OSD 5 Star Writing Program Third Grade Letter Writing

Transcription

1 OSD 5 Star Writing Program Third Grade Letter Writing California Standards Writing Strategies 1.1 Create a single paragraph. Develop a topic sentence. Include supporting facts and details 1.2 Write legibly 1.4 Revise drafts to improve the coherence and the logical progression of ideas by using an established rubric Writing Applications 2.3 Write personal and formal letters, thank you notes and invitations a. Show awareness of the knowledge and interest of the audience and establish a purpose and context b. Include the date, proper salutation, body closing and signature. Language Conventions 1.1 Sentence Structure 1.2 And 1.4 Use subjects, verbs, pronouns, adjectives, articles correctly. 1.3 Use past, future and present tense verbs Punctuation, Capitalization and Spelling Step Up to Writing Resources for letter writing (See separate page of additional Step Up Resources) Teacher s Manual Primary K-3(Green Spiral bound) page 390 Tools Binder Primary K-3 (Green) #9-10 Format Heading and Greeting (no color) Green: Topic sentence tells purpose or introduction Yellow: Star Idea Red: explain Yellow: Star Idea Red: Explain Yellow: Star Idea Green: Conclusion gives final thoughts Closing and Signature (no color) Number of yellow star ideas and red explanations can be flexible, depending on topic or individual student level.

2 OSD Five Star Writing Program Sample Scaffolded Unit Plan Grade 3 Unit Two: Letter Writing Weeks Monday Tuesday Wednesday Thursday Friday Week One I do Teacher modeling with Guided Practice Week Two We do Guided Practice with Teacher modeling Less Scaffolding Teach Letter Format. Use letter format page. See separate page for parts of letter correlations to body parts (TPR). Show sample letter ( Dear Class ) to demonstrate format only (not content or organization.) Review letter format with TPR and Elements of a Letter. Present a different practice prompt. Color code blank outline, then brainstorm and complete it together. Students can fill in their own ideas or use whole class ideas modeled by teacher. Review Step Up Colors and procedures. Review basic paragraph. Discuss Elements of a Letter (separate page) Read sample letter ( Dear Class ) to show finished product and model sample outline. Review 5 parts of letter with TPR. Give students copy of sample letter to circle and label the 5 parts. Practice writing topic sentences for this prompt. Model and Brainstorm possible sentences. Students choose one or write their own. Do the same with conclusion sentences. Give students a copy of the sample letter. Display the sample outline. Have students find the sentences that correspond with the topic sentence, star ideas, explanations and conclusion sentences. Color code the sample letter. Using the outline brainstormed together on Monday, guide students to write each sentence of their own version of the letter. Orally produce sentences from phrases on outline. Model if needed. Use letter format page. Collect completed letters to see where additional instruction is needed. Give students a copy of the blank outline. Color code and review the 5 parts and format. Present a prompt. (See separate page with ideas or practice outline) Model completing the outline with students contributing ideas. Outline Sort. Review outline format (G, Y,R,Y,R,Y,R,G) Guide students through the process of sorting out the ideas into outline form, matching yellows and reds. Color code the phrases and sentences on the outline sort and on the actual outline. See outline sort on separate page. Model drafting the letter in correct format from the outline. (Use letter format page). Model topic sentence. Have students orally form each sentence from the outline with a partner or whole class. Model writing each star idea or explanation into sentence form. Students write while teacher models. Color code each sentence to match the outline. Letter Sort: Review letter format. Guide students through the process of writing the letter in complete sentences and correct letter format. Use letter format page or display only. See sentences and parts of letter on separate page. Color code the sorting page and the finished letter.

3 Week Three We do Still with Teacher modeling Week Four We do Less modeling Topic Sentence Guided Practice (See separate page) or instruction on skill/s noted from collected student work last Wednesday or Friday. Topic Sentence Guided Practice (See separate page) or instruction on skill/s noted from collected student work last week. New Prompt Brainstorm topic sentences and have them write their own. Give students an outline with star ideas (See sample letter to 2 nd grade teacher). Brainstorm reds and have them write their own ideas on outline to match the yellows. Brainstorm conclusions and have them write their own. Review letter format. Write letter from the color coded outline. Display letter format page, but have students write on plain lined paper. Color code to make sure that all ideas from outline are included in letter. Model Revision using student rubric: Topic and Conclusion sentences, star ideas and red explanations, voice and sentence structure. (#1-6 on the Student Rubric) Students revise their own letter for each element as modeled. Model Editing for letter format, Punctuation, Capitalization, Spelling and grammar. (Student Rubric #7-12) Use same procedure as yesterday. Collect student letters. More Practice: Independent or Guided, as needed. Review letter format, elements of a letter, outline and color coding. Give students a prompt and guide them through the same process towards independence. Note: The number of yellow stars and reds on the outline can vary depending on the topic of the letter. Work on revising and editing, using Student rubric. Use their practice letters as samples when teaching the revising and editing parts of the Writing Process. Students can work with partners. Teacher can work with individuals or small groups as needed. Collect student work to determine additional instruction if needed. Week Five You do Taking down the scaffolding Final independent practice before assessment. See Practice Prompt and follow Assessment procedures for 3 days. Collect and score using Student Rubric. If needed, work with individuals or small group, based on last week s observations. Final instruction for individuals, small group or whole class, based on last week s observations. Return student letters with individual feedback written on Student Rubric. Students revise, edit and/or rewrite as needed. Week Six Independence Notes: 1. There are two letter outlines included in this unit. The Beginning of the Year outline has only 1 red explanation for each star idea. The End of the Year outline has two reds per star idea. 2. At any time of the year, please feel free to vary the outline as needed for the purpose of the letter and or student level, as long as correct letter format is used. FINAL ASSESSMENT: See Assessment prompt, Assessment procedures, 3 days. Collect and score, using comprehensive rubric.

4 Oxnard School District 5 STAR WRITING PROGRAM This unit is a component of the comprehensive district wide K-6 instructional program which utilizes Step Up to Writing strategies and ideas. Before implementation, teachers should have training in Step Up to Writing before, and participate in the following two components of professional development that were designed specifically for the OSD 5 Star Writing Program: Overview of the Program powerpoint presentation for all grades, intended to be viewed by whole staff at a school site. Grade level specific DVD with explanation of grade level standards and pacing guide, as well as units of instruction and assessment and demonstration lesson, designed to be viewed in grade level meetings. Questions that might arise when implementing this unit or others can most likely be answered by viewing the Grade level specific DVD. Please refer to specific chapters by topic on the menu of the DVD. This unit is designed to be implemented in the sequence of the grade level pacing guide, as the skills and concepts build upon each other. Materials developed for instruction and practice are adapted from Step Up to Writing in order to make specific applications to California State Standards and genres taught at each grade level. Rubrics are based on state standards as well as Step Up concepts. Decisions regarding the pacing and sequence of the genres taught were made with input from teachers in various sites in the Oxnard School District. For more information on the development of the project, please view the Overview. All unit plans, lesson plans, instructional and practice materials were developed by Connie Korenstein, except for the actual Step Up to Writing resources that are included. Additional Step Up resources are referenced and listed in this unit. Each teacher should also have a copy of the District-wide Pacing Guide for K-6, their specific Grade Level Pacing Guide and the District-wide Continuum of Skills and Concepts. This provides continuity and consistency. In order for the program to be successful as developed, full implementation K-6 is necessary. Connie Korenstein conniek22@roadrunner.com

5 Special Note: This unit is SUPER SCAFFOLDED. Your students will need this scaffolding during the first year or two of the program. By the third year, if students have been participating in the 5 Star Writing Program, they will be more familiar with the content, the techniques and the vocabulary. They will come to you as more skillful writers. At that time, you will be able to move through the instructional process at a quicker pace. Then you will have time to teach beyond the basics of this unit to include more creative techniques through the Revision process. Please see pages listed in the Resources table for Step Up to Writing ideas and resources to use when you are ready.

6 Note to Teachers About Accessing 5 Star Unit Materials Online You may want to customize some of the practice materials in this unit to better meet the needs of your students or to create additional practice materials. Please contact Ronit Driver in the Curriculum Department for information on how to access all materials for all units for your grade level. Each unit has been saved in both pdf format and in Word and is available for teacher use. Color coded posters for your grade level for each genre are also available online.

7 Parts of a Letter and Body Parts for TPR (Total Physical Response) Heading Head: Put two hands on head, raise each hand for address and date. (Address comes first so it would be the left hand) Greeting Shoulders or Mouth Body Cross arms over torso Closing ankles or shins Signature toes While modeling and explaining the parts of the letter, students should be following your actions. To review, put your hands on a body part and ask which letter part that is. Or say a letter part and have students show you with their body parts where it is on the letter. Have several students model as the entire class recites the 5 parts. Have students call out letter parts and have the rest of the class show where they are on their bodies. After going through the body/letter parts, help students identify right and left hands so they can understand where the different parts of the letter go on the page. After the first introduction, for the heading you can get more involved. The left hand it the address: Use different fingers of that hand for the parts of the address (street, city, zip code) The right hand is the date: Use 3 fingers for month, date and year).

8 Third Grade Letter Outline: Beginning of the Year Heading: Address Date Greeting: Dear, Topic Sentence = Why are you writing? Or introduction Green Star Idea: Yellow Red-----Explain or example Star Idea: Yellow Red-----Explain or example Star Idea: Yellow Red-----Explain or example Conclusion sentence =Your final thought Green Closing Signature

9 Letter Format Heading Address Date Greeting Dear, B O D Y INDENT! OF L E T T E R Closing, Signature

10 Your School Oxnard, CA Date Dear Class, I am excited to teach you about writing third grade letters. Today is a special day. It is the day that you are going to start learning about how to write letters. Writing letters is a very important skill for you to learn in third grade. It will help you to explain your feelings and ideas to other people. We will work on this together for the next few days and weeks. I will share some of my letters with you and you will write your own letters. I hope that you will enjoy learning to write letters! Third grade sample letter Your teacher,

11 Third Grade Sample Letter Outline Heading: Address Date Greeting: Dear Class, Topic Sentence = Why are you writing? I am excited to teach Green you about writing third grade letters Star Idea: Special day today Yellow Red-----Explain or example learn about writing letters Star Idea: Important skill Yellow Red-----Explain or example explain feelings and ideas Star Idea: Work together Yellow Red-----Explain or example my letters and your letters too Conclusion sentence =Your final thought I hope that you will Green enjoy learning to write letters! Closing Signature

12 Practice Prompts for Letter Writing Third Grade 1. Write a letter to your cousin to tell him or her about your school. Tell three things about your school and why you like it. Sample School Oxnard, Ca January 13, 2011 Dear Jessica, I m in third grade now and I want to tell you all about my school. We have really good lunches here. They let us pick out what we want to eat so we don t waste food. My class goes to the computer lab twice a week. I really enjoy learning about typing and playing math games. The best thing about my school is my teacher. She helps me when I don t understand something. Your cousin, Christina 2. Letter to second grade teacher See practice outline 3. Letter to parents about class rules or a class rule of concern 4. Letter to parents about an event coming up (fundraiser, back to school, field trip) 5. Letter to teacher about what you like to do at home 6. Letter to parents convincing them of something that you want 7. Letter to principal about your ideas for improving something at school. 8. Letter to your teacher about a book or story that you read (book report alternative) 9. Letter to the mayor of Oxnard about your ideas for city improvements 10. Letter to a local business or institution asking for information about the city. 11. Thank you letter to someone in your family who helps you. 12. Thank you letter to someone at school who helps you.

13 Practice Prompts for Letter Writing from HM Themes 1 and 2 1. Using the prompt from Houghton Mifflin at the end of the selection, The Ballad of Mulan, guide the class to write an outline first and then a letter from Mulan to her father. Use the setting of the Yellow River. Refer to the anthology pages Sample Class Written Letter Yellow River China Long Ago Dear Dad, I am lonely and I miss you. I am at the Yellow River. It has lots of white water and yellow dirt all around. We are camping here for a little while. We stopped here because we are on our way to Black Mountain to fight battles and win the war. I m excited to be here. I am the only girl here with all of these soldiers. I hope I can come home soon. Love, Mulan 2. Another letter from Mulan to her Father, this time from the royal palace. Refer to the anthology, pages The Lost and Found: Write a letter to the 3 characters in the story, telling them what you think they could have done differently. 4. The Waterfall: Pretend that you were on the hike to the waterfall. Write to a friend telling about your adventure. 5. The Keeping Quilt: Write a letter to the author telling what you liked about the story. 6. Anthony Reynoso: Born to Rope: Write a letter to Anthony to ask him more information about his roping skills. 7. The Talking Cloth: Pretend that you are Amber. Write a thank you letter to Aunt Phoebe. 8. Dancing Rainbows: Write a letter from Curt to his Grandfather. Tell him what you like about the dancing tradition.

14 Third Grade Letter Practice Outline with Star Ideas Write a letter to your second grade teacher about third grade. Tell what you like about third grade and what you have learned so far this year. Heading Greeting, Green Topic sentence (Why you are writing ) Yellow What s different in third grade Red --- Explain Yellow What you like Red --- Explain What you have learned Yellow Red --- Explain Conclusion Green Closing Signature

15 Outline Sort Letter Topic: Third Grade Math Sort out these parts of the letter and phrases. Where do they belong on your outline? Color code the phrases, ideas and sentences on this page first. Heading, Greeting, Closing or Signature? Dear Parents, Your child, School Oxnard, California November 18, 2011 Jazmine Topic or Conclusion Sentence? I am going to learn so many new things this year in Math. It s going to be a great year! Yellow Star Ideas or Red Explanations? Multiplication Fractions Problem solving Memorize tables 1-10 Parts of whole shapes and numbers Understanding and finding solutions

16 Letter Sort Topic: Third Grade Math This page goes with the outline sort you completed yesterday. Sort out these sentences to write a letter in the correct format. Use your outline to guide you. First color code the sentences. Then write the sentences in the correct order. Add the heading, greeting, closing and signature to make a complete letter. Multiplication is a new Math topic for third grade. Problem solving is going to be harder in third grade. I can t wait to learn more about fractions this year. We ll learn how to understand problems and find solutions. It s going to be a great year! We have to memorize the multiplication tables from 1 all the way to 10. Fractions means learning about parts of whole shapes and parts of numbers. I m going to learn so many new things in Math this year.

17 Step Up Resources for Paragraph and Letter Writing Topic Simple Outlines and sorts Tchr s Manual 2 nd Edition All grades (Blue and Yellow binder) Primary Step Repro ducibles K-3 2 nd Edition (green and yellow spiral bound Classroom Repro ducibles nd Edition (blue and yellow spiral bound) Tchr s Manual Primary K-3 (Green Spiral bound) Tools Binder Primary K-3 Green Tchr s Manual Intermediate 3-6 (Red Spiral Bound) Tools Binder Intermediate 3-6 Red Repro ducibles for Begin ning Writers (Yellow cover In English and Spanish) Color Coding and Writing Elements Writing Process Sentence Formation/ Mastery Paragraph frames Topic Sentences Conclusions Letter writing Editing Revising Narrative , ,

18 The topic sentence of your letter tells your reader the purpose of your letter or the reason why you are writing. The topic sentence or first sentence of the body usually tells your reader what your main topic of the letter is. I really enjoyed spending the weekend with you! In a formal letter, if you don't know the person you are writing to, you may want to introduce yourself in this sentence. I am a third grader at Happy Street School in Oxville, CA Sometimes in a friendly letter, you can just make your topic sentence an additional greeting. This would be used for a letter that doesn t have a specific purpose, just a few words between friends. Hi! How are you? *************************************************************** Can you match these topic sentences to these letter prompts? Letter Prompts Topic Sentences Write a letter to your parents about a new I really enjoyed reading your book, class rule. Ramona the Pest. Write a letter to principal about your ideas for Thank you for helping me with my improving something at school. homework. Write a letter to the 3 characters in the story, My classmates and I all think that The Lost and Found, telling them what you we should have a longer time for think they could have done differently. recess. Write a letter to the author telling what you liked about the story. Write a thank you letter to someone in your family who helps you. I liked reading your adventure story, but I have some advice for you for the next time you get lost. We have a new rule at school that I want you to know about.

19 Student Friendly Rubric for Letter Writing Name Date Topic or Title Score 1 Below Basic Score 2 Basic Score 3 Proficient 1. Topic Sentence states purpose or introduction 2. Conclusion sentence gives final thoughts 3. Voice Are you speaking to your reader? 4. Star Ideas (Yellow) in sentences 5. Explanations (Red) give details 6. Are your sentences: Complete? No run-ons? Not too short? Not all same? 7. 5 parts of the letter included (heading, greeting, body, closing, signature) 8. Correct format (everything in the right place and body is indented) 9. Capitals and Punctuation 10. Spelling 11. Grammar 12. Neatness Score 4 Advanced Rubric Score = What I can do to revise my paper and make it better:

20 Oxnard 5 Star Writing Program Grade 3, Unit 2 FINAL PRACTICE Writing Genre: LETTER Prompt: Think about the characters in the stories you have read in Theme 2: Celebrating Traditions. Choose a character you like and write a letter pretending to be that character. Write the letter to your teacher telling him or her all about this tradition. Directions: Write a letter to your teacher, about a tradition as the character in the story you choose. Tell three ideas about the tradition, for example: why you like it, what you do and who helps out. Include examples and explanations to tell more about your ideas of the tradition or celebration. Make an outline before you begin writing. When you write your letter, be sure to include all of the 5 parts of the letter, in the correct format. When you finish writing: Compare your letter to your outline and color code to make sure that you included all of your star ideas and most explanations. Use this checklist to revise, edit and proofread your letter. Revise your paper to make it better. Does your letter follow your outline? Does your topic sentence tell your purpose for writing? Do you have star ideas that match the topic? Did you use examples from the story to explain? Do your sentences make sense? Do your sentences sound all the same or are they different? Do you have a good conclusion sentence? DID YOU INCLUDE ALL 5 PARTS OF THE LETTER? Edit and Proofread to make it correct. Did you indent? Are your sentences complete? Did you use correct capitalization for titles and names? Did you use correct punctuation? Did you use correct grammar (verbs, nouns and adjectives)? Did you spell all words correctly?

21 Prompt: Think about the characters in the stories you have read in Theme 2: Celebrating Traditions. Choose a character to write a letter to, telling about a tradition that your family has. Directions: Write a letter about a tradition that your family celebrates. Tell three ideas about your tradition, for example: why you like it, what you do and who helps out, where or why you have this tradition. Include examples and explanations to tell more about your family tradition or celebration. Make an outline before you begin writing. When you write your letter, be sure to include all of the 5 parts of the letter, in the correct format. When you finish writing: Compare your letter to your outline and color code to make sure that you included all of your star ideas and explanations. Use this checklist to revise, edit and proofread your letter. Oxnard 5 Star Writing Program Grade 3, Unit 2 ASSESSMENT Writing Genre:LETTER Revise your paper to make it better. Does your paragraph follow your outline? Does your topic sentence tell your purpose for writing? Do you have star ideas that match your topic? Did you use examples to explain? Do your sentences make sense? Do your sentences sound all the same or are they different? Do you have a good conclusion sentence? DID YOU INCLUDE ALL 5 PARTS OF THE LETTER? Edit and Proofread to make it correct. Did you indent? Are your sentences complete? Did you use correct capitalization for titles and names? Did you use correct punctuation? Did you use correct grammar (verbs, nouns and adjectives)? Did you spell all words correctly?

22 Grade 3 Unit 2 WRITING ASSESSMENT PROCEDURES for Teachers and Students (Use same procedures for Final Independent Practice.) 1. Show students the prompt on the document camera or give them their own copy. 2. Read the prompt together and discuss it completely to make sure students understand the task. 3. Do not discuss the content of the prompt or give examples. 4. Do not brainstorm ideas, or have students share ideas. This should have been done during Instruction and Practice, during previous weeks. 5. Give each student a blank copy of the same type of outline that you have been using in class for practice paragraphs. 6. Instruct students to color code the outline before completing it. 7. You may guide them through the completion of the outline to keep everyone on task, but do not discuss content or model for them. (Example: Fill in your topic sentence. Or Write you first star idea now. ) 8. Take two - three days to complete this. For example: on Day One, discuss prompt and have students independently complete outline. On Day Two, students should transfer ideas from outline to paragraph form. Day Three Revision and Proofreading 9. After everyone has completed their paragraphs, read the Revision and Proofreading checklists together, and have students look back at their paragraph to answer the questions. 10. Students may refer to dictionaries or posters that are in the room, any resources that are usually available to them. Final Step: Students place their outlines and paragraphs side by side and check their paragraph for completeness by color coding the paragraph, matching up ideas to sentences.

23 OSD 5 Star Writing: Grade 3 Scoring Rubric for LETTER Student Name Date Score Scoring Directions: Analyze each element below. Score holistically, considering the majority of the elements, but with more emphasis on the first 5 elements (format, ideas, organization and sentences.) Elements of the Letter Letter format W2.3b Paragraph organization W 1.1 Ideas/Content W1.1 W2.3 a Topic and Conclusion sentences W 1.1 W2.3a Sentence Fluency And Structure WOLC1.1 Writing Conventions: Capitalization and Punctuation WOLC Point BELOW BASIC Missing more than 2 parts of the letter. Statements loosely related to topic. No order or organization Extraneous info. Little or no detail related to topic Sentences do not serve purpose or are missing. Sentences choppy, or fragmented, awkward or rambling More than 5 errors in grade level capitalization and punctuation. 2 Points BASIC May be missing 1 or 2 parts of the letter. Statements related to topic. Partially follows outline. Star ideas understandable, but simplistic. Needs more explanations Sentences too much alike or one is missing or does not serve purpose. Sentences mechanical, repetitive or simplistic. 4-5 errors in grade level capitalization and punctuation. 3 Points PROFICIENT All five parts of the letter are included. Statements related to topic. Purpose apparent. Star ideas and explanations can be identified. Follows outline completely Clearly focused with sufficient details to support star ideas. Star ideas are valid. Voice shows awareness of audience. Topic sentence conveys purpose, Conclusion wraps up. Sentences not the same. Sentences flow. Complete and coherent Uses caps for sentences, proper nouns, I, greetings, months, days, titles and initials. Correct end punctuation, commas, quotation marks, apostrophes No more than 3 errors 4 Points ADVANCED All parts included with correct spacing and punctuation. Focused and organized. Clear connections between star ideas and explanations Beyond expectations. Exceptionally clear and focused. Star ideas are original and well developed with rich details and voice Original and varied topic and conclusion sentences Sentence patterns consistently varied, and effective Transitions well used. Varied vocabulary No errors on grade level punctuation or capitalization. Spelling WOLC 1.8, 1.9 Grammar and Usage WOLC Many misspelled words, including 3-4 letter short vowels 5 or more errors Spells 3-4 letter short vowel words and sight words correctly May have 4-5 errors Spells cvc, long vowel, r- controlled, consonant blends, and common irregular words correctly. May have 3 errors Many errors Several errors Nouns, present and past tense, adjectives and contractions Spells grade level appropriate words correctly, including contractions, compounds, homophones and 3 rd grade patterns Variety of grammatical forms correct.

24 FOR TEACHER RESOURCE ONLY Friendly Letter Format (from Dear Name of Recipient, 3 Return Address Line 1 1 Return Address Line 2 Date (Month Day, Year) 2 4 Body in Paragraph format, Don t forget to indent the first line..... Closing (Sincerely...), 5 Signature 6 P.S. 7 In the friendly letter format, your address, date, the closing, signature, and printed name are all indented to the right half of the page (how far you indent in is up to you as long as the heading and closing is lined up, use your own discretion and make sure it looks presentable). Also the first line of each paragraph is indented. Your Address 1 All that is needed is your street address on the first line and the city, state and zip on the second line. (Not needed if the letter is printed on paper with a letterhead already on it.) Date 2 Put the date on which the letter was written in the format Month Day Year e.g. August 30, Skip a line between the date and the salutation. Salutation 3 Usually starts out with Dear so and so, or Hi so and so. Note: There is a comma after the end of the salutation (you can use an exclamation point also if there is a need for some emphasis). Body 4 The body is where you write the content of the letter; the paragraphs should be single spaced with a skipped line between each paragraph. Skip 2 lines between the end of the body and the closing. Closing 5 Let's the reader know that you are finished with your letter; usually ends with Sincerely, Sincerely yours, Thank you, and so on. Note that there is a comma after the end of the closing and only the first word in the closing is capitalized. Signature 6 Your signature will go in this section, usually signed in black or blue ink with a pen. Skip a line after your signature and the P.S. P.S. 7 If you want to add anything additional to the letter you write a P.S. (post script) and the message after that. You can also add a P.P.S after that and a P.P.P.S. after that and so on.

25 Purpose of a Friendly Letter (from A friendly letter (or informal letter) is a way of communicating between two people (sometimes more) who are usually well acquainted. There are many uses and reasons for writing a friendly letter but friendly letters will usually consist of topics on a personal level. Friendly letters can either be printed or hand-written. Friendly Letter Writing The friendly letter is typically less formal than that of a business letter. Usually the first paragraph of the body will consist of an introduction which will give the recipient an idea about why you're writing to them with a short summary of the main topic of your letter. If you don't know the person you are writing to, you may want to introduce yourself in this introductory paragraph as well. The next few paragraphs will usually consist of the message you want to get across along with any details you may want to convey. The last paragraph will usually be the conclusion where you wrap everything up. You can sum up your main idea in this paragraph, thank the recipient for their time, wish the recipient well, and/or ask any questions. Since friendly letters are less formal, you can feel free to write it however you like, but the above format is fairly common. Sample Friendly Letter 506 Country Lane North Baysville, CA July 16, 2007 Dear Susan, It feels like such a long time since the last time I saw you. I know it's only been several weeks since I saw you. So far my summer has been great! I spend my all my weekends at the beach. I am getting a nice tan and you can no longer say I am paler than you. I have been playing lots of volleyball, surfing and building a nice collection of sea shells. Just this past weekend I took second place in a sandcastle building contest! On the weekdays I work. I drive an ice cream truck around and sell ice cream to the kids. It is so cool. It is a combination of the two things I love most, ice cream and kids. The pay isn't too great but I love the job so much. I hope the summer's been going well for you too. There's only a month and a half left in summer vacation and after that it's back to school. Would you like to meet up some time before school starts? P.S. John Austin says hi. Your friend, Signature

26 Third Grade Letter Outline: End of Year Heading: Address Date Greeting: Dear, Topic Sentence = Why are you writing? or Introduction Green Star Idea: Yellow Red-----Explain or example Red-----Explain or example Star Idea: Yellow Red----Explain or example Red-----Explain or example Star Idea: Yellow Red-----Explain or Example Red-----Explain or example Conclusion sentence =Your final thought Green Closing Signature

27 Third Grade Letter Outline Heading (Address) (Date) Greeting (Dear), T Topic Sentence: Why are you writing? INDENT! Slow down! Star Idea Explain Stop! Slow down! Star Idea Explain Stop! Slow down! Star Idea Explain Stop! C Conclusion: Your final thoughts or feelings Closing Signature

28 Elements of a Letter Correct letter format: Heading Greeting Body Closing Signature Topic sentence telling why you are writing 3 Star Ideas Explanations Conclusion Voice (Speaking to someone) Revised for sentence structure Edited for correctness: Spelling, Punctuation, Capitals Final Draft written neatly