbinsville Public School District

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