Tuesday, December 11, 2012

Revision and Editing

REvision... We know that the prefix re- means "again". Piero suggested that revision must mean, "to see again". He is exactly right! When writers revise their pieces, they look at them through different lenses. Some questions we may ask ourselves during revision are:

  • What parts will my reader enjoy? Where does the writing sound good and give a clear picture of what was happening?
  • Are there any places where the reader may get confused? Where do I lose focus?
  • Have I left out actions, details, and dialogue the reader needs in order to follow my story?
  • Where might I include more thoughts and feelings to make my intentions clear to the reader?
We revise our drafts so that our audience gets the best read possible! One way we learned to revise was by looking closely at the arc of our story. We ask ourselves, "What am I really trying to say?"

Here, two writers help each other make revisions. Notice that she isn't just listening to what her peer is suggesting, she is actually making changes to her piece! 

The difference between revising and editing, is that editing focuses on our conventions. As writers, we rely on editing checklists. It could be a checklist on paper, or a checklist in our minds! Each item on the checklist reminds us of a "lens" we could use as we reread our drafts. We should reread our drafts at least SIX times! Some lenses we use when rereading our drafts could be:
  • clarity: "Would my story make sense to a stranger?"
  • punctuation: "Do I have complete sentences? Did I end my sentences with punctuation? Did I punctuate all my dialogue correctly?"
  • spelling: "Have I tried to correct the words I circled because I felt they were misspelled?"
  • paragraphs: "Is there a new paragraph for each big event in my story? Did I change paragraphs when a new person is speaking?"
Editing checklists are like self-help books! They serve as our personalized coaches, giving us a to-do list for our draft before it goes to be published. Editing is important because it is your last chance to make your writing perfect! 

Writers, what changes have you made to your narratives during the revision process? What do you notice as you edit your narrative? Has your partner given you any great advice during writing peer conferences that you could share with us?

Friday, December 7, 2012

Fractions- What 4th Graders Need to Know

In Math Workshop, we have been been studying area models of fractions. Through homework, we have also been reviewing fraction concept using linear models (number lines) and set models (groups of objects). All of these models are important in helping to develop conceptual understanding of fractions.
The links below are helpful in reviewing some of the "big ideas" we have been studying in class. Use them to review and clarify your understanding of fractions. :-)

What are fractions?
Fractions

How can you make and identify equivalent fractions?
Equivalent Fractions

How do you find the "Greatest Common Factor" to put a fraction in lowest terms?
Greatest Common Factor

:-) Enjoy.
Students, leave a comment to share your thoughts on these Study Jams links.

Thursday, December 6, 2012

Read, Think, Explain


When good writers answer questions about a text, they know they need to be thorough!  Since this is a form of responding to literature, the purpose is to demonstrate our understanding of a text (a.k.a. prove we're an expert) by informing our readers about our thinking.  We know these responses must be text-based, supported by evidence, and include lots of our own words to explain our thinking.  

Good writers also know that our responses should always include an answer statement.  Answer statements work like main idea statements, or topic sentences.  The easiest way to do this is to turn the question around into a statement.  For instance, if they question asks:

What is the theme of The Polar Express?

A good writer might begin their response like this:

The theme of The Polar Express is ____.

All of the other sentences in their response would be explaining how they know this is the theme, referring to details from the story and occasionally quoting specific sentences or phrases from the text.  


Reader-writers, could the RUPR help us respond to these questions?  If so, how?  


Wednesday, December 5, 2012

Reading Chris Van Allsburg Closely

This week, Culinary Court readers are revisiting some of the key concepts and important stories in our Chris Van Allsburg author study before we conclude our unit of study.

One of the ways our readers are revisiting a favorite story, The Stranger, is through a "close reading" activity.  In a close reading, readers revisit a text they've already read.  This time, readers are focused on looking deeper into the text to deepen their understanding in a predetermined way.  For instance, this week our readers focused on the effects of the setting in The Stranger.

In partners, students reread the story, looking for evidence in the text and illustrations to help them answer a list of guiding questions.  This time was also spent discussing with their partners the importance of the evidence they located.

After this guided conversation, readers took time to independently write a concluding paragraph explaining their thoughts and new understandings about this story and its setting. Was the setting of The Stranger critical to the plot?

Readers, what did you find challenging about this activity?  What did you find was the easiest part?

Monday, December 3, 2012

The Super RUPR

Chefs at the Culinary Court are experts at using the Super RUPR strategy!

In addition to helping writers plan and respond to a prompt, the RUPR strategy can be useful on a variety of short and extended response test questions.

R = Read the prompt (or question) TWICE
U = Underline the FAT-P (or important information)
P = Plan your writing (or answer)
R = Reread your plan (or answer).  Ask yourself, "Did I accurately respond to all the parts of the prompt (or question)?  Does my writing (or work) meet the specific purpose?  Is my response on topic?"

Students, when we're using the Super RUPR to help us in an on-demand writing assessment, we think about the "FAT-P"?  What do the letters in this acronym stand for?  What do these words mean?  How can the Super RUPR help you on other tests?


Sunday, December 2, 2012

Every Day Counts!

Every Day Counts is grounded in a series of “elements” that serve to make up our weekly math skills block. Here is an overview of the elements we have discussed in November.

CALENDAR
This month we recognized patterns of 4 and 8. We also compared and analyzed attributes of quadrilaterals (shapes with four sides). Our calendar contained squares, rectangles, rhombi and trapezoids (right and isosceles trapezoids). We also discussed 90 degree rotations (turns) of the quadrilaterals on the calendar, and whether or not each contained symmetry. 

DAILY DEPOSITOR
While deepening our understanding of place value and our Base-10 number system, we multiplied numbers by 100 (such as 17 x 100) and added money amounts up to five-digit numbers. 
MEASUREMENT
With this element, we converted cups to quarts and examined mixed numbers. For example, we renamed 5/4 cups as being equivalent to 1 ¼ cups.
COUNTING TAPE
On the upper counting tape, we focused on adding one-hundredth each day (such as in placing 0.45 on the counting tape on the 45th day of school). This element continues to enable us to think about patterns and place value with decimal numbers.
Our focus on the lower counting involved exploring multiples and factors (whole numbers). We also looked at patterns in the multiples. Our counting tape shows us, for example, that 2 (heart), 4 (square), and 5 (five pointed star) are factors of 40 (and 40 is a common multiple of these numbers).
COIN COUNTER
With this element, we continue to add one penny ($0.01) each day. While keeping track of our growing balance, we perform mental math problems as we solve hypothetical addition and subtraction problems. We also discuss proper notation of decimal amounts as well as fraction and percent equivalents.

As each new month begins, the mathematical emphases change and the elements are adjusted to accommodate our new focuses. Now that December has begun, we have started a new round of discussions. EVERY day counts!

Students, what is your favorite element in our math skills block and WHY? Leave a comment to share your thoughts.

Writing About Our Reading

If you walked into one of the Culinary Court ELA Kitchens during the past few weeks, you may have had a hard time figuring out if you stepped into a reading workshop or a writing workshop.  That's because these reader-writer chefs have been busily writing about their reading, otherwise known as responding to literature.

As readers, we might write about our reading in a variety of different ways and for a variety of reasons.


Book Blurbs

Sometimes, readers write short, positive "blurbs" about books.  The most common place you might find a book blurb is on the back of your chapter book or the inside flap of a picture book.  These brief writings tell a very basic, incomplete summary of the book.  Since the purpose of this text is to persuade readers to read the book, blurb writers try to make the book sound interesting without revealing too much information.  Sometimes these book blurbs offer opinions and commentary on the writer's style of writing.  


Book Recommendations

Since book recommendations are not found on the actual book, a little more information is needed.  In addition to a general, incomplete summary (similar to the kind you find in a blurb), recommendation writers need to also include the book's genre, title and author.  They usually also include other information about the book that readers might need to or want to know, such as whether or not it's part of a series or if it has won any awards.  Book recommendations also always include positive opinions about the book.  (Because if you didn't like the book, you wouldn't be recommending it, right?)  Rather than just saying the book is good, though, good recommendation writers will also tell why it's good.  Perhaps this book made them laugh out loud or cry when they finished reading it, wishing there was a sequel.  Maybe there was a character inside that readers will really relate to, or look forward to seeing their defeat!  Many popular books are filled with action and suspense, keeping the readers turning pages late into the night.  Including these descriptions helps potential readers decide whether or not this book will be a good fit for them.


Book Reviews

A formal book review is much more detailed than a book recommendation.  The main purpose of a book review is to explain someone's opinions about a book to people who have not yet read the book. Reviewers still do not include the entire book in their summary, but they will often go into more detail about certain parts of the book, like important relationships between characters or how the main character arrives in the major situation of the story.  Because it's about expressing honest opinions, book reviewers do not always have only positive things to say about a book.  In fact, many published authors have love-hate relationships with professional book reviewers; they know these reviews can make or break the success of their new books!  A reviewer might find a book boring, predictable, unimaginative.  They often have some positive and some negative comments about the books they review.  Book reviews also offer much more commentary about the style of writing and message of the book.  They also always include quotations (evidence) from the text to support their opinions and statements about the book.  


Responses to Literature

Responses to literature are an academic piece of writing.  That means the purpose of these pieces of writing is to demonstrate a deep understanding of a book to an audience that has also read the book.  These writers include a complete summary, since they're no longer worrying about "spoiling it" for potential readers.  Additionally, they go deep into the meaning of the book by discussing their interpretations of theme, their evaluations of characters, and the writers' craft and style.  Quite often in responses to literature, writers will make comparisons and connections between books they've read, showing how their themes are connected or how two different authors (or the same author) can write about a topic in different ways.  


Students, what do you like about writing about your reading?  What do you find to be the hardest part?  To which of these responses could you most closely compare Book Talks?