All of last week, we started the publishing process. Some of you will remember I had the kids draft each section out of order. (Students drafted their introductions and conclusions after they drafted the body of their reports, that way, the kids actually had knowledge about their animals so they could write an effective introduction and conclusion). The first step to our publishing process was to staple each students' drafts together so they followed this order: introduction, paragraph on habitat, paragraph on diet, paragraph on defense mechanisms, conclusion, resource page. Next, I modeled for students how to organize the first page of their published copy so that it looked professional. I had them center their title, name, and date, in addition to gluing a picture of their animal they had printed off. (Please note, we took a day to go to the computer lab so students could find a picture of their animal and cite its source. If you're following our process for these animal reports, you may want to do the same!) I also modeled for students where the first word of their report should begin. (You'd think indenting would be a real simple skill for kids to remember. Unfortunately, it's a toughie for most fourth graders!)
Students used the rest of Writer's Workshop to publish the first two paragraphs (introduction and habitat paragraph) of their animal reports.
We took a total of three days to publish our reports. On day one, I set a goal for my students to get their introduction and habitat paragraphs published. On day two, they had their diet and defense mechanism paragraphs due by the end of Writer's Workshop. On the last day of publishing, students were to finish their conclusion and resource page. Students who did not meet their 'publishing goal' on any particular day were to finish their goal as homework. That way, we all started in the same place on each 'publishing day', and it assured their reports would be done by the end of the quarter.
(Click on the purple underlined link for a more thorough explanation of each part!)
Part 11: Drafting the conclusion (1 day)
Part 12: Peer conferencing (2 days)
I also used the FQR strategy in guided reading to support learners in our room who I thought could use a little more support with it. We used the second page of the polar bear article from the original FQR mini-lesson as our practice text. (That way, students had some schema of the topic and familiarity with the text.)
I had students color the next box on their map key yellow (to stand for the second wave of immigrants who came over between 1820-1870). I then handed out pictures of Irish immigrants, German immigrants, and Chinese immigrants that I had copied on yellow paper. Students glued each of these pictures to the appropriate places on their maps, and then used a yellow marker to trace their routes. Students could now begin to see that Chinese immigrants came across the Pacific Ocean, not the Atlantic. This was the perfect opportunity to discuss Angel Island in San Francisco (which, in a later lesson, will lead to a discussion on the Transcontinental Railroad!)
I had students color the next box on their map key green to stand for the third wave of immigrants who came over between 1881-1920. I handed out pictures of Austrian, Hungarian, & Russian immigrants and Japanese immigrants on green paper. Students glued each of these pictures to the appropriate places on the map, and then used a green marker to trace these immigrants' routes. Students learned that, like many Chinese immigrants, Japanese immigrants traveled across the Pacific Ocean. You'll notice on the map below that I circled Hawaii in purple. (I used purple simply because purple wasn't used in any other way in this lesson.) This was a perfect opportunity to point out where Hawaii truly is in relation to the continental U.S. So many maps the kids see have Hawaii right underneath New Mexico and Arizona as a way for mapmakers to 'fit' all 50 states on one page. Kids need to know that Hawaii isn't south of New Mexico and Arizona. It is nearly 2,000 miles west of the U.S. in the middle of the Pacific Ocean! I also explained that many people who live in Hawaii have ancestors from China and Japan.
Finally, I had students color the last box on their map key blue (to stand for the fourth wave of immigrants who originally started coming over in 1965 to now. I handed out pictures of Vietnamese & Filipino immigrants and Caribbean immigrants (Cuba, Jamaica, and Dominican Republic) that I had copied on blue paper. Students glued each of these pictures to the appropriate places on the map, and then used a blue marker to trace their routes. Students learned that Vietnamese and Filipino immigrants traveled across the Pacific, while Caribbean immigrants didn't travel across an ocean, they traveled across the Gulf of Mexico!