Fourth Grade Writing Genres There are 3 writing genres that could be tested for the STAR Writing Test, which is always given on the first Tuesday in March. Below are the standards, strategies, and language we use in class when teaching these 3 genres. Using this language is a great way to help your student when writing together at home. Narrative Standard: Writing Applications Standard 2.1 -­‐ Students will write narratives that a. relate ideas, observations, or recollections of an event or experience b. provide a context to enable the reader to imagine the world of the event or experience c. use concrete sensory details and d. provide insight into why the selected event or experience is memorable. Narrative Strategies and Terminology: Narrative Writing Chant: We have a narrative chant that we do with motions to help the students remember the components of a narrative. Story Opening Every story has a setting and a character. The setting tells when and where, time and place. The character drives the action of the story. The author must make them “come alive” or we will close the book. Plot Once the author makes the setting and character come alive, then there’s a problem. The character can have a problem with himself, others, nature, or technology. Next, the character sets a goal. He has to try to solve his problem. Then, he goes through steps to try to solve the problem. That’s called the plot. Story Closing At the end is the resolution. Was the character successful or unsuccessful in reaching his goal? Wrap it up with T-­‐C-­‐R. Transition, Character, Reflection. 6 Traits Writing Friends: We sometimes refer to our “writing friends,” particularly when writing narratives, to help students remember what good writing is using the 6 traits of writing. Ida Ideas and Content • Don’t overstuff the box – write a lot about a little (focus on one event) • Stay on topic (focus on the prompt, if there is one) • Have a strong conclusion that relates why the event was memorable Oliver Organization • Has a beginning, middle, and end • Has a strong hook • Completely consistent paragraphing (with a new paragraph for each new idea and whenever someone new begins speaking) Veronica Voice • Shows deep feelings and/or emotions • Uses “I,” “me,” and “my” • Really sounds like me Wendy Word Choice • Has strong sensory details to show, not tell • Includes mostly vivid verbs (especially synonyms for said) Simon Sentence Fluency • Most sentences begin with different words • Sentence lengths greatly vary Carlos Conventions • Contains very few, if any, errors in Capitalization, Usage, Punctuation, & Spelling (C.U.P.S.) • See comic strip dialogue sample for punctuation rules Summary Standard: Writing Applications Standard 2.4 -­‐ Students will write summaries that contain the main ideas of the reading selection and the most significant details. Summary Strategies and Terminology: A strong summary: •
Uses an “S-­‐S-­‐Lightbulb” or a "Burrito" topic sentence. Example: Setting Subject (Main Idea) In the early 1900s, Amelia Earhart brought women into the future of aviation. (Title & Author) (Verb) (Complete the Thought) "Shake, Rattle, and explains how earthquakes happen and the Roll" by Susan damage they can do. Rumpler •
Lists the most important supporting details •
Uses own words (which means changing the entire sentence structure, not just using a synonym for a word) •
Has a concluding sentence with a strong concluding word or phrase (such as in conclusion, therefore, clearly, etc.) Response to Literature Standard: Writing Applications Standard 2.2 -­‐ Students will write responses to literature that: a. demonstrate an understanding of the literary work and b. support judgments through references to both the text and prior knowledge. Response to Literature Strategies and Terminology: We have a response to literature chant that we do with motions to help the students remember the structure of this 5-­‐paragraph essay. We turned the chant into a podcast, which is accessible on our class website. Introduction (1 paragraph) Quick Summary – be polite! Thesis – give your opinion – answer the prompt Body (usually 3 paragraphs) Call in the TEAM or just have TEA. Topic Sentence with Transition – What’s it about? Evidence – Prove it – Prove it – Prove it – Back it up! (quote or paraphrase) Analyze the Evidence – Psssshhh – how does THAT prove it? Make a connection? (should have at least 1 connection in the response) Then, we call in the TEAM 2 more times! Conclusion (1 paragraph) Conclusion – repeat your opinion End with a reflection