Writing - Robbinsville Public School District

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Fourth Grade POSSIBLE CHARTS Questions to Ask While Revising Endings (adapted from pages 138-141, Calkins & Kesler) What is my story really about What was I wanting or struggling to achieve or reaching towards in my story How does that story end What is it I want to say to my readers about this struggle, this journey How can I bring the story to some resolution to show the lessons learned Internal and External Story Using Eleven I move the red sweater to the corner of my desk with my ruler. I move my pencil and books and eraser as far away from it as possible. I even move my chair a little to the right. [external] Not mine, not mine, not mine. [internal] In my head I’m thinking how long till lunchtime, how long till I can take the red sweater and throw it over the schoolyard fence, or leave it hanging on a parking meter, or bunch it up into a little ball and toss it in the alley. [internal] Except when math period ends Mrs. Price says loud and in front of everybody, “Now, Rachel…” [external] Robbinsville School District page 26
Fourth Grade Writers Use Mentor Texts to Vary Their Sentence Length and Structure Title Language from text What we notice A strategy to try Five Dollars (in Childtimes) by Eloise Greenfield By now, if I told her, it would be like confessing. By now, I feel as though I stole it. I didn’t though. I’ll tell her. I’ll just casually tell her. (I can’t. I’ve tried.) Repeating “by now” makes it sound like she’s giving excuses. Lots of short sentence starting with “I” makes the character Using short sentences can feel choppy, exciting, nervous. A Play (in Childtimes) by Eloise Greenfield Come On, Rain! by Karen Hess Come On, Rain! by Karen Hess I used to slide down in my chair and stare at my desk while the teacher was giving out the parts, so she wouldn’t pay any attention to me, but this time it didn’t work. She called on me anyway. I stare out over rooftops, past chimneys, into the way off distance. And that’s when I see it coming, gray clouds rolling in, gray clouds, bunched and bulging under a purple sky. Is there thunder” Mamma asks. “No thunder,” I say. “Is there lightning” Mamma asks. “No lightning,” Jackie-Joyce says. “You stay where I can find you,” Mamma says. “We will,” I say. “Go on then,” Mamma says, lifting the glass to her lips to take a sip. seem nervous. The very long sentence helps us picture the character and feel how slowly time passed for her as she hoped she wouldn’t get called on. The long sentences help us see what the character sees and brings the clouds to life. The short sentences in the dialogue help build excitement Using a long sentence can stretch out a moment. Using a long sentence can help describe something fully. Short sentences in dialogue can help build excitement. Robbinsville School District page 27
Page 1 and 2: Fourth Grade Writing: Launching the
Page 3 and 4: Fourth Grade is waning. Because you
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Writing - Robbinsville Public School District

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