How to Teach 4th 5th Grade Writing! EASY

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hey you guys and welcome back to my

channel for today's video

i'm going to be discussing how to teach

fourth and fifth grade writing

what i use i have created um and it's

very systematic

very simplistic and i've talked about it

on my channel many times but this is a


how-to visuals provided on how to teach

fourth and fifth grade

writing now when i was looking at the

fourth and fifth grade standards

they are very very similar so i have

never taught fourth grade

i have taught third grade and i have

taught fifth grade if i were to teach

fourth grade i would be doing this

i would be doing the same exact thing as

i'm doing with my fifth graders they're

so so similar but with fifth grade i

would just add extra

details and elaboration to it that's the

nice thing with common core

it's just like a bump a bump a bump for

grade level

if you guys are new to my channel my

name is bree i'm entering my third

year teaching fifth grade i've taught

third grade my first year and then i

spent two years in fifth grade

i love writing because i can take

whatever topic i want

find two source pages for it and write

about that topic my favorite writing we

did last year in fifth grade

was an informational writing about vape


and facts about vape pins and again you

could just take any topic you want

turn it into a writing it's a lot of fun

um product i'm going to show you

is mine and i created it it's in my tbt


um i also made a pack so you guys can

just purchase the pack for the entire

year of writing

again i'm gonna be discussing how to

teach fourth fifth grade narrative

opinion and informational writing the

three types of writing that you will be

going over

throughout the year be sure to follow me

and subscribe because

i'm going to be releasing a lot more


lessons since i will be digital teaching

and i'm still planning on teaching

writing digitally

i'm going to be doing this all right

let's start the video

okay so the first type of writing that

i'm going to be discussing

is narrative just in case you do not


in order to begin teaching narrative you

need to give a lot of front loading on


terms that we will be discussing so what

i would do

is we would discuss what a narrative is

what does it look like

it's important to front load all of the


on the writing wall as well because

students need to remember what a hook is


they need to remember what a protagonist

is and dialogue etc so that's the first

thing i would do i would spend maybe two

weeks doing all of that just depending

if it was a normal school year then once

students feel comfortable with like

elaboration and dialogue and all of that

then i would begin the first writing of

the year and i typically do

two writings a month it takes me about


school days to finish writing and that's

because we do have minimum days on


tuesdays are just very hard to cram a

lot of stuff in but you can expand it

out as long as you want or as short as

you want it's really up to you

all right you guys so for native writing

we are beginning on day one

now day one is we're going to be looking

at our source pages

and we're going to be looking at our

prompt now i'm going to actually use an

exact example

of what i did for a narrative and i


did this for my observation lesson so

the prompt was write a narrative

about a day with theodore roosevelt at a

national park because we were reading

about theodore roosevelt i just decided


make that a prompt day one is students

are going to be getting a circle map

now this is part of the product um i

print double-sided

so it's just one piece of paper there's

a spot for students names and there's a

spot to write their score

down here so what we're going to do is

we're going to be

putting the main idea in the middle of

our circle map

and for source 1 for example it's

theodore roosevelt

so we would write theodore roosevelt

source one and

then we are going to number our

paragraphs again this is day one so what

i do

is i tell the class when i pull your


i want you to tell me the first three


in paragraph blank so for example i

would say

all right um sean paragraph one

he would say theater theodore roosevelt


perfect write a one and a circle in the

indentation right here

one in circle i'm surprised i didn't do

this on there i went on the back

um i also have this shining on my

overhead so students copy me just in


then i do it again for paragraph two i

do it again for paragraph three and etc

also in the front of my room i have the

source projected on my projector

and then i have a giant piece of paper

um with a circle map drawn on it

for the class to copy off of as well so

i have a giant one

and then i have this and the students

have these smaller ones

that they're working on at their desk

then we're gonna do a simple i do we do

you do type of lesson

so first i have i do what i do is i'm

thinking out loud and i'm going

through sentence through sentence and

i'm asking myself does any of this


do any of these details pertain to our

main idea of theodore roosevelt

yes or no yes underline and when you

underline you really need to teach

students not to underline everything

just the most important information okay

awesome so then we're gonna do i do's i

do's we're gonna do some we do's i'm

gonna pull some sticks

and then i'm gonna have them do partner

work on maybe one or two paragraphs and

i'm gonna

set a timer for five minutes and they're

gonna work with their partner

and underline details then i'm gonna

pull sticks and i'm gonna write on my

circle map

whatever details we find then on the

very last paragraph of every

source i'm gonna sometimes do the last


or the last one for the last paragraph

students are going to be doing it on

their own

now this is the formative assessment

portion that i pull for a grade

what students are doing they're doing

the same thing we've been doing

throughout the whole time they're going

to look through the paragraph and pull a

detail out and they're going to write it

in their circle map

now what's different is they need to

circle their own detail in red

and that's because when they turn in

their papers i want to easily see that

they did their own detail

they circled it in red and that's what

i'm grating for their formative


that's day one day two we're gonna do

the exact same thing

again so day two is gonna be in the back

they're gonna flip it over the main idea

for day two for example in this prompt

is fun things to do in um yosemite

national park

so that would go in the middle fun

things to do in yosemite national park

and then we're gonna go through

each paragraph and actually this isn't

really like a paragraph

style type of source page so these are

actually subheadings

so we would do it by subheading for this

example and we would do the same thing

i do we do the last paragraph

or the last subheading is going to be a

you do

and they are circling their own detail

in red and they are turning it in

and i am grading it now we enter into

day three

and day three we are going to be working

on our first

chunk of our flow map so this is the

graphic organizer we're going to be

using for every single writing as well

and what i have students do is right

when they get this

they're going to outline every piece of

the flow map

in the corresponding colors what we're

working with so this is going to be our

red paragraph

orange green blue and pink

up here we have type of writing so right

now we're talking about narratives

our topic is theodore roosevelt and a

day with him in a national park

uh name so this is what i have hung in

my room

in our writing focus area so this is for


to refer to all year long

um and our goal is for the students to

memorize this for state testing

and it's very very unison

it's an order and very simple phrasing

so students will memorize this

the first thing we're focusing on is our

red introductory paragraph

and that's this here our red


paragraph now the first thing we need to

focus on is a hook and how i introduce


is i pull a stick and i say cameron

what's the first thing we need in our

red introductory paragraph and he says i

need a hook now he can either look at

this or he'll memorize it

by the end of you teaching each type of


they will memorize it they will not need

to even look at the wall

so he'll say a hook and i'm like great

what's a fancy word

for a type of hook we can use and they

would say onomatopoeia

great and that's why we have a hook

because we're hooking in the reader

we want to make it interesting because

nobody wants to read something boring

awesome and again you are front loading

what a hook is you would probably spend

a couple lessons

front loading what a hook is then we

need a setting and protagonist

front load what a setting is just a

reminder they should know this though

and then a protagonist front load this

as well here this bow is to help


remember that they need to describe the


an activity i do to front load what a

protagonist is and how to describe a


is we read a story any story i feel like

and we spend time um describing

the protagonist in the story with

physical traits and emotional traits the

beau is reminding them to describe

the character with physical traits and

emotional traits

and then the last part of our red

paragraph that we need to focus on is a

we need to introduce the problem or wish

and that's going to be what the

protagonist is figuring out or wishing


throughout the story and what i do is

as i pull sticks we i have this shined

on the overhead and i am writing and my

students are following along

in each box they're going to write their

transitional phrase

so our first transitional phrase is our

hook so we have our hook

and then we're going to begin writing

all right so that's for our red


day four we're going to focus on our

blue or orange

green and blue this is a very important


you've handed back your circle maps

before we can begin our body paragraphs

we need to circle

what our main details are going to be

that we're going to talk about so

we have our circle map and what i do is

i think in my head

and i think out loud to the class and i

say okay class

i need to find really good details i can

add to my story from our sources

so i tell the class take out their

orange and they take out the orange

or i say look at source one and i want

you to circle this detail

circle in orange all right green circle

this detail in green

then they're going to choose their own

detail to circle in blue

they're going gonna have all these

circles and then you're gonna begin with

your body paragraphs

here we have our orange green

and blue in the box goes the

transitional phrase so what i do is i

pull a stick

and again front loading with

transitional phrases

you would probably do an activity with

students um finding transitional phrases

and types of writing

or any other activity you can think of

and i would even have an anchor chart


for a list of transitional phrases in

the room

so students can look and remember if

they can't think of one

so i would post it and i would say ozzy


is a good transitional phrase to begin

our story


he would say in the beginning of the

year or whatever transitional phrase

and then we'll move on to dialogue and

elaboration and during this time

it's a we do so i'm gonna pull sticks

we're gonna talk through it why would

this would be a good idea

why would it not you can even have this

be and i do

we do you do that's the whole premise

i do we do you do and then we're going


elaborate after we have some dialogue in

this section of our story we're going to


and this is a lesson all in itself i

would definitely front load with how to


and you should do that for each type of

writing i write it down and students


then we're going to move on to our green

and we're going to do the same thing

transitional phrase dialogue and


they're copying it here and this is our


now during the dialogue section and even

the elaboration section

i like to leave blanks when i write in


so i would literally draw a line with a

blank and i would have students

fill in the blank kind of like a mad lib

so they can add their own kind of

flair to it and make it their own

writing so it's not copying word for


i'm leaving blanks for them to play with

next we're going to move on to our blue

paragraph and our blue paragraph is very


our blue paragraph is important because


is your assessment for the student so

the students are going to be doing this

on their own completely on their own so

for this i give students about

maybe like 10-15 minutes to make their


blue paragraph and they're gonna flip it

to the back and this is where they're

going to write their blue paragraph

when they're done they're going to turn

this in and i'm going to create this as

a formative assessment

now when i grade this i'm looking for

their transitional phrase

i'm looking for dialogue i'm looking for

their detail

that they use encircled in blue and i'm

also looking

for um elaboration as well

and i usually grade that out of 10

points but you can do however you want

that's it for day four all right now for

day five

this is the pink paragraph now the pink


is right over here as you can see and

we're gonna

work on this one together so i pull

sticks during this entire time

and i have transitional fray so i pull a

stick and i say cameron what's a good

transitional phrase to end our story

with and maybe even before

teaching any of this you guys would do a

transitional phrase hunt

to find transitional words throughout a

small story

they can highlight transitional words

that they find and we can add it to a


that sounds like a really good idea so

then we're going to talk about what

lesson did the protagonist learn

and it's either from their problem or

whatever they wished for like what

lesson did they learn throughout their

little story and adventure

pull a stick and we're calling

liberation now for this section i would

usually leave it blank

because i want each student to kind of

finish it off however they want

and then i would have students share or

i would walk around the room and for

them to share

with me i also didn't mention i forgot

but when they're working on their blue

paragraph the day before

when they circle their uh their detail

in blue

what i do is i set the timer for about

three to four minutes and i walk around

and i have each student share with me

what detail they circled in blue

just to make sure they circle like a

adequate detail

after we're done with our pink paragraph

it usually goes pretty quick

and now we're ready to work on our final

draft after they're done through blue


they turn this in and i give them a

grade and i write any notes

and if i feel like they really messed up

and they didn't have dialogue or any of

this blue section

i'll pull them for small group or i'll

meet with them one-on-one individually

pink paragraphs done now they're ready

to work on their final draft

so for their final draft what i do is i

add an assignment in google classroom

and in the assignment

um students need to type out their essay

with indents and you know spell checking

all of that and you would actually have

to teach students how to do that before

you let them do it

so maybe your first writing would be a

completely like

hand holding the whole time which would

be a good idea

when students type each color i tell

them to type in that font color so for

their introductory paragraph it's going

to be red

it's going to be orange green blue and

pink and that's just to keep in unison

color coding and just in case you don't


what is supposed to be what you can

easily easily defer with the colors

so as they type in google classroom i


this little checklist and i also left it

blank and editable

if you want to edit your own but after

they're done typing their final it gives


directions on what to do so it says

after typing final

and they're gonna do a little checkbox

with everything they did to keep on


it says i have checked my essay for

grammar and spelling errors i have read

my paragraphs to ensure my essay flows

and is easy to read

i have made sure i have all parts in

each color paragraph

because sometimes i have a lot of

students missing dialogue

i have a lot of students missing

elaboration and then

it says turn in with so when they're

done typing their essay that's when

they're going to start writing

doing their writing cover and this is

probably my favorite part

because students are being little

artists and they're drawing and coloring

and creating their writing covers so

what i do

is i just give them a blank piece of

computer paper

and students have the liberty to design

whatever color

they want i just need the title of their

paper and their name somewhere on it so

it's like a one pager in a way

and once students are done with their

writing covers i also pull that for an

art grade

once they're done through writing covers

they need to turn in the following and

it's part of the checklist

which is right here they needed to

turn in their source pages circle maps

flow map

and writing cover and what i do is when

students are done with everything

they're going to bundle it all

up i have a teacher assistant who is a

student a very responsible student

and i direct the class to turn in their


like packet of writing my teacher

assistant and my teacher assistant

paper clips it then i go into google

classroom and i print out their papers

and i mark up the pages on there i grade

on that piece of paper

and i staple everything together i

actually put the writing cover on top

and then i add the typed paper and i

print it out so parents can see and it's

a whole like

writing process after i'm done typing it

would be a good idea to front load

students with what all of this looks


so what does it look like to check your

essay for grammar and spelling errors

so that would be rereading using spell


making sure things make sense to you and

others maybe asking your partner to read


so that's kind of a lesson in itself as

well then what i used to grade

is the rubric and here is the narrative

rubric it is two up on a page and also

i left one that you can edit with

so you are able to write whatever you


grade however you want so as i grade

i am grading on the production so

are all the resources gathered are the

is the writing cover complete

is it turned in on time is it typed with

one page and proper indents and spaces

and i have room for notes i agree on


room for notes down here now this is the

biggest chunk

this is their blue paragraph where they


a lot of time and it's all assessment

for this we did a bunch of i do's we

do's and this is their

you do and that's what i'm grading them

on and this is where a big chunky part

of the grade comes in

so do they have a transitional phrase do

they have dialogue

do they have enough elaboration and then

i give a total

now for my fifth graders i'm looking for

a lot of elaboration from them

third grade they worked on elaboration

as well fourth grade so fifth grade i'm

wanting a lot of elaboration so if

you're teaching fifth grade

i would personally just really hone in

on operation during the section as well

and then i

leave room for notes and the total

before we begin the next writing

i hand these back and we go over it with

the class so i go okay look at your


what were you missing maybe it was

dialogue like

look on the wall all right you guys and

that is how to teach

narrative writing for fourth fifth grade

already so i just changed positions in

the room because the lighting was


really bad so now we are jumping into

opinion writing

and the magic of like this writing

system is

everything is very the same the same the


the same now before you will need to

front load what opinion

means what opinion writing means um i

would also

front load what does for example mean

how to state evidence like according to

source two paragraph two

i found this information from really

practicing evidence

is gonna be key this is essentially race

in a way i

continue to teach race in my classroom


race race race every day all day

and we should be really good at doing

evidence at that point in time

and then explain so here i guess i

could have put elaborate here which i


will so when you guys are going to

purchase this

i think i'm going to change explain to

elaborate because i want to keep it very

in unison so this would be elaborate

when i

am able to get back into that and change

it all right so the same thing happens

so we have day one introducing the topic

introducing the prompts and students are

going to have their circle map

they are going to do the same thing


finding details circling their own

detail in red

day two same thing they're going to

um put a topic in here filling it out


circling their own detail in red and

they will be turning this in

day three is when we're going to be

diving in

to the flow map same as before starting

on our red paragraph now i'm going to

pretend the prompt is because this is

what i did for halloween time

in the fall we wrote about if a

bat would be a good pet like would a bat

be a good pet

and we decided that the prompt said

explain why

that would not be a good pet to have up


we have our type of writing which is

opinion now our topic

is explain why a bat would not be a good

pet and then we

have our name here we're going to start

on our red paragraph here and it's going

to be the same thing

and it's going to go in the same exact


as it did to our last writing

so i'm going to pull a stick and i'm

going to say what would be a good hook

to begin our essay

they tell me a hook definition of topic

when we get to this section

i give students about five minutes or


they're going to search and hunt for a

good definition of what a bat is

they're gonna give find a definition of

the topic so the topic would be

a bat so they're gonna define what a bat

is uh because

you know we could be talking about like

a baseball bat

anyways so then thesis this may or may

not be a new word for your students

if you teach this in third grade

i have a third grade video as well um i

use this word in the third grade um

writing as well

so either your students would be new to

the word thesis or they know what it is

and all it is is the list of reasons

when we get to this section right here

i would say thesis list of reasons

you guys we need to find our list of

reasons so what we do

back to our circle map and we are going

to circle

reason one reason two and reason three

so looking in our circle map i'm going

to say okay you guys take out your

orange marker now i forgot to say this


students are doing their circle map for

opinion writing

and informative writing they need to be

sure they're citing

their sources so they're going to tell

me where they get this from let me show

you an example

here's our orange paragraph we're going

to circle in orange because it's gonna

be our reason one

and we are going to label it r1 now

part of the grading for their circle map

is i make sure

that students have their source one

paragraph three

i'm looking for an exact location of

where they got their information from

so i need to see a source number and i

need to see a paragraph number and that

is counted towards their grade because

we're going to use that for our evidence

we're going to circle and label reason


we're gonna circle and label reason two

and label it r2 on our circle map

and then we're gonna circle and label

reason three which is our blue so

same thing we're gonna do orange

together i'm gonna tell them what to


we're going to do blue together i'm

going to or green together i'm going to

tell them what to circle

blue they are doing it on their own so

they're going to find their third reason

and they're going to circle it on their


now during this time again when they're

choosing their third detail in blue

i set the timer maybe for four minutes

and i walk around the class and i

quickly scan each paper um each circle

map that circle in blue so i can make


they chose a good enough reason so they

can write on it

so after we're done with our thesis um

and we just explains the list of reasons

um we would say a bat would not make a

good pet because

in our list of reasons and again i am

writing it

in here and i am

yeah i'm writing in here and when we get

to the list of reasons i leave a blank

because they have to provide their own

reason they chose their own reason

and then we would probably be done for

the day the next day we're focusing on

our three body paragraphs

here i would pull a stick and i would

say cameron what would be a good

transitional phrase to begin

our body paragraph um and

again every day that you're in you're

visiting writing again

you would re-go over the prompt again

again again again making sure we know

what they're talking about and writing

to what they're asking for

so um he would tell me transitional


you would probably have a list of

transitional phrases somewhere around

the room

and they can either choose one from that

list or maybe they have their own

reason one what we would say and in each

i don't know if i said this before but

in each portion of these boxes is where

the transitions go

so we would say first of all comma

bats eat bugs bats don't eat normal food

bats eat bugs so that would be reason


period here for example what i'm looking

for is

for example bats eat

flies and grasshoppers so that's what

the student would write to explain their


uh period then i'm looking for evidence

now this is why

it's very important and vital that


label where they got their information

from so for the evidence portion

students would say i found this

information from source one paragraph


um according to source one paragraph


they would say something that tells me

where they found

the evidence because they didn't pull it

out from the sky they found it in the


so we're at where did they find the

reason at

and then lastly they're going to explain

slash elaborate

and they're just going to explain more

about this they're gonna say

because bats eat bugs they wouldn't make

a good pet

because i don't have bugs at the store

that i can buy

awesome this is an i do and i'm pulling

sticks and having students help

me same with here this is a we do as


i may even pull more sticks and have

them help me even more

but you're going to do the same thing

over here

reason 2 is labeled make sure they have

their citation readily available

second of all bats stay up all night

they're nocturnal animals according to

source two paragraph three

oops did i do that ryan oh yeah oops i

switched them sorry

i knew that didn't look right for

example bats stay up until

6 a.m i found this information in source

2 paragraph 5.

bats stay up at night because they're

nocturnal animals

and because they're nocturnal they

wouldn't make a good pet because i would

be sleeping when they're awake

something like that and we're working

towards that together and again

i'm writing everything we're saying on


and i am shining it under the overhead

for students to copy

and then lastly is our blue paragraph

and i give students about 10 minutes


and they are filling it out all by

themselves they're going to think of a

transitional phrase they're going to

give me their reason

they're going to cite their evidence

they're going to give me an example

and then they're going to explain it

more they should have this as well

they're going to turn in their flow map

and then i'm going to grade it and hand

it back

then day five we are working on our pink

paragraph and our pink paragraph

is right here and we're working on this

one together as well so i pull sticks

i'm constantly pulling sticks during

this time

constantly and i'm asking pull a stick

what would be a good transitional phrase

to finish

and end our opinion essay you would say

in conclusion

in conclusion my opinion is going back

to the prompt

that would not make a good pet

because and we're just simply going to

list our reasons again

our list of reasons was here we're

simply just going to

list our reasons again period done

then students are going to go on to

google classroom they're going to begin

typing their final essays

they're going to turn it in they're

going to get a writing cover they're

going to color the cover

and then they're going to go off this

checklist after typing they're going to

check it off they're going to turn in


and then i grade it i grade it with i

grade it with this rubric

and again i left um them editable as


so if you want to add your own

you totally can and what i'm um

grading them on is production same thing

as before

resources gathered writing cover turned

in on time paper types

grading them on grammar now their blue

paragraph i'm looking to see

if they have a transitional phrase

if their reason is clearly stated if

they have their evidence

do they have an example why am i

switching these two

oh my goodness sorry guys it's your


sorry this is how it should look reason

three for example

their evidence and then their

explanation now this is

what i really really focus on in fifth

grade students should be giving me a

really good explanation

and elaboration down here maybe if

you're in fourth grade

maybe you're just going to focus on

these three elements

in each row and then gradually add and


but explain is really really crucial in

fifth grade

um and i really want them to elaborate a

lot and then

notes and total and it gets turned back

into them before we begin our next


then we go over to see what they did

correctly or incorrectly

because i'm thinking about it um last

school year

before the pandemic hit

we wrote 14 essays i believe either 14

or 15 essays we wrote five narrative

five opinion and four informational i

could have probably did a fifth but

we didn't even finish our last one

actually because of the pandemic

and that was for opinion writing all

right you guys i just want to show you

what the difference is between the


and the informational and this is

another reason why i love this writing


because it's just so seamless into the

next you know i would maybe even begin

with informational

opinion and then lastly narrative but

it's totally up to you guys i don't know

the only thing that changing that's

changing is

our thesis is now going to be our list

of details

our reason one's going to turn to detail


our reason two's gonna turn to detail 2

our reason 3 is going to change to

detail 3. we're going to list our


and we're going to end with a

questionnaire statement now we're in

informational and this might be the

easiest one so i'm actually thinking

maybe i should

teach this one first i don't really know

but um

i don't really know if the order matters

it's really up to you

but again we're gonna do the same thing

we have been doing

all school year this whole time we're

gonna start

with front loading anything we need to

know about informational

so you would front load the term

informational what does that mean what

does it look like what's the purpose

then we're gonna probably revisit what

details mean

and that's kind of it we would revisit

how the

evidence and explain and all of that

it's this i think this might be one of

the easiest ones

it kind of just depends um you're going

to read the prompt you're going to

identify what it's asking and then you

are going to fill out your circle map

same thing as before here's your circle

map you're going to do a detail

students and yourself you're going to

read through

write the details in students do the

last paragraph on their own and they

circle their own

detail in red day two they're gonna do

the back with source two

doing the same thing circling their own

detail in red

and then they're gonna turn it in you're

gonna grade hand it back

now we're ready for the flow map so now

we are going into our flow map

and it's literally going to be the same

thing so up here we have our type of

writing which is

informational our topic and then our

name which goes up here

red paragraph again our hook i'm pulling

six the whole time

it's literally the same thing same thing

same thing and as you get to the end of

the year it's like

you can just throw your hands up because

they get really good at it towards the

end of the year

so we have our hook or onomatopoeia

we have our definition of topic

and the students are going to look

through the pro the sources and find a

really good definition

we're going and then they're going to

write their thesis and their thesis is

their list of details so when you get to


you're going to tell the students to go

on their circle map

and you're going to say okay i want you

to circle this detail for

and label it d1 and again make sure when

you grade their circle maps that they

have their sources

um labeled with the paragraph number i

take points off if they don't and then

you're gonna tell them circle this

detail um d2

detail two and then lastly they're gonna

do their own detail number three

and then i set a timer and i walk around

the room

set a timer for three minutes walk

around the room making sure their

details are good

and they match with the prompt and it's

relevant we are done with our red

paragraph for the day

then our next day we're working on our

body paragraphs again and it's going to

be the same exact thing as we did for

opinion writing

so we have looking for transitional


detail example evidence explain

same thing um i can't even think right

now you guys i'm sorry

but you're just gonna list through

you're gonna do the same thing for green

and just again

a reminder you're writing it down and

the students are copying

making sure transitional phrases are in

the boxes students are copying

and then when we get to detail or when

we get to the blue paragraph

on the back students are doing it all by

themselves and then they are turning it


you are handing it back graded maybe

you're going to do a small group maybe

you're going to do one on one individual

just to make sure um if students are

having a really hard problem you're

gonna help them it's part of small group


on day five again we're gonna work on

our pink paragraph and our pink

paragraph is very similar to

the last and all pink paragraphs we have

our transitional phrase

we're going to list our details again

for our thesis and then we're going to

end with a questionnaire statement and

again during this

chunk i leave this blank and students

have fun with this one and i have

students share what they write

they're going to end it themselves so

this is their own part as well for fun

and um yeah then they're going to begin

writing in google classroom and

um typing their final they're going to

do their cover they're going to turn

everything in

and then here is the informational

rubric i grade with again

i allowed you guys to edit this yourself

as well

i'm grading them on the same kind of

production i'm grading them on

the same grammar and i'm grading them on

the same type for the blue paragraph

i'm making sure they have their

transitional phrase a clear detail

an example evidence and i'm making sure

they elaborated and explained

um and that is it all right you guys

that is how i teach fourth and fifth

grade writing

if you guys have any questions please

leave them in the comment section below

in the description box i have my tpt

store with everything you need to do

this and again this is for a full

year and you just have to change out a

few pieces and i love this writing

system let me know what you guys think

if you have any good ideas for writing

prompts let me know because i want to

get into

making writing prompts as well for any

topic i hope you guys enjoy this as much

as i do

and be sure to subscribe because i will

be putting out videos during this remote

digital teaching experience i'm about

i'm about to endure and i want to endure

it together

thank you guys so much for watching and

i'm also going to be putting up

weekly vlogs to go along with it it's

going to be a crazy time so

go ahead hop on and enjoy the ride thank

you guys so much

uh share this video if you found it

helpful and i'll catch you guys in my

next video