Read Like a Writer

Yesterday, we read Up North at the Cabin. We learned how to read like a writer. The five steps to reading like a writer include...
1. Notice the craft.
2. Form a theory.
3. Give it a name.
4. Explore other authors.
5. Envision yourself using this strategy in your writing.

Choose one of the following ways to respond to this lesson.

DIRECTIONS: (explore other authors)
1. Find another book (maybe your reading workshop book) that uses one of the strategies that we noticed in Up North at the Cabin.
2. Identify the title and author of the book in your response.
3. Identify the strategy in your response.
4. Quote the exact words in the book that demonstrate the strategy in your response.

OR

DIRECTIONS:(envision yourself using this strategy in your writing)
1. Identify the strategy you used in your writing that is similar to the strategy that Marget Wilson Chall used in Up North at the Cabin.
2. Give a brief description/summary of the story you are using this strategy in.
3. Quote the exact words you wrote when using this strategy.

Vocabulary: manu

For the next two weeks, we'll be studying words that have the root "manu," which means "hand." 
DIRECTIONS:
1. Look up an original word that is not on our list (or similar to a word on our list) that has the root "manu."
2. Define the word.
3. Use the word in a meaning-loaded, complete sentence.

Example:
Definition:  Bimanous (adjective) means, "having two hands, two-handed; especially, as distinct from having feet."
Sentence(s): Humans differ from the apes in being bimanous creatures. Apes and monkeys are quadrumanous animals because all four of their feet are adapted for grasping things just as if they were four hands.

Writing Ideas

Last week, we discussed how writers get ideas from their own lives. We created a list of writing ideas from our I Am posters. Some of the ideas included close encounters with animals, getting a pet, getting recognized for an accomplishment, and experiences with natural disasters. What specific, small moment ideas did you come up with? DIRECTIONS: List 2 writing ideas you came up with in class. After each idea, explain why you think this might be a good writing idea. (Hint: Will others be able to connect to it? Will readers be interested in your idea? Is it a funny idea? Will it pull at readers' emotions?) Remember to write in complete sentences.

Specific, Positive Feedback

Last week, we discussed how it's important to provide specific, positive feedback to our writing partners during sharing time. Providing specific, positive feedback lets the writer know that we are actively listening. One way that you can provide this type of feedback is by starting with, "I like how you..." In order to practice providing positive, specific feedback, respond to this post by 1.) identifying whose writing you responded to AND 2.) sharing the positive, specific feedback that you provided (or could have provided if you haven't tried this yet) to another student in the class during whole class sharing or partner sharing.

Getting to Know Other Writers

As a class, we discussed the importance of getting to know each other as part of a writing community. We talked about how this helps us create a safe writing environment where we feel safe enough to share our writing, make suggestions, ask for feedback, learn from each other, and take risks in our writing. Although we spent time sharing our "I Am" poems and introducing each other in class, that's a lot of people to remember in a short amount of time! To help us remember you better, EITHER 1.) post your "I Am" poem  OR 2.) post 3 interesting facts (complete sentences) about yourself from your "I Am" poster.