I N F O R M A T I O N R E P O R T W R I T I N G:
Greetings to our new Writing genre focus!
We are learning to use the structure of written reports.
We are learning about the types of words used in written reports.
We are learning to organise our information into a written report.
How will we know we are successful?
Here is a great link about Report Writing
http://assets.readingeggsassets.com/teacher_resources/writing/middle/targeting_information_writing/null/targeting_information_writing/index-fp-983cbbb1.html
We are learning about the types of words used in written reports.
We are learning to organise our information into a written report.
How will we know we are successful?
- We will write a topic sentence at the beginning of each paragraph
- We will organise similar information into paragraphs
- We will use facts
- We might use sub headings
- We might use pictures, photos or diagrams to help show our information
Here is a great link about Report Writing
http://assets.readingeggsassets.com/teacher_resources/writing/middle/targeting_information_writing/null/targeting_information_writing/index-fp-983cbbb1.html
SHORT STORY WRITING...
We are working towards writing entertaining, interesting, original short stories this year.
To meet this BIG goal we know we will need to achieve some learning targets along the way...
Think about your personal writing goals. What areas will be the ones you focus in on over the next three weeks?
Let's get inspired! Below is some information on the writing competition we spoke about.
Let's also read some great stories written by other students.
Check out these resources and let me know of others you find so we can create an excellent writing 'source' in this website.
Happy writing everyone!
To meet this BIG goal we know we will need to achieve some learning targets along the way...
- I can use a planner to organise my ideas before drafting my story.
- I can use my experiences, interests and observations to create my stories.
- I can begin my story in a way that grabs the reader's attention.
- I can develop a 'problem' or theme in my stories.
- I can write grammatically correct sentences.
- I can use a variety of interesting words in my stories.
- I can develop characters and settings in my stories.
- I can express the feelings and emotions of characters in my stories.
- I can use paragraphs to organise the ideas and action in my stories.
Think about your personal writing goals. What areas will be the ones you focus in on over the next three weeks?
Let's get inspired! Below is some information on the writing competition we spoke about.
Let's also read some great stories written by other students.
Check out these resources and let me know of others you find so we can create an excellent writing 'source' in this website.
Happy writing everyone!
http://www.write4fun.net/competitions/57
Here are some stories and poems from past winners...
http://www.write4fun.net/competitions/55/winners
Here are some stories and poems from past winners...
http://www.write4fun.net/competitions/55/winners
Term 3 Focus
Looking deeper at poetry!
Morning everyone,
Hope you've all had a great start to your day and are ready to get your teeth into some reading and writing through our POETRY focus.
Hope you've all had a great start to your day and are ready to get your teeth into some reading and writing through our POETRY focus.
Learning Targets:
- I am learning to read in a focused and independent way for increasing lengths of time (15 minute minimum)
- I am learning that poets use literary devices to write figuratively, such as simile, metaphor, repetition and alliteration to engage and interest their audiences.
- I am learning to identify literary devices such as simile, metaphor, repetition and alliteration in read texts.
- I am learning how to apply poetic devices such as simile, metaphor, repetition and alliteration in my own writing to engage and interest my audience.
Today's JOB LIST...
This may be completed in any order.
The focus is on MANAGING SELF and working on your INDIVIDUAL GOALS in reading and writing.
This may be completed in any order.
The focus is on MANAGING SELF and working on your INDIVIDUAL GOALS in reading and writing.
- Watch and listen to the You Tube clips, and read the notes on the website resource, using the buttons above. Think carefully about the examples of SIMILE and METAPHOR that are given.
- Create a 'poetic devices' section in your Evidence Book. On the first page you will explain REPETITION, ALLITERATION, METAPHOR and SIMILE in your own words, and gives examples of each device. This page will have four 'flaps' on it, each flap will have one title on it (REPETITION, ALLITERATION, METAPHOR and SIMILE) Under each flap will be your definition and an example of this type of poetic device. For example the flap with SIMILE on it may underneath have the definition "A way of describing something by using the words 'like' or 'as' to compare it to something else. Example = The shark was as stealthy as a ninja.
- Read to Self - record the name of the book you are reading, the page numbers that you read and any words you read that you are unsure of (find the meanings of these words and record these meanings)
- Work on Writing/Work on Reading - Re read your copy of The Shark by EJ Pratt. Record your thinking in your Evidence Books. What do you like about the way the poet created this poem? How does the poem make you feel about the shark? Why? (What words in the poem make you feel like this?) What examples of SIMILE, ALLITERATION and REPETITION can you find in the poem? Create your own examples of SIMILE, METAPHOR, ALLITERATION and REPETITION using The Shark as your inspiration.
- Work on Writing - Create your own poem about a shark. Think about the message you want to get across to your audience. Is your shark dangerous? misunderstood? scary? mysterious? Develop your ideas as fully as possible - looking to see poems of more than ten - twelve lines.
The Shark
My, sweet, let me tell you about the shark.
Though his eyes are bright, his thought is dark.
He's quiet - that speaks well of him.
So does the fact that he can swim.
But though he swims without a sound,
Wherever he swims he looks around
With those two bright eyes and that one dark thought.
He has only one, but thinks it a lot.
And the thought he thinks but can never complete
Is his long dark thought of something to eat.
Most anything does, and I have to add.
That when he eats his manner are bad.
He's a gulper, a ripper, a snatcher, a grabber.
Yes, his manner are drab. But his thought is drabber.
That one dark thought he can never complete
Of something - anything - somehow to eat.
Be careful where you swim, my sweet.
Jennifer Huynh
Over the next hour see if you can get the app on this link downloaded to your iPads...
Now for something completely different...
Here is the story starter from the Fabo Story site... the deadline for this part of the competition is Friday 15 May... let's get writing!
We give you the beginning of the story and you write what happens next!
The Secret Project
Today was my lucky day! Dad had left in a hurry and the large padlock which usually stopped anyone entering his workshop hung slightly ajar.
Just to explain, Dad’s garage workshop had been out of bounds for as long as I could remember. Every Saturday after lunch he’d disappear into it. Then the whoosh of a welding torch, whirr of a riveting gun, or loud high pitched whine of a metal saw would start up, piercing the air.
“What are you making Dad? Can I help?” I must have asked the question a million times.
“Maybe when you’re a bit older,” he’d say. “I’m just working on one of my projects. It’s a secret.”
But not today, not for much longer, it wasn’t.
I checked to make sure no-one was around, undid the padlock, and carefully pushed open the door.
What I saw was better than anything I’d dreamed of.
It stood motionless by the work bench — shiny, silver and silent, and as tall as me.
(Story starter 1) Bet I could make it even better. Dad’s going to be so proud …
(Story starter 2) Actually… let’s revise that. Shiny? Check. Silver? Yes, that too. Tall? Absolutely. But maybe, not so much motionless and silent anymore…
So we have until Friday 5th June (next Friday) to submit entries to this site. Here is a challenge - can you create an ending to this starter that will intrigue an audience and make them want to read more?
We give you the beginning of the story and you write what happens next!
The Secret Project
Today was my lucky day! Dad had left in a hurry and the large padlock which usually stopped anyone entering his workshop hung slightly ajar.
Just to explain, Dad’s garage workshop had been out of bounds for as long as I could remember. Every Saturday after lunch he’d disappear into it. Then the whoosh of a welding torch, whirr of a riveting gun, or loud high pitched whine of a metal saw would start up, piercing the air.
“What are you making Dad? Can I help?” I must have asked the question a million times.
“Maybe when you’re a bit older,” he’d say. “I’m just working on one of my projects. It’s a secret.”
But not today, not for much longer, it wasn’t.
I checked to make sure no-one was around, undid the padlock, and carefully pushed open the door.
What I saw was better than anything I’d dreamed of.
It stood motionless by the work bench — shiny, silver and silent, and as tall as me.
(Story starter 1) Bet I could make it even better. Dad’s going to be so proud …
(Story starter 2) Actually… let’s revise that. Shiny? Check. Silver? Yes, that too. Tall? Absolutely. But maybe, not so much motionless and silent anymore…
So we have until Friday 5th June (next Friday) to submit entries to this site. Here is a challenge - can you create an ending to this starter that will intrigue an audience and make them want to read more?
Writing examples for students by students...
Take a look at this wonderful site.
Think about the purpose of your piece of writing... is it to entertain? persuade? inform? explain?
Think about the grade level at which you are writing at, or hoping to write at and select a piece of writing to read.
Consider how you will make your writing reach or exceed this standard.
Think about the purpose of your piece of writing... is it to entertain? persuade? inform? explain?
Think about the grade level at which you are writing at, or hoping to write at and select a piece of writing to read.
Consider how you will make your writing reach or exceed this standard.
Learning about sentences...
Check out this informative site all about SENTENCE STRUCTURE!
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I can describe what a simple sentence is in my own words
I can write an example of a simple sentence.
I can locate a simple sentence in a read text.
I can describe what a compound sentence is in my own words.
I can write an example of a compound sentence.
I can locate a compound sentence in a read text.
I can explain what a complex sentence is in my own words.
I can write an example of a complex sentence.
I can locate a complex sentence in a read text.
I can write an example of a simple sentence.
I can locate a simple sentence in a read text.
I can describe what a compound sentence is in my own words.
I can write an example of a compound sentence.
I can locate a compound sentence in a read text.
I can explain what a complex sentence is in my own words.
I can write an example of a complex sentence.
I can locate a complex sentence in a read text.
Getting to Grips with punctuation...
We have been working on improving the quality of our sentences over the last term. This term we are going to continue this learning, and focus on the ways that PUNCTUATION (and it's correct use!) can help improve the quality of our sentences.
Here are some resources that may help us on this learning journey...
Here are some resources that may help us on this learning journey...
Creating your own information report
One of the ways we will be sharing our learning about Aboriginal culture and colonisation will be to write an information report about our 'Aboriginal Wondering'. Before we do this we will be writing an information report about something we either know something about or are interested in e.g. Airedale Terriers, Hawthorn Hawks, Japan, hurricanes.
Here is a link to a great search engine (like CHROME or SAFARI) that is good for students to use. You can click on this link then type the topic you would like to find out a little more about into the search box.
http://www.kidrex.org/
Task:
Using the information below create an information report about wombats.
Think about what your TITLE will be.
What your PARAGRAPH headings will be (hint: use the topic sentences that are usually at the beginning of a paragraph)
What information will you group together to include in a paragraph?
Here is a link to a great search engine (like CHROME or SAFARI) that is good for students to use. You can click on this link then type the topic you would like to find out a little more about into the search box.
http://www.kidrex.org/
Task:
Using the information below create an information report about wombats.
Think about what your TITLE will be.
What your PARAGRAPH headings will be (hint: use the topic sentences that are usually at the beginning of a paragraph)
What information will you group together to include in a paragraph?
Exposition Writing
In our first learning session about Exposition this year Mrs D and I were super impressed with all the knowledge you already have on this writing form. Well done!!
This is some of what you shared....
(ps. you can scroll down on the right side of the document to see the whole page)
This is some of what you shared....
(ps. you can scroll down on the right side of the document to see the whole page)
Example of an Exposition
Looking at the Exposition "Public Transport - Is it the way to go?
Can you say what the writer's POINT OF VIEW is?
Can you find the words that are making you FEEL?
Can you identify the main points the writing is making?
What words does the writer use to link their arguments together?
How does the writer finish their exposition?
Here is a link to lots of examples of basic expositions...
http://literacy4life.wikispaces.com/file/view/Exposition+Writing+Samples.pdf
Can you say what the writer's POINT OF VIEW is?
Can you find the words that are making you FEEL?
Can you identify the main points the writing is making?
What words does the writer use to link their arguments together?
How does the writer finish their exposition?
Here is a link to lots of examples of basic expositions...
http://literacy4life.wikispaces.com/file/view/Exposition+Writing+Samples.pdf
https://www.blake.com.au/v/vspfiles/assets/images/naplan_pri_persuasive_worksheets_download.pdf
Don't Let the Pigeon Drive the Bus (words and pictures by Mo Williams)
How is this story an example of an exposition or argument?
Think about what the pigeon does to be persuasive.
How is this story an example of an exposition or argument?
Think about what the pigeon does to be persuasive.
Earrings by Judith Viorst illustrated by Nola Langner Malone
Think about the persuasive language used in this story.... what are some of the persuasive words you can hear? What makes these words so persuasive?
Think about the persuasive language used in this story.... what are some of the persuasive words you can hear? What makes these words so persuasive?
Improving our Narrative Writing
Here is a great link to a page that has the first line from 100 children's books. Read through them, what about them makes you want to keep reading the story? Which ones are your favourites? Why?
Writing a Bibliography
It is important to always record your information sources. People may need to research further using your source or maybe they need to check if what you have written is true.
There is a special layout to use when writing a bibliography so that it looks the same no matter who is writing it.
Check out this web page for a great example and more information on BIBLIOGRAPHIES.
http://library.barrie.ca/children/homework/bibliography.htm
There is a special layout to use when writing a bibliography so that it looks the same no matter who is writing it.
Check out this web page for a great example and more information on BIBLIOGRAPHIES.
http://library.barrie.ca/children/homework/bibliography.htm
IMPROVING THE QUALITY OF OUR WRITING BY ADDING IMAGERY...
Check out this powerpoint...
Read about all the different language features you could use to create imagery (words that help make pictures in the heads of the people who read your writing) in your writing...
Hello Personification!
Think about what you are learning about metaphors... how can you use them in your writing? Journal writing, prayer writing, writing to describe art works...
thanks to http://mrsservi.weebly.com/5/category/all/1.html check out Mrs Servi's other poetic writing resources.
thanks to http://mrsservi.weebly.com/5/category/all/1.html check out Mrs Servi's other poetic writing resources.
HELLO METAPHOR!
Think about what you are learning about metaphors... how can you use them in your writing? Journal writing, prayer writing, writing to describe art works...
Hello SIMILES!
Think about what you are learning about similes... how can you use them in your writing? Journal writing, prayer writing, writing to describe art works...
Some Resources and Practise...
http://www.youtube.com/watch?v=GkMKaGLmkzk
Great song to help you learn about this language feature :)
http://www.kathimitchell.com/similes1.html
Some examples a fifth grade class created.
http://kids.lovetoknow.com/wiki/Simile_Poems_for_Kids
Some simile poems written by other students.
Great song to help you learn about this language feature :)
http://www.kathimitchell.com/similes1.html
Some examples a fifth grade class created.
http://kids.lovetoknow.com/wiki/Simile_Poems_for_Kids
Some simile poems written by other students.
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