PJ decided on a topic, narrowing it down to a smaller moment in time. I modeled how to plan an effective paragraph, organizing details that relate to the topic. Then PJ wrote a topic sentence. He wrote the full paragraph, using his paragraph outline as a guide. His writing has improved so much since the beginning of the year!

We engaged in a prereading activity requiring Chris to use 4 vocabulary words in a paragraph. We also discussed the essential question of the unit.

Today we reviewed subjects and predicates. Chris wrote sentences with the same subject, adding a predicate. Then he wrote sentences with the same predicate, adding a subject. The objective is for Chris to be able to recognize the parts of a sentence in his writing so that he can write more effective sentences.

PJ read his independent reading book today.

We reviewed the subjects/predicate of a sentence with examples. Chris then wrote a paragraph, identifying the subject/predicate of each sentence.

I demonstrated how to identify the subject (or topic) of a sentence. Then we looked at predicates (that tell something about the topic). Next we matched subjects to predicates to form a complete sentence.

Writing from lists - first David made a list of things he couldn't live without. Then he wrote about the items on his list for ten minutes each.

Writing from lists - first PJ made a list of things he couldn't live without. Then he wrote about the items on his list for ten minutes each.

Christopher watched several short videos. Each one had a writing prompt for him to respond to.

David responded to questions about inspirational videos in writing.