Preparing for the Fourth Grade Writing Test

Each year students prepare for the California STAR Writing Test in early March. Students will need to be prepared to successfully write one of the three standards for writing: Narrative Writing, Summary Writing and Response to Literature. The student will not know the prompt until they open their test book.

The students writing is scored based on a standard “Rubric” (a standard of performance) of 1 - 4 points. Students must score a minimum of 2 points to pass the test. Every year parents seek out additional resources to help prepare their child for the test. In order to better how to pass the writing test with the highest possible score, parents should better understand what the standard is for scoring 4 out of 4 points on the “Rubric”

California Fourth Grade Writing Test Rubric Score of 4/4

• Clearly addresses all parts of the writing task. 
• Demonstrates a clear understanding of purpose. 
• Maintains a consistent point of view, focus, and organizational 
• Structure includes paragraphing when appropriate. 
• Includes a clearly presented central idea with relevant facts, details, and/or explanations. 
• Includes a variety of sentence types. 
• Contains few, if any, errors in the conventions of the English language (grammar, punctuation, capitalization, and spelling). These errors do not interfere with the reader's understanding of the writing. 

California Narrative Writing Test Rubric Score of 4/4

• Provides a thoroughly developed sequence of significant events to relate ideas, observations, and/or memories. 
• Includes vivid descriptive language and sensory details that enable the reader to visualize the events or experiences. 

If you feel that your child needs additional help to preparing for the writing test, seek out a credentialed teacher who specializes in writing and is familiar with the California Fourth Grade Writing Test and Rubric.

 Arden Reading Academy

Writing Workshops & Writing Classes
Rancho Santa Margarita, CA

How to Write the Perfect Paragraph

A fun video to help your child learn how to write the perfect paragraph. An elementary school student at Arden Reading Academy shows you how she can write the perfect paragraph. She learned how to write the perfect paragraph at a Summer Writing Camp in Rancho Santa Margarita, CA. Register Today: http://www.ardenreading.com

How to Choose the Right Reading Book

The 5 Finger Reading Test 

The 5 Finger Test is a great way to choose an appropriate level book for your child to read. The test provides you and your child a quick and easy method to evaluate the difficulty of a book. It is a quick test you can easily use in the library or book store before you make a selection or purchase.  

Here are the steps that you and your child can use to select a book: 

Open up the book to any page that you or your child wishes to read. Have your child begin reading aloud. As your child reads, count the number of words your child does not know or has a problem reading with your fingers. Now use the number of fingers to help you determine if this is a suitable book for your child to read on their own.  

0 -1 Fingers = This book is easy for your child to read. 

2 - 3 Fingers = Perfect choice - this book is just right for your child. 

4 Fingers = A little difficult yet can be fun for your child to try. You might want to assist your child when they read this book. 

5 or more Fingers = Challenging to read. An adult should read this book along with your child. 

It is terrific to see your child reading every word of a book. Nonetheless, you need to still continue to challenge your child along with books that they aren't able to 'breeze' through. 

Typically, if your child has a hard time with 5-6 words on one page, it is probably most ideal to leave that book for a later date or spend the time to read the book with them. If they are regularly getting 'stuck' on unknown or difficult words, they may get frustrated and discouraged.\ 

New Writing Classes

Learning how to write well is all about practicing the art of writing.  Just as a pianist will not achieve musical success without practicing the piano, a writer will not achieve writing success without practicing writing.  The more a student is exposed to structured writing lessons, the more the student will improve in their writing process. To help give students multiple opportunities to practice their writing, we have several different Writing Workshops available:

Mondays 8:00-9:00am (homeschoolers)
Mondays 3:30-4:30pm
Tuesdays 2:00-3:00pm
Wednesdays 10:00-11:00am (homeschoolers)
Wednesdays 4:00-5:00pm
Saturdays 12:00-1:00pm

These workshops are structured for the student who can already form a paragraph and is ready to work on writing multi-paragraph essays, stories, and summaries.  Lessons will rotate, so students can enter the workshop at any time.  Writing Workshops will focus on the construction of the following:

*Planning, Drafting, Editing, and Revising for Expository Essays 
*Planning, Drafting, Editing, and Revising for Narratives
*Planning, Drafting, Editing, and Revising for Responses to Literature
*Planning, Drafting, Editing, and Revising for Summaries

Writing Workshops are $70 per month... spaces fill quickly... maximum of 6 students per class.

Come check out the fun!!!

www.ardenreading.com

Writing Workshops for Kids - Rancho Santa Margarita

Multiple Paragraph Essay Writing for Kids 3rd-5th Grade

A. Mondays 3:30 PM - 4:30 PM
Class Size: 4-6 Students
Class Fee: $70.00

This class is designed for students embarking on essay and narrative writing.  Students are taken step-by-step through the steps of the writing process (pre-writing, planning, drafting, editing, rewriting, revising) while working on the inclusion of proper syntax, grammar, organization, sequencing, word choice, dialogue, creative introductions, and strong conclusions.  

Multiple Paragraph Narratives Writing for Kids 4th-6th Grades

A. Mondays 3:30 PM - 4:30 PM
B. Saturdays 12:00 AM - 1:00 PM
Class Size: 4-6 Students
Class Fee: $70.00

This course is intended for elementary students who  have mastered the ability to plan and construct a narrative and expository essay with limited instruction.  The class motivates young writers by engaging them through the writing process as they answer specific writing prompts. 
   

Homeschool Essay Writing for Kids 3rd-6th Grades

A. Mondays 9:00 AM - 10:00 AM

B. Wednesdays 11:00 AM - 12:00 PM

Class Size: 4-6 Students

Class Fee: $70.00

 

This course is for homeschooled students needing direction in the writing process.  Students will learn how to write a proper response to literature, personal narrative, narrative fiction, and expository essay.  They are taken step-by-step through the steps of the writing process (pre-writing, planning, drafting, editing, rewriting, revising) while working on the inclusion of proper syntax, grammar, organization, sequencing, word choice, dialogue, creative introductions, and strong conclusions. 

Top Ten Small Group Reading Strategies for Kids

1.  Read Aloud   
After developing a schema and background, introduce key vocabulary in 
an interactive and visual way.  Have children practice oral vocabulary.  Then read the 
text aloud to the students.  You may choose to read through the entire text the first time 
for continuity.  Stop to ask questions when needed during the second and subsequent 
readings.  When reading narrative texts, ask students to predict what they think will 
happen next.  ELLs should have other ways to show what their predictions are, 
especially if they are not yet orally proficient in the language being used. As you 
encounter words you think students do not understand, provide pictures, translations or 
definitions as needed.  Read Aloud is a good way to familiarize students with the text to 
prepare them for other kinds of reading.  Reading Aloud exposes students to text that is 
too difficult for them to read independently and provides a model for pronunciation, 
phrasing and expression.  Be sure to read expository passages aloud as well as 
children’s literature.  

2.  Choral Reading  
Students each have their own copy of a text, and all read aloud 
together.  Start with short, interesting passages.  The teacher can stand in front of the 
class to lead choral reading.  Students can also lead if they are comfortable doing so.  
When reading dialogues, plays or stories with dialogue, different groups often read 
different parts of the text.  Assessment suggestions: After students are comfortable with 
a text, have a student-lead the choral reading while you walk around the room, standing 
behind individuals as they read.  Note their progress on self-stick notes for individual 
folders or on class checklist.  This strategy helps children become more fluent and 
confident readers.

3.  Paired Reading  
Paired reading is an enjoyable way for two students to complete a 
reading assignment  or share a story.  The students might go into the hall or designated 
spot and take turns reading.  They can decide themselves how they will divide the tasks.  
Some pairs choose to alternate after every page, some choose to alternate after each 
paragraph, etc.  One reads and the other follows along, supporting each other as 
necessary.  Generally, students of similar reading ability are paired together.  
Sometimes a more competent reader is paired with a less competent one, and the more 
able reader reads aloud and the less able follows along.  This enables the less able 
reader to follow the text visually with little or no pressure. 

4. Reciprocal / Paired Reading   
In this form of paired or group reading, four readers 
participate in a discussion about the text.  Each person has one of four roles (Asks a 
Question; Predicts what will happens next; Clarifies something that was unclear to the 
group, or Summarizes the short passage that was just read) that he or she fulfills for a 
particular passage they have just read together.  The students switch cards (roles) and 
then read the next section of the texts, perform their new role, switch cards and so forth 
until they complete the reading assignment.  Students learn and practice the strategies 
of summarizing, predicting, clarifying and question-generating.  This reading structure 
can be used for fiction and nonfiction texts.

5. Jigsaw Reading.
The teacher divides a long reading section into sections.  One or two 
individuals in a group read each section and prepare to retell the information in the 
passage to the group.  When the group meets, each individual tell or teaches the group 
about the section he or she read.  The teacher uses a “group quiz” or the numbered heads together” cooperative learning structure to ensure group responsibility for the 
content and to assess comprehension.  Each group can be given a graphic organizer 
(on large chart paper or a transparency) to fill out as they prepare their section of the 
reading to present to the class.


6. Content Raps  
Read aloud an important passage from a content-area text with 
important new concepts.  Using the overhead projector or chart paper, discuss ways to 
unlock meaning from the text.  Ask students to help you develop sentences with key 
principles and main ideas.  Add elements or rhyme, rhythm and repetition and/or try 
putting short passages into jazz chants or raps.  Ask students to reread entire passage 
to acquire supporting details.

7.  Echo Reading  
This is another way to help children develop confidence and fluency.  
Read aloud a line of text.  Ask a student to read the same line.  With young children, 
point to the line of text as you are reading and encourage the child to do the same.  
Continue taking turns reading and rereading same lines.  When the child begins to read 
with more expression and fluency, suggest that she/he read aloud on her/his own.  This 
strategy can be used with expository texts as well as literature. 

8.  Intensive Reading:
Marking a Text    Students read and mark a short text (or use 
post-its) for a specific purpose, e.g. “underline the words in this paragraph that you are 
not certain about.”  The purpose is to assess and then teach vocabulary.  After 
discussing and resolving questions regarding the first marking, students read and mark 
for other purposes and discuss, e.g. “Circle the key words or phrases you will use to 
summarize this passage”.  Purpose: to practice summarizing, paraphrasing and outlining 
of nonfiction texts].

9.  Independent Choice Reading  
Students are taught how to choose books at their independent reading level or are given interesting and appropriate books and are provided with time for sustained silent reading and time to conference individually with the teacher. Teachers and students should keep track of the books they are reading, and teachers should keep a small reading notebook on each child where they record information they learn about the child during their periodic reading conferences (informal running records, student comments and goals, retelling  list of books read, child’s interests, etc.).The teacher should date every entry.

10. Guided Reading  
The teacher works with a small group of students who have similar   
reading processes.  Books are carefully leveled.  Teachers select and introduce new 
books and support students as they read the whole text to themselves.  Teachers 
typically use many pre-reading strategies such as a picture “walk-through” of the book, 
previewing vocabulary and key ideas of the text, etc.)  Based on close observation of 
students’ reading, teachers make relevant teaching points during and after reading. 

Adapted partially from:  McCloskey, M.L. (1998).  Scaffolding for Reading: Providing Support Through Reading Process, ESL Magazine, November/December 1998

How to Improve a Child's Handwriting

In spite of being a part of the computer generation, good handwriting skills are not a thing of the past. People are still judged by a good signature and the ability to write clearly and correctly. Most kids still write daily homework assignments, rough drafts and classroom notes. Improving a child's handwriting can help build self-esteem and encourage the production of quality work. Read on to learn how to improve a child's handwriting.

Instructions

1. • 1
     Find a well lighted, flat surface for hand writing, like the kitchen table. Make sure there is plenty of space to work.
   • 2
     Place paper in front of child with the bottom corner pointing towards their belly button and the top corner pointing away from them. This may feel a little awkward at first, but will help with proper handwriting slant.
   • 3
     Position the non-writing hand at the top of the paper. This will hold the paper in place. Elbows should be out and gently resting on the table.
   • 4
     Sit up straight. Good posture should always be practiced during handwriting.
   • 5
     Grasp pencil in the writing hand. A good grasp goes no lower than the paint on the pencil, about one inch from the tip. The index finger should be on top, the thumb below. Rest the pencil on the third finger.
   • 6
     Warm up handwriting practice by making a series of swirls, like cursive lower case "e's" in groups of six across the first two lines.
   • 7
     Practice letters in groups of five or six to give the feel of writing words. Leave plenty of space between letters and between groups. When practicing printing, remember that letters start from the top down, not from the bottom up.

Read more: How to Improve a Child's Handwriting | eHow.com http://www.ehow.com/how_2050297_improve-childs-handwriting.html#ixzz2CVaUQV5A