Let's Create A "National Write a Letter Day"

Dear Readers,

In a tribute to our letter writing skills, and to passing this great tradition down to our children, Laura McGowan of Coffee and A Miracle has given me permission to re-post her recent post on acclaiming a nation letter writing day. Here is her post....please follow the link to sign the petition. How can teachers help? Use the inserts from magazines to have students fill out their personal data (be sure to shred it at the end of the class, it contains personal information) and find pen pals in other classrooms across the nation...

I recently posted a petition on whitehouse.gov encouraging the administration to establish a national "Write-a-Letter Day."

I hope you'll consider signing it and passing this on.

I am shocked that so many young people no longer know how to create and mail a handwritten correspondence. I believe the Post Office is a great institution that should be preserved. "Write-a-Letter Day" is meant to promote personal connections through handwritten correspondence and help the P.O. by increasing the number of first-class mailings.
You can view and sign the petition here: http://wh.gov/JPAD

Here's some more information about this petition: Create "Write a Letter Day." Teach youngsters to write and address a letter. Promote stamps and save the Post Office. The Post Office, one of our national treasures, is losing money due to declining first-class letter mailings. Many young people today have never written a letter by hand and do not know how to properly address an envelope. Our Post Office designs and prints many beautiful and meaningful stamps each year. Postal employees often offer amazing customer service. For these reasons, we should declare a national "Write-a-Letter Day." It should be sometime during the school year so teachers could incorporate it into their curriculum when appropriate. The tradition of handwritten cards and letters is quickly fading. This day would support the P.O. and this great tradition. It would encourage people to buy stamps and visit their local P.O. And it would promote connections with friends or relatives.

End of Novel Differentiated Task

Tic-Tac-Toe

1.  Role Play In a small group of up to four students, select a scene to act out before the class. Your group will need to create a script for your role play. (Kinesthetic)	2. Alternate Ending Rewrite the ending.  This should change what happened in the end of the book while keeping true to the characters’ personalities. (Verbal / Linguistic)	3. Comic Strips Draw at least 3 comic strips that highlight 3 important events in novel.  Make sure the dialogue is realistic for the characters. (Visual / Spatial)
4. Poster Design a graffiti poster featuring the slang words in the novel.  Include actual meanings and current slang equivalents.  Your poster should be colorful and artistically appealing. (Visual / Spatial)	5. Soundtrack Produce a soundtrack of at least 3 songs for novel. Write an explanation justifying the relevance for each song. Use quotes to support your rationale. (Musical / Rhythmic)	6. Setting Create a diorama or mobile that details your favorite scene from the novel.   Write a brief essay that justifies your work with specific details (quotes) from the text.  (Naturalist)
7. Letter Conduct research on the Internet about gangs and the risks associated with being in a gang.  Use this information to write a letter to one of the characters in the novel.  Include a “Works Cited” for your research sources. (Intrapersonal)	8. Information Cube Make an information cube for the novel with the following on the 6 different sides of the cube:           Title and author           Characters           Setting           Plot           Favorite part           Illustration of a scene (Verbal / Linguistic; Bodily / Kinesthetic)	9. Time Line Make a time line sequencing 10 important events spanning through the entire book, including the beginning, middle, end and critical points in the plot.  For each event, include a brief explanation (about 3 sentences) as to why it is significant. (Logical / Mathematical)

I chose activities #                  , #                    , and #              .

Name                                                                                                                          Due Date                              

Assessment Rubric

Presentation: All text typed, double-spaced, 12 point font                Artistically appealing

                        No pencil                                                                     Final products reflect obvious time and effort

            Neat, legible, colorful (if applicable)                           Project includes book title and author   

1.  Role Play _____ Follows descriptor _____ Costumes and props realistic for characters _____Accurate scene _____Good voice projection and expression _____Includes written script _____ Correct spelling, punctuation, and grammar _____Follows presentation Points  = ______ / 50	2.  Alternate Ending _____Follows descriptor _____Appropriate for characters and setting _____Ending creative and feasible _____Correct spelling, punctuation, and grammar _____ At least two pages _____ Correct spelling, punctuation, and grammar _____ Follows presentation Points = ______ / 50	3.  Comic Strips _____ Follows descriptor _____ Each comic strip has 4 or more frames _____ Relevant dialogue and/or narration in each frame _____ Events accurately portrayed _____ Frame minimum 3x4 _____ Correct spelling, punctuation, and grammar _____ Follows presentation Points = ______ / 50
4.  Poster _____ Follows descriptor _____ Includes at least 5 interesting details _____ Interesting details include some elaboration _____ Uses persuasive language _____ Correct spelling, punctuation, and grammar _____ Follows presentation Points = ______ / 50	5. Soundtrack _____ Follows descriptor _____ 3 song minimum _____ Thorough explanation (1/2 page for each song) _____ Includes lyrics (and CD if possible) _____ Correct spelling, punctuation, and grammar _____ Follows presentation Points = ______ / 50	6.  Setting _____ Follows descriptor _____ Project and paragraph correlate well _____ Model reflects time and effort _____ Correct spelling, punctuation, and grammar _____ Follows presentation Points = ______ / 50
7.  Letter _____ Follows descriptor _____ Clearly stated opinion _____ 3 or more reasons given to support point of view _____ Reasons supported by facts or examples _____ Correct spelling, punctuation, and grammar _____ Letter Format _____ Follows presentation Points = ______ / 50	8.  Information Cube _____ Follows descriptor _____ Cube is sturdy and has 6 sides _____ Has needed information and description on each side _____ Information includes reasons, facts, details to elaborate _____ Accurate for book read _____ Correct spelling, punctuation, and grammar _____ Follows presentation Points = ______ / 50	9.  Time Line _____ Follows descriptor _____ Has 10 or more events _____ Correct sequencing of events _____ 3 or more sentence description of each event _____ Correct spelling, punctuation, and grammar _____ Follows presentation Points = ______ / 50

Points for activities: #______=______ points,   #______=______ points,   #______=______ points

Name ________________________________ Total Points__________

Teaching Story Elements

I found this poster online and I love it....I put one up in my classroom and I find the students remember the elements with this memory aid....

Story Elements

Story elements help us understand the story we are reading!

S Setting: When and where does the story take place?

T Talking characters: Who are the characters in the story?

O Oops, a problem!: What is the problem in the story?

R Attempts to Resolve the problem: What events happen next?

Y Yes, the problem is solved!: How is the problem solved?

Classroom Ready Editing and Revision Checklists for Students

Editing and Revising are two different things! It is always a shock to tell the students that. Editing is the mechanics of the paper - spelling and grammar errors, omissions, etc., Revising is making sure the paper makes sense logically - how does the writing read? Can it make stronger points or does it need further explanation.

Editing Checklist for 7th Grade

Spelling:

1. Underline or circle misspelled words

2. Spell out numbers (one, eleven, fifteen)

Punctuation:

1. End every sentence with the correct punctuation. (.,!,?)

2. Use quotation marks when someone is talking. (and a new paragraph when the speaker stops talking)

3. Use commas when you list two or more things. (book, pencil, and notebook)

Capitalization:

1. Start each sentence with a capital letter.

2. “I” is always capitalized.

3. Specific names, titles and places are capitalized (proper nouns).

Blueberry Public School,  My Town, Ontario

4. NO capitals in the middle of sentences unless it is for proper nouns.

5. Use capital letters to begin dialogue.

Legibility

1. Make sure readers can read it.

2. Use your best handwriting when publishing.

3. Skip lines or print in font size 14

4. Make sure your space between your words. (not too much, not too little)

5. Form your letters correctly. Capitals should be capital and lower case letters should be lower case.

Paragraphing

1. Indent each new paragraph or dialogue as needed

2. Use at least 3-5 sentences except dialogue

Revision Checklist for 7^th Grade

Read and check each box before handing your paper in

The first sentence "hooks" my reader
All five senses (sight, taste, hear, feel, and smell) are used to describe characters and places and feelings	Don’t just check this box, re-read for descriptions that include all. Then check each sense as you find or insert a description. sight __; taste __; hear ___; feel ___; and smell ____
Each sentence does not start witht hesame word (I, And, The, etc)
I have re-read sentences that start with “And then” and removed these two words, whenever possible.
I have used figurative language (eg. similes, metaphors, etc…) to enhance the reader’s understanding of my piece of writing.
An example of one very descriptive paragraphs is copied here: (next box over)	______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________
Write at least four different adjectives that you added to your piece of writing:	1) 2) 3) 4)
I have used lots of vigorous verbs in my piece of writing. Write at least four verbs that you added to your piece of writing:	1) 2) 3) 4)
I have checked to make sure that my piece has a good conclusion and wraps up my story.

Dear Elvis, Advice from a Dog

One writing activity that is a hit in my classroom in my "Dear Elvis" advice column. But I don't give the advice, I tell the students that Elvis, my basset hound, is too busy to answer all the letters he receives asking for advice. So I "hire" them to help Elvis. They work in groups to read and generate realistic responses to the anonymous advice solicitors....

Here is on example of a letter to Elvis that my students answer:

This activity is fun because they get to work in groups and they get to give advice rather than listen to advice. 

I've also managed to teach them - and let them teach me - that this advice column lets them examine an issue from different sides. Is someone right or wrong? Is this just an unfortunate event? Should the advice seeker get help or work things out himself?

These letters have created an opportunity for students to discuss issues - it is amazing how purposeful and considerate their answers have been! 

Students take turns reading their answers aloud and then we discuss which answers we like and why. My students have learned how to address an issue in writing and I am a happy teacher!

Number Sense and Measurement Activities in Kindergarten

Here is a list of math activities parents and teachers can do with little ones to get them started. I always advice parents to buy or collect "building" toys for their children. (Legos, straws, dowels, bottle caps, etc., ) These support mathematics learning too.



Source

Things you can do with pre-Kindergarten and Kindergarten children:

•

Practice counting objects to 5. Help your child count by pointing to and moving the object as they say each number out loud

•

Estimate or guess the amount before counting. Fill a jar with an object or place them in your hand.

Start with bigger objects like small balls or marshmallows. Ask “How many balls do you think are in the jar? Eight. Let’s take them out and count them. You made a really close guess. There are 6 balls. You were only two away. Congratulations.”

•

Find numbers in your home or on the street where you walk, for example, books, advertisements, signs, telephone

•

Show a number card (4) and ask child to find that many objects. Ask “How do you know that is 4?”

•

Compare quantities of objects – “this pile has the same number as, or more than, or less than”

•

Practise matching things up to 5 – “I see 3 children. I wonder how many chairs I need?” or “We have 4 plates for lunch. How many glasses do we need?”

•

Say “Mommy has 2 legs, daddy has 2 legs and you have 2 legs. How many legs do we have altogether?” Then count the legs of the chairs.

Measurement:

Things you can do with pre-Kindergarten and Kindergarten children:

•

Line up cereal boxes or canned goods by height from tallest to shortest

•

Teach the idea of longer than and shorter than. Ask “Can you find something longer than this shoe? Now find something shorter than this shoe.”

•

Use measurement language. Talk about tall/short, big/small, empty/full, heavy/light, tomorrow/today/yesterday, hot/cold, warm/cool

•

Use things like blocks joined together to measure. You could measure the length of your arm

“Wow, my arm is 20 blocks long. How long is your arm?”

•

Compare and order items – “Let’s put the drinking glasses in order from shortest to tallest.”

•

Measure time using an egg timer; measure money by counting up your purchases.

•

Keep track of the passage of time using pictures (getting out of bed, getting on the school bus, after school activity, etc.) Find pictures that depict daily events and use them to explain how thechild’s day will unfold. Children can sort them and put them in order

Informational Texts

Teaching text features can be difficult, especially in grade school. Students are still familiarizing themselves with reading and books in general. Getting into subcategories of text can prove confusing. I have my students make a scrapbook of text features when I teach about informational (or non-fiction) texts.

 I give my students the hand-out below which provides the headings for all the features I want included in an analysis of their text. First, we analyze newspaper articles both on paper and on the computer. And we apply these labels to different sections of the text. A social studies or math textbook also works well.

Then they write a non-fiction text on any subject matter they choose -but they have to get it teacher approved. I've had students complete books (aimed at young children age 5 -10 years old, on everything from tying their shoes to packing a lunch and playing their favourite video game. They have to them use their book as an artifact that they will analyze for my class.

Boy do they understand text features when this assignment is finished.

The Features of Informational Texts

By __________________________

Heading

Sub-headings

Captions

Glossary

Index

Table

Graphics

Maps

Diagrams

Bold print

Bibliography

Pronunciation Guide

Sidebar

Timeline

Fact Box