I just wanted to share a quick update on what we’ve been working on! 

In reading we’ve been studying the different types of text structures found in nonfiction text. We’ve discussed why authors may choose different structures depending on what their purpose is. Problem and Solution is a great option when writing persuasively while Description may be the right choice while writing to inform. The trickiest part is differentiating between the multiple types of structures. We’ve identified clue words that may help us to determine which structure is being used in a text or passage. We will keep working on this throughout the week.

In writing we’ve been working on a short term project (a surprise!) that will help us when we write our biographies. In the next week or so we will take a break from biography writing and shift our focus to the Junior Docent program. Your children have selected their piece of artwork to study. Their next steps include replicating the art work in addition to studying the artist, writing a short essay about the artist and artwork AND writing a creative piece inspired by their art. Phew! We have a lot to do! 

This is a really fun and busy time of year… I can’t wait to see the writing your children produce! 

🙂 Gev. Kimmel 

PS. A little more information about Junior Docent…

Fifth graders complete the Milwaukee Art Museum Junior Docent Program they began in third grade. Friends and family are welcome to join us for this wonderful program that features your child’s presentation about his/her chosen artwork. It will take place on Tuesday, March 3. 

Students will leave MJDS via bus at 2:45 p.m. The program begins at 3:30 p.m., at MAM. Families are responsible for taking them home. Siblings may join us on the bus! 🙂

We’ve learned so much in the short time we’ve been back since winter break! We are knee deep into our studies of non-fiction reading and biography writing. 

Over the last few lessons, your children listened to and read multiple mentor texts allowing them to identify features of biography and text features often included in reference nonfiction. Additionally, they learned about the three types of nonfiction which we will study further throughout the unit. 

On Monday, the students investigated a variety of reference books, participating in a scavenger hunt to find text features, name them and state their purpose. I had generated a list of 16 possible text features that I was prepared to talk about. I thought for sure the students would only identify five to eight on their own…they got 13 of them through the scavenger hunt! They continue to blow me away daily!

Next week students will choose their own nonfiction books to read and reading responses will be assigned.

We celebrated publishing our memoirs yesterday by inviting teachers, staff, and seventh & eighth graders to listen to our work. It was a beautiful way to take pride in and share our work.

Many of the students shared their pride by talking about what they learned about the writing process, how they’ve grown as writers, and how surprised they were about needing to make multiple drafts before feeling totally ready to say, “I’m done.” 

Every student grew dramatically through this writing process. Please know that published drafts in fifth grade are NOT “perfect” examples of writing. Because each student has different needs, your child may have focused on adding detail while another student may have focused on punctuating dialogue and integrating more complex punctuation. In fifth grade we don’t work on every single writing skill at once, we choose the highest priority for each student. 

I am so proud of their work and I know you will be too! They are taking home their work today, please make sure to have them share it with you!

After break we will dive into biography writing and non-fiction reading! 

In revising our memoirs, it became very apparent that everyone needed a review on how to properly punctuate dialogue in writing. So, this week’s Word Work Wednesday was dedicated to just that! We reviewed the three forms of dialogue tags and how to properly use quotes, commas, end marks and capital letters.

Then the kids were able to practice this with partners and eventually go back to their own writing. First they checked to see if they had even included dialogue, an important aspect of memoir,  and then checked for correct usage of punctuation. 

This lesson also led to a great conversation about the word, “said,” and how if overused, it could make writing really boring. We generated an entire list of words we could use instead!

I reminded the class that writing has SO many rules that I never expect them to memorize or master them all – but that we will review the rules, put tools in our binders, and refer back to them when we need them! 

Just like in real life, different characters can add a range of emotions and experiences to a text. This week we talked about the importance of a variety of character types in literature. We reviewed how to think about characters- through their words, actions and thoughts- and how to document evidence that supports their development, or lack of development throughout a story. 

After two mini lessons, students had the chance to practice identifying different characters in a variety of picture books. It was a really wonderful opportunity to practice our close reading skills, pulling out evidence specifically from the text to support our thinking. 

After using a graphic organizer to support character analysis, the kids now understand how they can write about character types, traits and evolution in their thinking journals. 

Last week Friday was our last ETC class of first quarter. As you know, we spent the entire quarter completing mini challenges to develop multiple skills around teamwork. We explained to the class that even though we thought that the overall experience of the quarter was incredible, there are definitely some changes we will make before we repeat this cycle.  In addition, what really mattered was how they felt about the experience.  With that being said, we asked your kids for some feedback. We want to share a few of their responses:

Memoir rough drafts are in full swing! We spent the last month or so learning all about the characteristics of memoir and writing tons in our binders. The short writing pieces helped us generate ideas and get comfortable writing in 5th grade. Today we selected our large theme and throughout the week we will draft three different narratives that will make up our complete memoirs. I can’t wait for the kids to share their published pieces with you! Stay tuned!