Test Prep at its Finest!

Ladies and gentlemen! I have some good news for you!

Are you tired of long, boring test prep passages for editing and revising? If so, you’re in luck! I just posted my newest (and quite possibly my favorite so far!) product in my Teachers Pay Teachers store. It’s my fourth set of POPPERS: A Daily Writing Review.

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This set, unlike sets 1 – 3, is geared toward test prep…well, in a different format…let’s say that! This new set includes six whole weeks of editing and revising practice in a fun way. I’ve included high interest passages (that I created) to keep kids motivated throughout the grueling days of preparing for the dreaded test.

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TO GRAB THIS NEW SET, CLICK HERE!

All the details you need are posted in the description when you visit my store. If you have any additional questions, please feel free to ask away in the comments! :)

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It All Started As An Idea

It’s happening!  I’m blogging!  To all who have been following, thank you for waiting patiently for me.  This year has just been…cah-razy!  But…I’m back!  :)

I wanted to share with you our most recent writing experience…well…in Writer’s Workshop, anyway.  We started the year with narrative, then moved to expository, and now we are back to narrative.  We switch around the entire year to get the students used to figuring out their purpose for writing and showing how it changes.  So…that being said…this is how our narratives have evolved from an idea.

We started out with our text structure and kernel essay.  We do this on our planning page.  You can download your FREE copy here.  For narratives, our structure is always: Where I was –>Moment It Started–>Next Moment–>Last Moment–>Final Thoughts.  Once students get the hang of that, they start asking questions like, “What if I want to put a problem and solution in my story?” or “Can I start with a sound?” or “Is it ok if I put what I hope happens in the future at the end?”  Yes, friends, yes!

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IMG_0416For now, we are still getting the hang of using this text structure.  And I’m ok with that.  :)  So we filled out our text structure, came up with our kernel essays, and then began our introductions.  I’m still walking the kids through their papers…at least the first couple of paragraphs.

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IMG_0419 IMG_0415 IMG_0409Once we finished our first couple of paragraphs together, I let the students go ahead and finish out their papers on their own…unless, of course, they still needed my guidance.  I don’t freak out right now when students still ask for help.  For one, THEY ARE ASKING FOR HELP!  Isn’t that what we WANT them to do?  And two, some just need more help than others.  It’s my job to help them.  The more experience they have with asking questions (and me modeling the kinds of questions they SHOULD ask themselves), the better…in my opinion, anyway.

When they were all finished, I had them “color up” their own writing.  This is an activity where you have students go back into their own writing and use markers, colored pencils, or crayons to underline their sentences according to what Writer’s Tool they used in order to create it.  If it was a description, they underline in blue.  If it was dialog, it’s red.  If it was a thought, it’s yellow.  If it was action, it’s green.  And then the few that say, “It’s really just a little bit of information.”  Those we underlined in black.

FullSizeRender FullSizeRender FullSizeRender IMG_0461 FullSizeRenderWe actually pulled our rough drafts out of our notebooks and put them onto some manilla paper…not for this activity, but for the one that comes next.  As you can see, EVERY sentence is underlined with color.  Is it important that they get every single one correctly identified?  No…but a little help from the teacher goes a long way with this one.  The purpose is for students to see what they are using and notice trends.

Does my paper have too much of this?  Not enough of that?  Does this paragraph have only one color?  Did I see that one of my sentences WAS my whole paragraph?  Those questions begin discussions of how we can revise (or edit in the case of the last question) our papers to make them better.

After doing some noticing about the colors, we decided what needed to be added to our papers.  We discussed how the best papers have lots of thoughts so that the reader can see inside the writer’s mind…to get a feel for how he/she REALLY felt.  It helps to paint a better picture of what was going on.

That lead us into our revision stations.  These stations were designed to make students question themselves about what could be added to help the reader picture the story.  You can grab a copy of the revision stations here.

FullSizeRender IMG_0510 IMG_0508 IMG_0507We spent about 10 minutes at each station, adding information to our papers.  Students would draw an arrow from the spot where it would be inserted out to the side of their paper where they had room to write it.

At the beginning of each station, I had students reread their papers.  Yes, this meant rereading several times.  Don’t you love it when that happens?  Students were required to reread with the new information to be sure that they placed it in an appropriate place.  Yeah…we’re practicing inserting sentences in a fun way!  Imagine that!

Anyway, students were required to add information that was relevant and meaningful to their papers.  They did not add sentences just to add them.  Some of them chose NOT to write anything extra when a certain color came their way because they already had enough (or too much) of that color.

We finished up the stations by…you guessed it…rereading our papers again.  I asked them to share with a partner, too, so that others could hear what the story sounded like.  Sometimes, as the writer, we feel like it sounds right, but when others hear it…not so much.

The last step is publishing.  We still aren’t finished with that, but when we are, I’ll be sharing the first writing samples of the year.  I’ll try to also post some expository samples as well.

So there you have it.  The process from our ideas to our final copy.  Do I do it this way EVERY time?  No.  Many times we will have mini-lessons to teach a certain skill with our papers.  This time around, it was a quicker process due to time constraints.  But it was fun, nonetheless.  :)

 

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Narrative Writing In Action

Just a short post for you tonight. I’ve been meaning to post some pics of my students’ rough drafts for their narrative pieces, but I’ve been so extremely busy with so many other things that it slipped my mind. Some students have already finished their publishing, so I figured it was past time to get these on the blog!

Last week we worked on thoughtshots and snapshots that Gretchen Bernabei references in her books and trainings. We used mentor texts from Fun Size Academic Writing for these activities, and the kids really took off with it. The picture below is the mentor text that we colored up for thoughts.

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We glued our drafts to large construction paper and then used the outside edges to write in our snapshots and thoughtshots. The students just drew arrows to the places where this new information would go.

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The students enjoyed the lessons, and once they were finished they were amazed at how their narratives were transformed. A quote from one of my students: “Wow, Mrs. Shook, my story sounds so much better with this extra stuff I added!” Gotta love ’em!! 😉

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