In Language Arts we will learn about Recount Writing in our writing classes.
We will write personal narratives about events that have occurred in our lives over the last several months. Students will learn that it is better to zoom in on one part of the event and add details. This makes for a much more interesting read as the reader can experience the event too. For example instead of writing about a day at the beach, the children might write about the thrill of surfing one wave.
We have written about our Best Summer Vacation Memories and will continue to build our skills writing paragraphs that contain exciting opening and thoughtful closing statements.
Our next writing assignment will be about
"Our Worst .........Ever"
The children have been given writing folders, which will be decorated in a way that represents things in the world that are important to them.
Students will also work on developing good, succinct answers to a variety of questions in our reading responses.
To write a good answer to an open ended question, students will be taught to use the APE model.
Answer... Proof.... and.... Extension.
Answer...............Clearly state your opinion or answer to the question
Proof..................Use specific evidence from the text to support your thinking. This proves the point you are making.
Extension........... Extend your work by concluding with a statement that sums up what you have stated and shows your
understanding of the big idea or author's message.
Rules for Using Quotation Marks
Quotation marks "trap" the words that are spoken
Punctuation ( ., !, ? ) is placed inside the quotation marks.
The first word of the quotation is given a capital letter. If the words of the speaker are interrupted by text, a capital letter is not needed when the second part of the sentence begins, e.g., "Excuse me," interrupted Sarah, "but I believe it is my turn."
If the quotation starts mid-sentence, a comma is placed before the quotation begins.
10 Point Answer checklist should be referred to for all homework assignments.
A 10 Point Answer
Inferring. Students will try to read between the lines to gain the full benefit of the author's message/big idea. They will also use picture cues to gain information that is not stated in the text.
Starting in January, students will also be setting monthly goals in our Literacy classes in order to improve their reading skills. Please sign their monthly goal setting sheets and help them to achieve their January goals. With effort and commitment, everyone will succeed.
What follows is a list of the things good readers do. The children will use this list to help them set their reading goals.
What Do Good Readers Do?
Read daily
Read books at an appropriate reading level
Use expression when they read aloud
Read aloud in a clear voice and at a good pace
Read a variety of books and genres
Try new genres and authors
Give books a fair chance before abandoning
Make predictions and then confirm them after
Visualize what they read, making mental pictures
Ask questions as they read to check for understanding
Make connections to self, the world and other texts
Use picture cues to gain information not stated in the text
Gather information by reading headings, captions, tables
Read between the lines to get a better understanding of the author's meaning
Look for small words in bigger words to decode
Sound out words that are unfamiliar
Look up the meaning of unfamiliar words
Talk about books with friends and family
Think about the author's message, lesson
Enjoy reading and talking about books
Show respect for books
Collect books by favourite authors, subjects
Set goals to improve reading skills
Our writing focus will shift to descriptive writing as we read about Amazing places in Canada. We will work on paragraphing and the tricks good authors use to get the reader to visualize what they are writing about. We will work on organizing our writing and word choice as well.
We will continue with author tricks to help students further develop their descriptive writing skills. The children will be asked to note the use of similes, metaphors, synonyms, alliteration and other figurative language in the books they read and use this elevated language in their writing as well. They will be writing about a place (real or imaginary) that would be special to them and will be encouraged to bring all of their developing skills to the task.
In Reading Classes:
Students will develop their abilities to access background knowledge to make Connections to:
- the world around them
- their personal experiences
- books they have already read.
They will continue to make connections in their reading throughout the year.
We will use the features of Explanatory Writing into our Science Unit on Pulleys and Gears
Students will use their knowledge of pulley systems and the vocabulary associated with this unit to explain how they solve a variety of problems. (e.g., how to get a cat off a roof, how to lift a heavy object)
Students will also to develop their Descriptive Writing and Explanatory Writing skills as they study the physical regions of Canada. They will describe the various regions and explain how the commodities and natural resources are related to the landforms found there.
Students will also develop their research skills as they look for the main ideas and supporting details in articles about Canada's amazing places. They will organize the information gathered in order to make comparisons between the regions.
As a new term begins, we also begin a new unit on Procedural Writing during our Literacy blocks. This type of writing compliments our Science unit on Sound. Students will become familiar with the features of a science experiment and will write up experiments as they explore the characteristics of sound and how it travels. They will also read a variety of other types of procedural texts (e.g., recipes, how to manuals) and try their hand at writing a few of them as well.
Criteria for Level 4 Procedural Writing
-provides an interesting introduction that tells why you are writing
-detailed list of materials required to complete the task
-includes a title and headings to make the text easy to follow
-steps begin with an action word
-consistently uses linking words to emphasize sequence (first, next, then, finally)
-numbered steps are in the correct order
-uses specific supporting details to help the reader clearly understand the steps
-includes neatly labelled, coloured diagrams of the important steps
-thoughtful conclusion tells what happens when the reader follows instructions correctly
-writes in the present tense throughout
-work shows evidence of revision for clarity
-few to no spelling or punctuation errors
Criteria for Level 3 Procedural Writing
-includes an appropriate introduction that tells why you are writing
-provides a list of most of the materials required to complete the task
-includes a title and headings to make the text easy to follow
-uses linking words to emphasize sequence (first, next, then finally)
-numbered steps in the correct order
-incorporates supporting detail to help the reader understand the steps
-most steps begin with an action word
-maintains present verb tense
-includes a conclusion that explains what happens when the reader follows instructions correctly
-includes neatly labelled, coloured diagrams of the important steps
-work shows evidence of revision for clarity
-most spelling and punctuation is accurate
We are also going to start a poetry unit , further examining the tricks good authors use (e.g. alliteration, repetition, onomatopoeia,) and the ways they contribute to the sounds and rhythms of poems.
Rules for Using Quotation Marks
Quotation marks "trap" the words that are spoken.
Punctuation (., !, ?) is placed inside the quotation marks.
The first word of the quotation is given a capital letter. If the words of the speaker are interrupted by text, a capital letter is not needed when the second part of the sentence begins, e.g., "Excuse me," interrupted Sarah, "but I believe it is my turn."
If the quotation starts mid-sentence, a comma is placed before the quotation begins.
We are introduce the Reading Minute in our Literacy Block in the third term. Look on the Homework link for your child's presentation date.
What is "The Reading Minute"?
The Reading Minute is a fun and motivating way for the Grade 4 students to share an interesting piece of text with their peers! Each student in the class is responsible for sharing an approximately one-minute long piece of text, on his or her assigned day.
Why Are We Doing It?
It is a great way to practise expressive, engaging oral reading
It helps us to gain confidence and skill when presenting
It exposes our students to a "world of reading richness"
It inspires our students to select different genres, authors or topics for their own independent reading
What Does Each Student Need To Do?
Select an interesting passage, poem, article or paragraph to read to the class. You can pick something from the current book you are reading, cut something out from the newspaper, print an article from the Internet, choose some interesting facts from a non-fiction book, or find a poem or two on a particular theme to share.
Rehearse your selection at home so that you are able to communicate the author's message in a clear, expressive, and well-paced manner.
Provide a copy of your selection on a regular letter-sized paper for adding to our classroom Reading Minute Binder. This way, classmates can re-enjoy your selection at another time. (Your teacher can help you with this step if needed.)
What Kind of Passages Should Be Shared?
Passages that inspire you
Passages that you find interesting
Passages that are examples of great writing
Passages that anger you!
Passages that make you wonder
Passages you find humorous
Passages that challenge us to think differently
How Will The Class Respond?
For each reading minute read by a student, classmates will respond in our Reading Minute Journal, with a one-sentence statement. This statement might be a short summary, thought or reaction to the day's reading minute - but it will always be only one sentence long. This will help us to learn to think and express ourselves concisely!
Classroom Expectations Are:
Mutual Respect
Attentive Listening (with the eyes, ears and heart)
Appreciation Statement in the form of "Thank You"
Appropriate Participation by all
Parental assistance in helping your child prepare for his or her Reading Minute presentation is appreciated and will contribute to his or her success!
We will establish a scheduled date for all members of the class to sign up. Keep an eye on the Homework Page for more information.....coming soon!
I
Procedural Writing
Students will learn to include the following criteria when writing instructions, recipes or "how to's".
Checklist for Procedural Writing Assignments
Interesting opening statement that gives a clear purpose for writing.
Thorough list of all materials required to complete the procedure
Clearly number the instructions (steps) using time words such as first, second, then and finally
Use a variety of appropriate verbs to describe the steps
Include a clear, creative results statement that tells what will happen if the reader follows all the instructions correctly
Include labelled and coloured diagrams of the important steps in the procedure
Also include title, headings and caution boxes to make the text easy to follow
Technical vocabulary associated with the topic is used accurately
The focus for our writing in the month of June will be to make comparisons in our Social Studies unit on Ancient Civilizations and The Middle Ages. Students will continue to work on paragraph writing to make clear concise connections.
We will read legends, myths and some fairy tales in our reading classes as these genres fit so nicely with the social studies theme.
Students will also read for specific information, further developing their research skills as they gather information to make comparisons in their writing assignments.