Color Editing Checklist

Just posted:  A new freebie!!!  I have created a color editing checklist to go with my color editing poster.  I hope you find it helpful!

Click HERE to download from my TpT store for free!

In case you missed it, you can download the poster HERE from my TpT store for free also!

What's My Voice?

This week my students have been working on the Voice Trait.  With partners they practiced using the voice trait with cards that they were given.  Each card had a character, and they were to use words or phrases to show the character's voice.  They had so much fun with this!  Not only were their conversations lively, but the animation they added was fantastic!  So much fun!

You can download the cards that we used for FREE at my TpT store.

Editing Made Colorful!

Do you have problems with students editing their own writing?  They want to rush through one of the most important parts of the writing process so they can get to their favorite part, publishing.  Sound familiar?  I have found that color editing works well with my students.  It guides them in what to look for and is great for those visual learners. 

This is the poster that is displayed in my classroom. 

Students follow these steps to self-edit their own writing.  They quickly discover that if they have a red, then they MUST have a green. 

After they mark all that needs to be marked, they go back to make sure their punctuation and capitals are correct. 

Editing isn't so dull now, it's actually quite colorful :)!

You can download my Color Editing Poster for free at my TpT store.

Sentence or Fragment?

We have been distinguishing between complete sentences and fragments this week. Students have been writing and also identifying them in context. I created a sentence sort for students to identify them in isolation. Click the picture below.

Can I stump you??

Last week I wanted my students to practice identifying and writing complete sentences.  Modeling first, I wrote two complete sentences and one fragment. 

Example:

1. Today I went to the movies.
2. I saw.
3. I bought popcorn at the movies.

The class was to determine which sentence was a fragment, find the fiction.  Individually the students chose their answers on a sticky note, and then together the team came together with a consensus. They found the fiction, the one that was not a complete sentence.  After students understood what I was looking for, what they were to accomplish, they set off to make their own.