Writing about “The Crayon Box that Talked”

Last week we read a story that I love! The story is called “The Crayon Box that Talked”. The story is written by Shane DeWolf. Have a look at this beautiful video and then check out some pictures of our beautiful classroom door with some of our writing.

Follow this link for an amazing video:  THE CRAYON BOX THAT TALKED from tim webb on Vimeo.

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Working on Conventions with C.U.P.S.

Today we talked about C.U.P.S – an editing strategy that focuses on the conventions that we work on all year long.  CUPS stands for:

C – Capitalization (Sentences, and names should start with a capital letter)

U – Understandable (our brains move faster than our pencils, so we need to read our work aloud to make sure we can understand it)

P – Punctuation (Students in grade 2 should use periods, exclamation points, and questions marks to punctuate their sentences)

S – Spelling and Spacing (Some sight words should be spelled correctly.  More challenging words should be attempted.  Students can underline the word so they can come back to it later.  There should be a finger space between each word.)

 

Writing Expectations (The Basics):  Checking for CUPS is a good place to start.  At this point we would expect students to write at least 3 simple sentences independently.  Some may be writing much more and some may have to work hard to get their 3 sentences.  Writing about real life events is often the best practice, because students will have the most knowledge about the details of events they have experienced.  Finally, writing should be fun!  Right now we are not asking students to write for homework, but it never hurts!

“How to” Write at Home

So I’m a mom too!  Sometimes I’m at home and I’m looking for a quick and fun activity that I can do with my own daughter to help support her writing at school. 

*In general, writing is the area that students struggle with the most. 

My daughter, like many kids, isn’t always excited to do ‘extra’ work at home.  I try to keep things fun, but sometimes she has other things in mind besides ‘writing practice’.  But, my daughter loves hot chocolate.  Anytime…middle of summer? … doesn’t matter!

What a great way to squeeze in a little writing practice.  We decided to write story about how to make hot chocolate.  I told her I would only do the steps that she wrote, so if she wanted to drink some hot chocolate she was going to have to write all the steps, and they needed to be in order!

It worked!

Here is the sheet we used:

and here is her finished product (this is early grade one):

Hot_chocolate_writing

I found this .pdf on a cute little teaching blog that you may want to glance at.  Teri, over at www.acupcakefortheteacher.blogspot.ca has a whole little unit that you could easily adapt for home on writing about hot chocolate. 

You’ll find the page link here:  http://acupcakefortheteacher.blogspot.ca/2012/01/hot-chocolate-craft-freebie.html