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Before students began their narrative writing, we discuss the writing process and what it looks like. Students were given this mini anchor chart to glue into their writer's notebooks to refer to during the writing process.

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Parent newsletters were sent home at the beginning of each week to prepare parents and students for the upcoming week! After some discussion with parents, week 2 and week 3 newsletters included phonics and reading tips for parents to work with their students at home.
The students enjoyed the themed days and special snack days on Tuesdays!

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Students were asked “If you were the first person on any planet, what would you do and why?” and then given about 7 minutes to write as much as they could.
I was looking for students ability to write, using punctuation and appropriate capitalization.

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Students were given a web graphic organizer to promote brainstorming for their first narrative writing piece.
Students were given the topic "Space" to put in the middle of the web and then they had to create related topics for their stories.

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Students were given another graphic organizer to structure their writing from beginning to middle to the end.

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This is an example of a final draft of a student's narrative writing.

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Students were given a graphic organizer to allow them to brainstorm about their opinions when asked "If you could live on any planet, what would it be and why? Or

Would you create your own planet that doesn’t exist and what would be like?"

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This is an example of a final draft from a student.

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Students were provided with an editing checklist as they entered the revising and editing stage of writing. They glued these checklists in their writer's notebooks so they could be referred to throughout the camp.

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As we were talking about narrative writing, students were provided with sentence stems to help them write complete sentences and keep their stories flowing.

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Students used a checklist as they wrote their Persuasive writing pieces to make sure they were including each step that was discussed during whole group instruction.

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Students were broken into groups that rotated between 4 stations that were run by the camp directors. Thee groups were about 25 mins each with some stretching breaks in between.

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Students were grouped originally by grade level. After pre-assessing and getting to know student behavior, some students were moved around to create these 4 groups.

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Hybrid teaching looks a little different.... but here is a student showing their final brainstorming web before they begin their narrative writing.

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Working with a group of students as they edit each other's writings.

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Working with a student to create a conclusion for their narrative writing.

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Students are finishing their final drafts of their opinion writing pieces.

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Check out this presentation designed by Ally Lewis.

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Check out this presentation designed by Ally Lewis.

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Students used the checklists provided to edit their work and make sure their final drafts were ready for publishing.

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The majority of students showed growth in one or more of the writing categories. Both assessments were graded using a 3-piece rubric focusing on capitalization, punctuation, and structure. All of these categories were addressed in whole group lessons throughout the camp.