Welcome to Mrs. Ce Ce Gregory's fourth grade classroom!

The Reading & Writing Connection at Home

Allow time for your child to write about EVERYDAY events. A story can be something that happened on a trip to the store, little brother getting sick in the car, making the biggest bubble with my gum, or something funny that happened in the cafeteria at school. The point being . . . Make writing enjoyable using everyday moments or happenings.

Respond to your child’s writing either verbally or with them on paper. Try not to focus on improving the story, just listen to their thoughts and compliment them on what they have written (the content). Try this . . . you respond to the story by adding to it or writing a continuation or a PART 2, just like a movie. The point being . . . Be an active participant in your child’s writing and make it FUN!!!
Always PRAISE your child . . . find something good to say about what they have written. Having a positive attitude will only encourage them to write better and practice more. When talking with your child about his/her writing, have he/she share, you respond with a compliment, then ask a question about something that happened in the story…you’ll notice that your child may say something that they didn’t include, then you can respond with, “Well, why don’t you include that in your writing.” Little do they know--you are providing a “fix-up” strategy that will help their writing. The point being . . . Always find something good in your child’s writing FIRST, then “secretly” prompt a revision.
Write together!!! Stories can be started by one person and continued by others. It’s a fun technique to involve other members of the family. Or just write a story together, side-by-side. While writing, practice the strategy: Write, STOP, Read. Write a little, STOP, Read what you wrote. Ask yourselves: Does it make sense? Did we leave anything out? Do I want to say…?, What if we include…? By working as a team, you are sharing good writing techniques that your child is seeing you do and hearing you do.
Writing ideas can arise at any time. Instead of your child carrying around his/her Writer’s Notebook, have a handy, dandy little notepad that they can take with them to jot down their ideas when they are in the car, on a trip, at the store, at a friend’s house, etc. This way they won’t forget their ideas and they will feel the importance of their writing.

Writing doesn’t necessarily have to be your child actually picking up a pencil and writing a story. Writing is in STORIES!!! Wonderful writing is what your child is READING!!! While reading together, point out important components of the author’s craft.

Checklist of GREAT Author’s Craft:

Some parents may feel that their child is TOO old to be read to and that’s not the case. All kids love to be read to. Reading to your child can be truly beneficial. When you model GOOD reading, your child will pick up on all of the reading techniques you express. For example: Using expression, paying attention to the speaker tags, emphasizing words or phrases when they are in bold, CAPITAL letters, or italics. Pointing these textual clues out is helpful for comprehension. Read with your child in unison!! Say something together to give it power or meaning! Get involved with the text and make it come to life. While reading, you can practice the strategy: Read, Stop, Think, and Share. Read a little, STOP, Think about what you read, and then share something like: “I wonder how…, Do you think the character will…, I can’t believe that…, I’m confused about…” All of these “wonderings” are a great starter for a mini-discussion. Try it…you will discover amazing things while reading with your child.
Helping us visualize something in our heads. Did the author use good description when describing what something or someone looked like? I can paint a picture in my head!!
Using specific words. Did the author use strong, specific words when explaining something or someone? Could you make a connection to the character?
Show NOT Tell. Did the author SHOW me how the character felt or did he/she just tell me. Instead of, Suzy felt frustrated…did the author SHOW us? She stomped her feet, grunted underneath her breath, placed her head in the palms of her hands, crunched up her paper…This is SHOWING the readers how Suzy felt.
Action Chains. Did the author use an action chain that created a Super Slow Motion picture? Suzy slouched in her chair, placed her head in her hands, and tore her paper up into shreds. Not only is this an action chain, but also it paints a picture of Suzy being frustrated.
Ding Dong!! Sound words are in books all the time. Sound words are a great way to emphasize what is happening in the story or a good way to transition into the next event. Point them out as you read together!
Similes and Metaphors. Authors use comparisons in their writing to help readers visualize or understand the event or characters. For example: The birds filled the sky with music. Now we all know that the birds didn’t actually fill the sky with music, but we can infer that the chirping or ‘song’ of the birds was very pretty and/or relaxing.
Different Genres. Authors write different kinds of stories all the time. If your child is in love with an author, then read more by that author. What is it that your child really enjoys about this author? This could be a great stepping stone for your child’s writing . . . by incorporating some of the author’s great writing techniques. Or, read stories about the same topic. For example: Read Charlotte’s Web, then read The True Story of the Three Little Pigs, then try The Three Little Wolves and the Big, Bad Pig. Three totally different stories, but all centered on pigs.