# data[].attributes.body
Dear Mr. Blueberry By Simon James

# data[].attributes.body
-Students write simulated letters by assuming the identity of a historical or literary figure and writing letters from that person's perspective.
-Although these letters are not mailed, they give students a particular audience to focus on.

# data[].attributes.body
-Students write business letters to seek information, complain/compliment, and transact business.
-These formal letters are used to communicate with local newspapers, governmental agencies, and businesses.

# data[].attributes.body
-Students can make and mail postcards to friends or relatives to share what they are learning in school.
-Use the friendly letter form with the date, greeting, body, and closing.

# data[].attributes.body
-Students need to learn how write e-mails because they are such a common form of communication.
-They learn genre-specific conventions: brevity, conversational language, and innovative conventions.
-They also learn how they are different from other forms of letters.

# data[].attributes.body
-Children write friendly letters to real people: pen pal letters, courtesy letters, and letters to authors and illustrators.
-Pen Pal Letters - letters to students at another school
-Courtesy Letters - invitations and thank-you notes
-Letters to Authors and Illustrators - sharing      ideas/feelings about books they read with the authors

# data[].attributes.body
-Kindergarten and first grade students make journal entries by drawing or using a combination or drawing and writing.
-Also use invented spelling.

# data[].attributes.body
-Students divide the pages into two columns and write different information in each column. They can be used to respond to books or content-area topics.
-Double-entry journals are very adaptable.

# data[].attributes.body
-Students write about the stories they are reading. They respond to the book and relate it to events in their own lives.
-Categories Immersion responses, involvement responses, literary connections

# data[].attributes.body
-Students converse in writing with the teacher through dialogue journals. Students write informally on a topics they choose and the teacher responds to the writer.
-Dialogue journals are interactive and conversational in tone, and, most importantly, they provide an opportunity for authentic writing and genuine communication.
-Teachers can use this type of journal to get to know their students.
-Teachers can pair students together to write back and forth.

# data[].attributes.body
-Students keep personal journals in which they recount the events in their lives and write about topics that they choose themselves.
-Students write in personal journals to develop writing fluency, the ability to write words quickly and automatically so that they can focus on developing their ideas.
-Fluency involves: automaticity, speed, and legibility.
-Appropriate for young children, reluctant writers, and EL's because once students become fluent writers, they are prepared for other types of journal writing.

# data[].attributes.body
Journals:
-To record experiences
-To explore ideas
-To ask questions
-To activate prior knowledge
-To engage the imagination
-To assume the role of another person
-To solve problems
Letters:
-Friendly letters
-Postcards
-Business letters
-Simulated letters