June 1st - 5th
What Did Students Do This Week?
This week, students worked through the writing process to create imaginative narratives. They began by brainstorming ideas and developing a plan for their stories. From there, students drafted, revised, edited, and shared their writing, learning how authors improve their work at each stage of the process.
As writers, students focused on creating engaging story beginnings that captured the reader’s attention. They experimented with different ways to start a story, including action, dialogue, description, and sound effects. Students also worked on using a variety of sentence beginnings, including transition words, and sentence types to make their writing more interesting and enjoyable to read.
To bring their stories to life, students carefully selected descriptive words and sensory details to help readers visualize events, characters, and settings. They also practiced including dialogue, with the use of quotation marks, to help develop characters and events within their narratives.
English Language Arts Learning Outcomes:
Writing processes used to organize ideas and information include planning, drafting, revising, editing and sharing.
Create beginnings that catch the audience’s attention by experimenting with ideas and word choice.
Include a variety of carefully selected words and sensory detail to add interest and keep audiences engaged.
Include dialogue to add variety to texts.
Possible Questions to Ask Your Child:
What steps of the writing process did you use to create your imaginative narrative? (brainstorming, planning, drafting, revising, and editing)
How did you edit and revise your work? (Remember: ARMS and COPS)
How did you make your story beginning interesting and engaging for the reader? What are the other ways to create an interesting beginning? (sound, dialogue, action, description)
What descriptive words did you include to make your story more interesting?
What are some transition words you used to vary your sentence beginnings?
