What a wonderful and busy Friday. Students practiced and took a spelling test, enjoyed their popcorn that they earned for getting 10 wildcat hero tickets, worked on publishing their personal narratives, walked to the high school for a homecoming pep assembly where kids dressed up Mr. Henderson as Justin Bieber, and did a bat painting craft to end the day. Phew! Rest up kids, we got a busy week of learning ahead of us, too!
I always struggle as a teacher when it comes to students peer editing stories. I think it is because writing is such a personal thing and to have someone comment on it makes the writer very vulnerable. It is also tricky to have third graders do it in a constructive way and take their responsibility seriously. Their partners are counting on them for some help in their writing!
Yesterday, we read over many examples of personal narratives and discussed if they would have earned a 4,3,2, or 1 on the writing rubric. We had very good discussions! Then students read through their stories and edited for content by adding details, talking, and descriptive words. Writers then had to say that their story looked most like the 4,3,2, or 1 and write why they thought that. They then needed to write something that they were going to try to do on their next personal narrative. They did a great job at self-assessing!
Today, we edited for punctuation, spelling, and capitalization. Students first did it on their own, and then they got with a partner and went through their stories again. I was so impressed with how seriously students took their jobs to be editors! It was wonderful to see.
Here are some pictures of the writing that we discussed. It will also give you examples of what a third grader should be writing.
We decided that this would have earned a 1. We talked about how it isn't a small moment or a seed story and there is no description. It is more like a summary than like a story.
Although this still lacks a lot of detail, we talked about how it is at least a small moment. It isn't about Halloween, rather about making their Halloween costume. It needs more detail, a catchy beginning and a strong ending. This was a 1.5 or maybe a 2.
We thought this would earn a 3. A 3 is right where they need to be. It has paragraphs, dialogue, and the writer worked on the ending, so it doesn't just say "The End." It could have had a catchier lead and even more detail.
This is a 4! It has it all! And wow- a 4 is above and beyond what is expected.
Here are some pictures of the students taking their editing job seriously and helping another student out.
our rough drafts are getting sloppy with all our revising and editing. Time to polish them up and work on publishing our final copies.
I bopped across the hall last week and took a few pictures of students working on building arrays with chips and writing the equation on their dry erase boards. Today, a paper was attached to the newsletter giving some examples of some multiplication vocabulary.
Riley was our super hero this week! He wore a couple capes, read us a funny Fly Guy book, got his bucket filled and made a super poster. Way to go Riley!
It is an indoor recess kind of day. Students can choose to play with friends in either of their classrooms. I love to watch them play together!
I can choose a "just-right" book.
Today we discussed how to choose a "just-right" book. Often times students are faced with books that are unleveled at book stores, their homes, or libraries, so it is important to know how to choose a right book. Students will only become better readers, if they read books that are at their "just-right" levels. Books that are too easy won't help them grow as readers, and books that are too difficult won't help them grow as readers. Students do know their current guided reading level and should have a book bag filled with books that are around this level (one letter up or one letter down in the alphabet is fine, too). Once a week, students go book shopping in the classroom to fill up their book bags for home and their book bins for school.
We used the anchor chart below to help us choose appropriate level books. We connceted it to Cinderella and the glass slipper and how it had to fit just right. We compared it to biking up and down hills.
Pleae help your child pick appropriate leveled books. I always tell students when they want to choose books that are too high that it isn't like they will never be able to read that book. They just have to wait a little bit and practice reading at their level. Ofteim times, it seems students can read the words in more difficult books, but their deep understanding and comprehension are not quite there.
In writers workshop this week, we dug through our writing for verbs that we could make even stronger. We looked for a "said" that could maybe become a "whisper," "shouted," "yelled," "mumbled," or "chuckled." We looked for a "went" that could become a "trotted," "trudged," or "strutted."
We then made some action heroes! Using a list of strong verbs that students have in their binders, they wrote some of their favorites to glue around their action heroes.
Maizie let her cape flutter behind her as she saved the day! Maizie read the class The Giving Tree with such expression and great fluency. She picked a poem for us to read and shared her amazing poster. Way to go, Maizie!
Mrs. Ellis's Class
Learning & laughing our way through third grade.