Steven Graham, Karen R. Harris, and Lynn Larsen This paper presents six principles designed to prevent writing difficulties as well as to build writing skills: Abstract Many students with LD experience difficulties mastering the process of writing. We examine how schools can help these children become skilled writers.
Teaching writing is tough. Each year, I set out to build a community of writers, and it is no easy task. One of the toughest things for my students is writing endings. They always start out with catchy beginnings only to get bogged writing a personal narrative 4th grade and just stop at the end.
It allows them to be creative, and it helps me to identify their voice as a writer. To start our mini-unit on writing endings, I gave my students a pre-assessment of the substandard to figure out where their knowledge is with writing endings.
These substandard writing assessments are from my English Language Arts Assessments and Teaching Notes for grades I call them writing partial completes in each of my assessments.
Students must complete the writing to show their knowledge of the standard. You can see for this substandard assessment above, the ending is left out for students to complete.
Once I pre-assess students, I can then quickly check their work to figure out what I need to modify or differentiate in my teaching. Once I hand back their pre-assessments, they document their scores in their Student Data Tracking Bindersrate their levels of understanding of the standard, and we begin!
We start our lesson by addressing the standard so students know where they are headed with their learning. The great thing about this substandard is that it is extremely open ended. As long as students provide some type of closure or conclusion that follows from the narrated experiences or events, they will meet the standard.
The way in which a student can get there is endless.
The main thing I focus on when teaching endings is to notice different endings in all of the literature that we read. Most of the time, students just finish a book without any reflection on the different strategies the author used to end the story.
I read a book or just the ending of a familiar bookhad students turn to a neighbor and share what they noticed, and then we came back together as a class to discuss. We then worked together to compile an anchor chart of what we noticed about the endings of these mentor texts.
I put out a basket of books on each table for students to read through. Then, they used sticky notes to write down what they noticed. After students had been given enough time, we came back together and shared more of what we noticed.
This ended our lesson for the day. If you feel like your students need an extra day with any of the mini-lessons, give them that time in order to make sure they understand the content.
Some students may need more time, and some may need less time. On day 1, we noticed different ways in which authors end their stories. We revisited a few more picture books as mentor texts. I specifically chose mentor texts with endings that I knew my students needed a bit more help with.
For example, I knew they were extremely familiar with the question, dialogue, and funny endings, so I chose to grab mentor texts that had cliffhanger and reflection endings to give my students the extra practice.
We gathered this information from all of the different picture books we looked through the day before.WS Korean Pen Pal (Descriptive) Imagine that Soon-Li, a Korean student in Seoul, is your pen pal. Write a letter to her describing the place where you live (your house, your .
You sound like a very dedicated teacher and very resourceful.
I echo the praise above. However, please do not call this Narrative writing. As a Middle and High School teacher, I also teach writing, and Narrative writing is a different animal altogether. § English Language Arts and Reading, Grade 2, Adopted (a) Introduction. (1) The English language arts and reading Texas Essential Knowledge and Skills (TEKS) embody the interconnected nature of listening, speaking, reading, writing, and thinking through the seven integrated strands of developing and sustaining foundational language skills; comprehension; response; multiple genres.
Getting ready for the new STAAR Writing? STAAR Writing will include a personal narrative and an essay prompt, room for planning, and 26 lines to write on.
We found our students needed practice reading and analyzing the 2 different prompts, so we created our. Writing Stories Worksheets and Printables.
Whether your child is a born storyteller or a reluctant writer, these narrative writing worksheets are filled with helpful tools and . Turnitin provides instructors with the tools to prevent plagiarism, engage students in the writing process, and provide personalized feedback.