Gail MacLellan
| September | February |
| October | March |
| November | April |
| January | May |
September
I am excited about learning the 4-square method of teaching writing!
It seems to simplify what can be an overwhelming process for children.
I can imagine the children getting excited about writing using this method!
The possibilities and potential it has for starting young writers is wonderful.
I look forward to the students in the coming years who have used this method
throughout their schooling. Also, anything that integrates and helps
children write across the curriculum is super. This method makes
it a breeze.
1. Describe your class’ experience with Four Square
writing this past month.
My classes have had a fantastic time with
there introduction to Four Square Writing. They were immediately
hooked on the idea when they learned there would be less recopying.
However, it soon became apparent to them that they were organizing their
work much better and were able also to stay on topic. The visual
or graphic aspect of the method allowed them to see and evaluate the content
of their work much more easily. Editing may always be difficult for
students at this age, however it is much less daunting when you can look
at just one sentence at a time. There is no doubt in my mind that
the graphic organizer aspect of this method has made the difference between
students who don’t want to even try writing to students
eager to write. This method has taught the students that writing
can be broken down into logical. manageable chunks. And…..VOILA!
Writing is fun!!!
From my perspective as the teacher, writing
has become more enjoyable also. Four Square makes it easier for me
to see where each of my students are having difficulty. When conferencing
with them on their writing we can approach it block by block and they don’t
feel so overwhelmed.
2. How often did your students attempt to write each
week?
We do a Four Square together (OHP) every
morning. This is when I work in my grammar lessons. In the
afternoon the studentsindependently, either beginning a new paper or continuing
on a previous work. The writing that is done in the afternoon is
usually related to something they are studying in another class.
3. Did your students attempt a Four Square + 1 paragraph
(topic sentence, three detail sentences, one additional sentence for each
detail). If so, what success did they have with it? If not,
why?
Yes, they beg to write a Four Square + 1 paragraph!
I think many of them do very well with it. However, it does separate
the “men from the boys.” It is at this level that those who have
difficulty with staying on topic and the concept of subordinate ideas run
into trouble. But, this in itself has been very helpful to me. We
will definitely be ready as a whole to move into Four Square + 1 before
Thanksgiving. The students are excited about it because they know
they will be doing science research initially with this.
4. Have you experienced any problems through your
participation in this project this past month? I haven’t been able to find
the 18 cent folders!!!!!
5. What suggestions would you have for making this
project more beneficial to you and your students?
I have no suggestions at this point…this project
has been a totally positive experience.
November
Our experience with the Easter Island
assignment was tremendous fun! The students were fascinated with
the whole trip, and were therefore naturally
motivated to write about it. They have continued to make references
to the Easter Island field trip for different reasons in their Science,
Social Studies and Reading classes. We have used one of the other
virtual field trips, and are in the process of using another one.
They love the whole field trip experience and enjoy writing about.
I have my classes every other day, therefore we write a minimum of once a day, and sometimes twice if time permits. Each child, because of this schedule, writes 2-3 times per week, sometimes more.
All of the students do a Four Square + 1 paragraph routinely. Before I required a FourSquare + 1 and was still just modeling them, many students asked if they could add the + 1. In this way, many students moved themselves ahead painlessly…actually very successfully! It was a very easy, natural transition for the majority of us.
Attendance at the meetings for this class has not been any problem at all. My problem is with finding the time in a fifth grade class with all the pull-outs to read and write as much as we need to. I struggle and agonize over the daily schedule. Although I “only” teach Language Arts, I feel under pressure to do two days’ worth of work each day since I only see my kids every other day. It is impossible to do this with the children out of the classroom so much.
The only way I can see this project being more beneficial is to deal seriously with scheduling so that we can spend the necessary and appropriate time on this. Many of us are struggling with the Four Block program also. It too, is an excellent program that also presents a scheduling nightmare for fifth grade. I am not sure if these time concerns are within the scope of this project; however, these time restraints definitely impact the implementation of both programs.
1. Describe your class’ experience with Four Square
writing this past month. We have concentrated on preparing for our Writing
Assessment Test by working with in the time frame and using the prompts.
Most of the children have been able to write a 4 Square + 2 within the
time frame. They have worked on stretching sentences, using interesting
adjectives, verbs, and adverbs. The greatest difficulty I continue to have
is getting the children to edit their own work. The greatest number of
errors is errors in tense, voice, sentence fragmentation, and writing a
complete topic sentence. The children are great at editing their writing
when I put it on an overhead transparency, but when it comes to doing there
own…no way!
2. Share your experiences with the “Christmas Surprise”
activity. The students had a great time with this activity. We have been
able to use this activity to concentrate on the 5 W’s.
3. Did your students attempt a Four Square + 1 paragraph
(topic sentence, three detail sentences, one additional sentence for each
detail). If so, what success did they have with it? If not, why? The children
have been able to write a 4 Square + 2 and several are able to write a
4 Square + 3 without difficulty.
4. Have you experienced any problems through your
participation in this project this past month? No, I have thoroughly enjoyed
this project and gained so much!
5. What suggestions would you have for making this
project more beneficial to you and your students? The concepts and processes
we have learned in this project are great. One way to make it more beneficial
to the students would be to work on the number of pull-outs the fifth grade
has to endure. The only way to improve writing is to have the time to write
and write and write and write. It would be great for the lower grades to
have the opportunity fourth and fifth grades have
1. Describe your class’ experience with Four Square writing this past
month.
We focused this past month on Connie’s prompts for the Writing Assessment
Test. Each day we used a prompt and timed it just as we had to during
the test. The children really improved in their pacing abilities.
They were able to evaluate their own ability and decide whether they should
aim for a four square plus 2 or a four square plus 3. This allowed
them to feel more confident about finishing. Then when they used their
rubrics they could see what they needed to remember for the actual test.
(for example: needed transitions, lacked descriptive words, etc.)
2. Share your experiences with the writing assessment practice.
It was very helpful for my students to have Connie come in and run
them through the test situation. Even though these students took
the test last year, they did not have the 4 Square Method and showing them
how the 4 Square Method worked with the test reassured them. Practicing
under the time constraint was very helpful, also.
3. What suggestions would you offer for 5th grade teachers next year
to prepare for writing assessment?
Continuing the 4 Square Method is a must. Something that I found
helpful with my students who struggled with getting a solid topic sentence
was to just write topic sentences from prompts over and over. Without a
doubt, writing every day makes a difference.
4. Have you experienced any problems through your participation in this project this past month?
No problems at all
5. What suggestions would you have for making this project more beneficial
to you and your students?
This project has been fantastic, the sooner teachers in the lower grades
can begin this method the better.
1. Describe your class’ experience with Four Square writing this past month. This past month we have worked on strengthening our topic sentences and transition sentences between paragraphs. The basic format of the 4 Square made it much easier to finesse sentences without a lot of rewriting.
2. Share your students’ experiences with the Civil War or Iraq writing activity. The classes enjoyed the Civil War power point presentation very much. The topic is always one that the kids find interesting and love to write about. They wanted to add everything they knew about the Civil War into the 4 Square. The kids also viewed the Science ppt. on Animal Adaptations. The writing assignment was to select one animal and discuss the adaptations that the animal makes to its environment. They really struggled with sticking to the assignment. They wanted to make it a report about one of the animals rather than use the information to support the idea that animals adapt to their environment. We really struggled with that one!
3. Have you experienced any problems through your participation in this project this past month? Absolutely not!
4. What suggestions would you have for making this project more beneficial to you and your students? I have totally enjoyed this project and will use all I have learned next year. The resources from Connie are an incredible help!