"Quick Writes" give way to quick learning!

Well.... my plan was to write this post tomorrow, but since my home team, the Texas Rangers, are 6 runs behind in the 3rd game of the World Series, I've started to lose interest.  However, never one to give up... I've at least got the game on in the background while I write. 

After many weeks of exploring expanders, our fourth graders are now masters at writing detailed sentences!  Okay, mastery is a strong word, but they're doing a great job of taking what they have learned and applying it to their writing!  Now the tough part begins.... excepting nothing less than the use of these expanders in everything they write.  To practice, we have been doing several "quick writes" in class.  A "quick write" is simply a way to get the kids thinking about different topics and choosing a variety of ways in which to respond.  For instance, I put one word on the board, any word, and tell the kids to write for a given length of time, approximately 8-10 minutes.  In this time, students write until they are told to stop, and can choose to write in any mode: descriptive, imaginative, narrative, persuasive, or expository.  When given the chance to choose a mode, their writing becomes much more personalized.  They draw upon prior experiences with that word and can express their thoughts more clearly.  So as not to stifle the creative process, I put little restriction on what is expected from the end result, thus inventive spelling is acceptable here.  I only request the use of expanders in order to create detailed pieces, however short the writing may be.  Yet, the most critical part to a "quick write" is the sharing process.  The kids can't wait to read their writing to the class, and when we allow them to share, we encourage listening!  Listening helps to build word choice and sentence fluency, two of our 6-traits.  After a student shares, as a class, we react to their writing verbally by expressing at least two good points.  When the kids can point out good ideas from each other’s papers, we begin to see them adopting these ideas in their own writing.  Peer Listening = Peer Learning, and can be fostered in any classroom, so let the sharing begin!

Looking Ahead:

On Monday, we will be taking our annual school wide field trip.  This year our principal, Mrs. Alexander, has chosen to take us to Yesterland Farm, a pumpkin patch in Canton, Texas.  The kids will be able to explore the grounds and attractions throughout the day, and as we leave each student will take home their very own mini pumpkin! 

In the coming weeks, we will focus on capitalization of historical events and documents, religions, nationalities, races, and languages, as well as titles of books, stories and essays.  I am almost certain that the state of Texas will embed a question or two over this objective, on the new STAAR writing test, as capitalization is a big part of the editing process.  As the district writing benchmark gets closer, we will begin looking at sample STAAR writing passages, and familiarize ourselves with how to go about finding answers to questions that cover editing and revising, within a composition.  Please don’t confuse the idea of preparation, for “teaching to the test”.  It is my belief that students perform more successfully, when they are in a comfort zone.  Preparing the kids for HOW to take the state assessment is just as important as teaching WHAT will be on the test.  Thus, taking time to understand the format will help to lessen the stress of test taking.

And in case you’re wondering, as I close this blog, my home team has lost to St. Louis, 16-7.  Wow, what a beating. :(  Even so, I’ll root, root, root for my home team… if they don’t win it’s a shame, but I’d LOVE… TO… see my team win in the World Series!!!!!  Go Rangers!