Building writing stamina
Write about real events and for different purposes, such as recounts, letters and instructions, while building writing stamina with manageable goals and rests when needed
Ce que l'enfant saura faire ensuite
- Write a recount of a school trip using temporal connectives (first, then, after that)
- Write a simple set of instructions with numbered steps
- Work toward a small writing goal, taking a rest when needed and returning to the writing when comfortable
1 · Lis
You have put story events in order. A recount tells about events that really happened. Write them in the order they happened. Use first for the start, then or after that for later events, and finally for the end.
Mia went on a school trip to the zoo. She wrote: First, we got on the bus. Then, we saw the lions. After that, we ate our lunch. Finally, we went home. She writes about the bus ride before she writes about seeing the lions because that is the order of her trip.
Instructions tell someone how to do a task. Give each action a step and number the steps in order. For one turn in Dan's game: 1. Roll one die. 2. Move that many spaces. 3. Pass the die. Count each numbered action once to count the steps. Check that no needed action is missing.
A letter lets you tell a person something. You can write to a friend about your day. Start with a greeting, write your message, and end with your name. For example: Dear Jo, I played with my new ball today. Your friend, Pat.
Stamina means being able to keep writing for longer with practice. Choose a small goal, such as adding two sentences. You do not need to fill a page. If your hand feels tired, put your pencil down and rest. Return when your hand feels comfortable. If it hurts, stop and tell a grown-up. Short writing sessions can help you build up over time.
Put recounts and instructions in order. Write letters for a reader. Build writing stamina with small goals and rests when needed.
The lesson, practice questions and flashcards were written for this learning dataset.
The five readings were written for this learning dataset.
À lire aussi
Remember a real event
Choose something you remember doing, such as playing outside or visiting a park. A recount tells what really happened.
Make a few small drawings to remember the events. Put them in order. Say a sentence for each drawing before you write.
For example: 'First, I took my ball outside. Then, Dad and I played catch. Finally, we put the ball away.'
Read your sentences aloud. Do they keep the events in order? Add a missing event if your reader needs it. Choose a small writing goal and rest when needed.
A letter for someone you know
Ari wants to tell his cousin about a game at school. He writes a letter.
'Dear Kim,
We played a guessing game today. I guessed a rabbit. What games do you like?
Your cousin,
Ari'
Dear Kim is the greeting. The next part shares Ari's news and asks Kim a question. Ari's name tells Kim who wrote the letter.
Choose a friend or family member you know. Say some news you could share. Write a short letter with a greeting, your message and your name. Ask a grown-up for help if you want to send it.
Try your written steps
Write steps for someone to draw a face.
1. Draw a big circle.
2. Draw two eyes inside the circle.
3. Add a mouth below the eyes.
Each step names an action. The numbers show the order. Words such as inside and below tell the reader where to draw.
Now choose a different drawing and write its steps. Ask someone to follow only your words. Watch where they need more help. Add words to that step, or add an action you left out. Try the steps again.
Say what you are thanking someone for
Lena's uncle gave her a bookmark. She wants to thank him.
'Dear Uncle,
Thank you for my bookmark. I use it to keep my place in my storybook.
Love,
Lena'
The message names the gift. It also tells how Lena uses it. Her uncle can tell what she is thanking him for.
Think of a gift or some help you want to thank someone for. Say your message aloud. Write it in a short letter. Add a greeting and finish with your name.
Write lines for two characters
A script gives actors words to say in a play. Write the speaker's name before each line.
Pip: Where is my ball?
Bo: It is under the chair.
The colon, the two dots after each name, separates the name from the spoken words. Pip asks the question. Bo answers it.
You can put an action in brackets: [Pip picks up the ball]. The actor does that action instead of saying it.
Think of two characters and a short event. Say their lines, then write them. Read one part while a friend reads the other.
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