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Grade 4 Writing


Expository Scoring Guide


March 2016


Copyright © 2016, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from Texas Education Agency.


State of Texas Assessments of


Academic Readiness A


A


Grade 4 Writing Expository Prompt


READ the information in the box below.


No matter how old we are, we can always have fun.


THINK about the fun things you get to do as a fourth grader.


WRITE about one reason you like being in the fourth grade. Tell what you like and explain why you like it.


Be sure to —


●● clearly state your central idea ●● organize your writing ●● develop your writing in detail ●● choose your words carefully ●● use correct spelling, capitalization, punctuation, grammar, and sentences


STAAR A Grade 4 Expository


Texas Education Agency Student Assessment Division


March 2016


Score Point 1


The essay represents a very limited writing performance.


Organization/Progression


●q The organizing structure of the essay is inappropriate to the purpose or the specific demands of the prompt. The writer uses organizational strategies that are only marginally suited to the explanatory task, or they are inappropriate or not evident at all. The absence of a functional organizational structure causes the essay to lack clarity and direction.


●q Most ideas are generally related to the topic specified in the prompt, but the central idea is missing, unclear, or illogical. The writer may fail to maintain focus on the topic, may include extraneous information, or may shift abruptly from idea to idea, weakening the coherence of the essay.


●q The writer’s progression of ideas is weak. Repetition or wordiness sometimes causes serious disruptions in the flow of the essay. At other times the lack of transitions and sentence-to-sentence connections causes the writer to present ideas in a random or illogical way, making one or more parts of the essay unclear or difficult to follow.


Development of Ideas


●q The development of ideas is weak. The essay is ineffective because the writer uses details and examples that are inappropriate, vague, or insufficient.


●q The essay is insubstantial because the writer’s response to the prompt is vague or confused. In some cases, the essay as a whole is only weakly linked to the prompt. In other cases, the writer develops the essay in a manner that demonstrates a lack of understanding of the expository writing task.


Use of Language/Conventions


●q The writer’s word choice may be vague or limited. It reflects little or no awareness of the expository purpose and does not establish a tone appropriate to the task. The word choice may impede the quality and clarity of the essay.


●q Sentences are simplistic, awkward, or uncontrolled, significantly limiting the effectiveness of the essay.


●q The writer has little or no command of sentence boundaries and age-appropriate spelling, capitalization, punctuation, grammar, and usage conventions. Serious and persistent errors create disruptions in the fluency of the writing and sometimes interfere with meaning.


STAAR A Grade 4 March 2016 Expository — 1


Score Point 1 In this response, the writer references the boxed information on the prompt page (No matter how old we are, we can always have fun) to create a central idea (no matter how old you get, you will still love it . . . Hiking), but this idea is only weakly related to topic stated in the prompt (one reason you like being in the fourth grade). Although the response is focused on the writer’s enjoyment of hiking, the organization of the essay is primarily formulaic (the first reason, another reason, the last reason) with random, briefly-developed reasons (to see different animals, to spend time with family, to see different plants) followed by the identification of the writer’s favorite tree, plant, and rock. This extraneous information, along with abrupt shifts from idea to idea, weakens the coherence of the essay and results in a very limited writing performance.


STAAR A Grade 4 March 2016 Expository — 2


Score Point 1 In this very limited writing performance, the writer attempts to explain that taking a field trip to Camp Brady is the reason for fourth grade being fun, but then he admits he’s “never really been there.” The introduction and conclusion do not add to the development of this unclear central idea. The writer uses organizational strategies only marginally suited to the expository task when he illogically shifts from good things he’s heard about Camp Brady to a list of animals to a narrative about not having enough spending money. These abrupt shifts from idea to idea, along with weak sentence-to-sentence connections and a lack of sentence boundaries, impede the fluency of the response and make the essay difficult to follow.


STAAR A Grade 4 March 2016 Expository — 3


Score Point 1 The writer of this very limited writing performance attempts to describe events that make fourth grade fun; however, the narrative approach (It all started when it was math time) fails to meet the specific demands of the expository prompt. Instead of describing what he thinks is fun about fourth grade, the writer uses ineffective transitions to create a formulaic chronology of events that happened during the school year (games at the beginning of the year; Christmas/letter to Santa/writing process; quiz in February). In addition, serious and persistent errors in conventions and sentence boundaries disrupt the fluency of the response and interfere with meaning.


STAAR A Grade 4 March 2016 Expository — 4


Score Point 1 The central idea of this very limited writing performance is unclear; the writer states that he likes fourth grade “cause its cool.” Instead of explaining one reason why he likes fourth grade, the writer provides a random list of school subjects that appeal to him. The response is vague and repetitive as the writer begins with “Science is cool” and moves to “Math is my favorite subject” to “I like writing” to “Social Studys is cool” to “ther all cool so is reading,” offering few details to support these ideas. The lack of specificity (There is all kinds of things you can wright about; you get to learn what is this and what is that) and the inclusion of extraneous information (I like to read do you?) disrupt the flow of ideas and demonstrate this writer’s lack of understanding of the expository writing task.


STAAR A Grade 4 Expository


Texas Education Agency Student Assessment Division


March 2016


Score Point 2


The essay represents a basic writing performance.


Organization/Progression


●q The organizing structure of the essay is evident but may not always be appropriate to the purpose or the specific demands of the prompt. The essay is not always clear because the writer uses organizational strategies that are only somewhat suited to the expository task.


●q Most ideas are generally related to the topic specified in the prompt, but the writer’s central idea is weak or somewhat unclear. The lack of an effective central idea or the writer’s inclusion of irrelevant information interferes with the focus and coherence of the essay.


●q The writer’s progression of ideas is not always logical and controlled. Sometimes repetition or wordiness causes minor disruptions in the flow of the essay. At other times transitions and sentence-to-sentence connections are too perfunctory or weak to support the flow of the essay or show the relationships among ideas.


Development of Ideas


●q The development of ideas is minimal. The essay is superficial because the writer uses details and examples that are not always appropriate or are too briefly or partially presented.


●q The essay reflects little or no thoughtfulness. The writer’s response to the prompt is sometimes formulaic. The writer develops the essay in a manner that demonstrates only a limited understanding of the expository writing task.


Use of Language/Conventions


●q The writer’s word choice may be general or imprecise. It reflects a basic awareness of the expository purpose but does little to establish a tone appropriate to the task. The word choice may not contribute to the quality and clarity of the essay.


●q Sentences are awkward or only somewhat controlled, weakening the effectiveness of the essay.


●q The writer demonstrates a partial command of sentence boundaries and age- appropriate spelling, capitalization, punctuation, grammar, and usage conventions. Some distracting errors may be evident, at times creating minor disruptions in the fluency or meaning of the writing.


STAAR A Grade 4 March 2016 Expository — 5


Score Point 2 The writer’s central idea is that he enjoys being in fourth grade because he gets to play basketball. The explanatory quality of the response indicates an awareness of the expository task, but the development of ideas is minimal. Although the writer provides some specific examples about basketball (it is an active sport; it is a more competiteve sport), the inclusion of irrelevant information (One time my coach made me run laps around the gym; Be sure you catch the ball so you don’t get hit in the nose) interferes with the focus and coherence of the essay. The third example (I’ve played it sense pre-k), as well as the perfunctory introduction and conclusion, does not contribute to the development of the central idea. Overall, this essay represents a basic writing performance.


STAAR A Grade 4 March 2016 Expository — 6


Score Point 2 In this basic writing performance, the writer likes fourth grade because fourth graders get more benefits. Although the writer offers some specific examples (I get ten dollars every week because I’m ten years old) and maintains an organizational strategy that is appropriate to the expository task, the progression of ideas is not always controlled due to repetition and weak connections from sentence to sentence and paragraph to paragraph. Minimal development and general word choice (do other fun things, do more things, you can buy stuff) weaken the overall effectiveness of the essay and demonstrate the writer’s limited understanding of the expository writing task.


STAAR A Grade 4 March 2016 Expository — 7


Score Point 2 The writer of this response provides three reasons for liking fourth grade—teacher, friends, favorite subjects—and minimally develops each idea by providing a random, general list of explanations (He teaches us a lot of information; I get to do inspearaments; I get to learn about Texas history). The writer moves from one idea to the next without providing effective connections from sentence to sentence or paragraph to paragraph, which limits the progression of ideas. Awkward sentences (And every morning we are all joy to see each other), as well as the perfunctory introduction and conclusion, further weaken the effectiveness of the response, resulting in a basic writing performance.


STAAR A Grade 4 March 2016 Expository — 8


Score Point 2 The central idea of this response is that the writer likes being in fourth grade because she gets to hang out with her friends. Personal anecdotes frame this essay, but neither the introduction nor the conclusion contributes to the explanation of one reason why the writer likes fourth grade. The overall explanatory quality of the response indicates an awareness of the expository task, but repetitive phrasing introduces three minimally developed reasons, and the inclusion of irrelevant information (I mean we are at Candy Land; I don’t like to brag but, I win all the time in Titanic!) further weakens the effectiveness of this basic writing performance.


STAAR A Grade 4 Expository


Texas Education Agency Student Assessment Division


March 2016


Score Point 3


The essay represents a satisfactory writing performance.


Organization/Progression


●q The organizing structure of the essay is, for the most part, appropriate to the purpose and responsive to the specific demands of the prompt. The essay is clear because the writer uses organizational strategies that are adequately suited to the expository task.


●q The writer establishes a clear central idea. Most ideas are related to the central idea and are focused on the topic specified in the prompt. The essay is coherent, though it may not always be unified due to minor lapses in focus.


●q The writer’s progression of ideas is generally logical and controlled. For the most part, transitions are meaningful, and sentence-to-sentence connections are sufficient to support the flow of the essay and show the relationships among ideas.


Development of Ideas


●q The development of ideas is sufficient because the writer uses details and examples that are specific and appropriate, adding some substance to the essay.


●q The essay reflects some thoughtfulness. The writer’s response to the prompt is original rather than formulaic. The writer develops the essay in a manner that demonstrates a good understanding of the expository writing task.


Use of Language/Conventions


●q The writer’s word choice is, for the most part, clear and specific. It reflects an awareness of the expository purpose and establishes a tone appropriate to the task. The word choice usually contributes to the quality and clarity of the essay.


●q Sentences are varied and adequately controlled, for the most part contributing to the effectiveness of the essay.


●q The writer demonstrates an adequate command of sentence boundaries and age- appropriate spelling, capitalization, punctuation, grammar, and usage conventions. Although some errors may be evident, they create few (if any) disruptions in the fluency of the writing, and they do not affect the clarity of the essay.


STAAR A Grade 4 March 2016 Expository — 9


Score Point 3 In this satisfactory writing performance, the writer introduces the central idea (Mrs. Von Altmen’s stories are definitely why I like being in fourth grade) with an engaging personal anecdote. Although the writer does not fully develop the details of the various stories, the focus of the response is the description of how the stories make the class feel (Mrs. Von Altmen’s stories will make you feel brand new and wonderful). The clear and specific word choice (I laugh…until I think my sides will split; there are frowns and some melancholy) contributes to the overall quality of the essay. Meaningful transitions and good sentence-to-sentence connections support the flow of the essay and show the relationships among ideas. In addition, the writer’s conclusion reflects some thoughtfulness and unifies the response (You can also learn about life; All you have to do is sit back and enjoy the story).


STAAR A Grade 4 March 2016 Expository — 10


Score Point 3 To support the central idea (There is so many fun things you can do!), the writer provides examples that are specific and appropriate (go on field trips, read, go to stations, go to P.E., recess, get on the computer). The development is sufficient as the writer specifies places to go on field trips, station/P.E./recess activities, games available on the computer, and enjoyable websites. The response contains sufficient sentence-to- sentence connections and reflects some thoughtfulness ([reading] makes your imagination go wild, [recess] gives your brain a break from work). The perfunctory conclusion does not contribute to the development of the piece, but the writer demonstrates a satisfactory understanding of the expository task.


STAAR A Grade 4 March 2016 Expository — 11


Score Point 3 The central idea of this satisfactory writing performance is that fourth grade is fun because of Stunt Club. The writer provides sufficient development with appropriate details and examples as she describes the place where Stunt Club is hosted and a routine prepared by the writer and her friend. The writer’s analysis of friendships within the club and the plans to keep working to build the success of Stunt Club provides some substance and reflects the writer’s good understanding of the expository task. In addition, clear word choice and adequately controlled sentences contribute to the effectiveness of the essay.


STAAR A Grade 4 March 2016 Expository — 12


Score Point 3 The writer of this concise satisfactory response presents a clear central idea (doing funrisers is a lot of fun) that is supported by a description of the fundraiser called “teacher pet.” The progression of ideas is generally logical and controlled as the writer recounts the activities at the fundraiser and emphasizes the goal of raising money for the Austin field trip. The tight focus of the response allows the writer to provide specific details (just 20 votes would get us five dollars; the winner was walking around like a cat) that add substance to the essay. The writer develops the essay in a manner that demonstrates a good understanding of the expository writing task.


STAAR A Grade 4 Expository


Texas Education Agency Student Assessment Division


March 2016


Score Point 4


The essay represents an accomplished writing performance.


Organization/Progression


●q The organizing structure of the essay is clearly appropriate to the purpose and responsive to the specific demands of the prompt. The essay is skillfully crafted because the writer uses organizational strategies that are particularly well suited to the expository task.


●q The writer establishes a clear central idea. All ideas are strongly related to the central idea and are focused on the topic specified in the prompt. By sustaining this focus, the writer is able to create an essay that is unified and coherent.


●q The writer’s progression of ideas is logical and well controlled. Meaningful transitions and strong sentence-to-sentence connections enhance the flow of the essay by clearly showing the relationships among ideas, making the writer’s train of thought easy to follow.


Development of Ideas


●q The development of ideas is effective because the writer uses details and examples that are specific and well chosen, adding substance to the essay.


●q The essay is thoughtful and engaging. The writer may choose to use his/her unique experiences or view of the world as a basis for writing or to connect ideas in interesting ways. The writer develops the essay in a manner that demonstrates a thorough understanding of the expository writing task.


Use of Language/Conventions


●q The writer’s word choice is purposeful and precise. It reflects a keen awareness of the expository purpose and maintains a tone appropriate to the task. The word choice strongly contributes to the quality and clarity of the essay.


●q Sentences are purposeful, varied, and well controlled, enhancing the effectiveness of the essay.


●q The writer demonstrates a consistent command of sentence boundaries and age- appropriate spelling, capitalization, punctuation, grammar, and usage conventions. Although minor errors may be evident, they do not detract from the fluency of the writing or the clarity of the essay. The overall strength of the conventions contributes to the effectiveness of the essay.


STAAR A Grade 4 March 2016 Expository — 13


Score Point 4 An engaging anecdotal statement (“Woo! Look at the Circut!” I said) introduces the central idea that the writer loves fourth grade because of the “the cool science experiments.” This focused response includes specific details and explanations about the different science experiments (circuits, air pressure, making stalagmites and stalactites) and reflects a unified and cohesive essay. Meaningful transitions and strong sentence-to-sentence connections show the relationships among ideas and reflect the author’s thorough understanding of the expository writing task.


STAAR A Grade 4 March 2016 Expository — 14


Score Point 4 This accomplished and engaging writing performance presents an abstract approach to describe why an inspirational teacher (Mrs. Forrest) is the reason why the writer likes fourth grade (She makes it motivating to start a new day; Mrs. Forrest makes it as fun as possible with her positive mood). Specific examples and purposeful word choice enable the writer to maintain a strong focus, and meaningful transitions allow him to build the development from sentence to sentence, making his train of thought easy to follow. The organizational structure of this response is developed in a manner that demonstrates a thorough understanding of the expository task.


STAAR A Grade 4 March 2016 Expository — 15


Score Point 4 In this accomplished response, the writer discusses three reasons why safety squad makes being in fourth grade fun (opportunity to help kids, job variety, and available help from friends). The controlling idea of this well-organized essay is supported by specific details and examples (sometimes you don’t see them and they open the car door by themselves, and you don’t want that to happen). In addition, the ideas in this response are woven together with strong transitions and sentence-to-sentence connections (Luckily in safety squad you don’t have to stay at one job the whole semester. In fact I just got my new job) to enhance the effectiveness of the essay. The writer’s effective conclusion further contributes to the overall quality of this response.


STAAR A Grade 4 March 2016 Expository — 16


Score Point 4 This response focuses on the central idea that fourth grade is amazing because “we get to learn and have fun!” The writer supports the central idea by offering three things that make fourth grade memorable (math games, homework club, having a goldfish as the class pet). Each idea is woven together with strong sentence-to-sentence connections (About a month ago, the blue team and the red team were tied. We only needed one more marble each). Ideas are explained and supported with specific details (we battle off head-to-head). In addition, precise word choice (commotion from the lunchroom; big, glittery stickers) and a strong conclusion add thoughtfulness and enhance the effectiveness of this accomplished response.


Grade 4 Writing


Expository | Scoring Guide


March ‘16


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No matter how old we are, we can always have fun.


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have YOU ever done an Activeity so fun that no matter how old you get you will still love it? for me that Activeity is hiking. hiking is very fun. there Are many diffrent reasons I like to hike. the first reason is I to see All the Different Anamals such as deer. oxen buffalow. many diffrent types of birds and sometimes a bobcats anorther reason is I get to spend time with my family the last reason is I get to see diffrent plants. trees and rocks my favorits tree is the soilnt coast red wood my favorite plant is the cactus my favorite rock is the red lava rock. Still to this day hiking is my favorite Activety


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When I come to school each Day I wonder what We are going to Do and I have good parts every now and then like snack time, lunch time, reses, and rotation, plus feld trips but what I rely like about fourth grade is going to camp Brady I hear peple talk about it But I never rely Been I hear stuff like charanchalas liveing there and cactus I won der if theres other anamals there like snakes, ciotss, lisards, and Busards. SOmetimes i tell my mom “Ineed money for camp Brady” and she says“I Dont have money” sonow I have to save up unless she gets money then I askmy Dad Because he will Buy any thing for me and he says “I Dont have any more money ether” then I get mad and this hapens every Day myfrend told me “if you Dont wast any food you can make the techer Jumpin the lake and it made me wonder about Lake Louis and Arrow Point


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It All stared, when it was math time! Ms. Royal said we are going to do a game bored to doy on math.so we where Exidedidofit. And we had to do a chrimas card to santa. Then we where going to do a mech game on the semedoy of the things.


Next, I will tell you abat how we played the gome bored. It was mat time allreerdy.! So Ms. Royal said to day we are going to do a game bored. so She greved the thing S we where going to use. Then She put use in gorap of 4.


Then, It was chrimes.. sowe had to do car for Sata to get all of the thing we wanted. so we did our frist dref and then the mis cheked if it they were good. then you had to do the 2 dorf of Sata.


Finially, It was Febarey of the lo thind! we had to do a mach game of the vocabaerly words we had on the 10’s. I played with my bestfriend and we got a 100% on the Quiz I was so exidoed obout how we got to pleyed a mach game with a freind you had o fa long or not long freinrend


How I will end my stori, s how I am so thinkyul for reading this story. I wish I can go back and tack the fun things we had in the way past or even now or next week


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I like fourth grade caus its cool.


Science iS cool, cause you get to have experaments and they are cool. Mathis my favorte subject all of the fact family I am good at it. I like writing cause you make storysOf trips youmade over the summer, baseball games, baskitball games, going the ocean. Ther is all kinds Of things you can wright about. So what would work for you. Socil studys is cool cause you get to learn what is this and what is that. Ithink it is cool to learn about new stuff. Do you think it is cause I do. Math, writing, social studys, scince, ther all cool so is reading. reading is cool cause you get to read diffrent stuff. I like to read do you.


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I like being in fourth grade. However, I like playing basketball to.


I like being in fourth grade because you get to play basketball. I like basketball because it is an active sport. One time my coach made me run laps around the gym before the game. I also like basketball because in fourth grade it is a more competiteve sport. Be sure you catch the ball so you don’t get hit in the nose! I like it alot because I’ve played it sence pre-k. In my spare time I also like to play basketball or shoot hoops.


Now you know why I like being in fourth grade and why I like playing basketball.


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Fourth Grade Awesomness!


I like being a forth grader because you get more benifits. for example, I get ten dollars every week because I’m ten years old. You get to wander around the Store Sometimes and do other fun things.


When you’re in fourth grade you can do more things at the Rodeo, Sea World, Fiesta Texas, and other places. You can do more things when you are a big kid than when you are a little kid.


In forth grade you can buy Stuff and lower grade kids can’t. You can’t do much when you’re little. I love being a forth grader and doing fun things! It’s just part of fourth grade awesomness!


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Have you ever been in forth grade? I have it is the grade I’m in now. Let me tell you what I chairish about forth grade.


My teacher Mr. Hernandez is kind, pleased and suported teacher to me and to others. He gives other students alot of chanses. He teaches us alot of information to get better and be secsesful to pass the STARR.


My friends Ava, Paulina and Maybrie Suport me and are pleased to see me sometimes. They are kind and gentel with me and we all play the same sport basketball. And every morning we are all joy to see eachother.


My faverite subjects are Math, science and Social Studies the reason why those are my faverite subjects because Math I get to solve problems, Science because I get to do inspearaments and Social Studies because I get to learn about Texas history.


My conclution is forth grade is the best grade because of my friends, my teacher Mr. Hernandez and his teaching.


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As I skiped happily to the room on the first day of school my eyes popped when I saw my friends in my class. I like fourth grade I can hang out with my friends.


One reason why I like hanging out with my friends is when we are at the class parties. I mean we are at Candy Land. There is so much candy, all of us eat it in about five seconds.


Another reason why I like hanging out with my friends is at recess. I don’t like to brag but, I win all the time in Titanic!


My last reason why I like hanging out with my friends is the last day of school. We always say our good-byes, we walk to our buses one last time, and hope to see eachother next year.


As I layed my head on my pillow that night I thought to myself that I know we had sugur hies, an unbeaten champion (that’s me!), and hoping to see eachother next year. Who knows, 5th grade will change, but whoever I end up with I will refer to 4th grade. I like fourth grade because I can hang out with my friends.


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Mrs. Von Altmen’s Stories


After a few moments, everyone bursts with laughter. Even Mrs. Von Altmen is giggling after telling her story. The whole class is happy and smiling. Mrs. Von Altmen’s stories are definitely why I like being in fourth grade.


When I hear her stories, I laugh and laugh until I think my sides will split. I bang on my desk, for that the story is so humorous. Mrs. Von Altmen’s stories will surely make you feel brand new and wonderful!


Sometimes, her stories are a little sad, and occasionally, they are gross. When they are sad, there are frowns and some melancholy. When the stories are gross, there are disgusted looks, but some say “Cool!” Mrs. Von Altmen’s Stories give you a combination of emotions.


There is a variety of subject that Mrs. Von Altmen can tell about. You can experience emotions during the story. You can also learn about life. All you have to do is sit back and enjoy the story.


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Fun Things to do as A Fourth Grader


I love being a fourth grader. There is so many fun things you can do! If you’r lucky you get a nice teacher you can do even more fun stuff! There’s alot of things to do like field trips! You can go to places like parks, movie theaters, civic centers, and more fun places! When you get back from field trips you can do more stuff. I like to read because it makes your imagination go wild and thats fun! Usally on Fridays we go to staitons and play. I like playing games like Around The World. I usally play with friends or classmates. After staions we do a little bit of work and go to P.E.. We play games like Dodge Ball, Kick Ball, Knock Out, and lots more! Oh recess I love to do that. You get to go outside and play on the playground, it also gives your brain a break from work. When you go back in you can get on your computer and play games. There is all kinds of websites you can get on like Yepi, Game Witch, Edheads, kizi, and lots of more fun games! I really injoy beaing a fourth grader, but you only get to be one for some months. I injoy being one and I hope you do to. Have a great time being a fourth grader!


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One reason I like being in the fourth grade is Stunt Club. Stunt Club is only made up of four members, but it is awesome. We do wacky stunts like running sideways on trees. My favorite stunt, however, is doing five or more cartwheels in a row. We always do Stunt Club at recess. I like Stunt Club because it is not big and it’s made up of people who are my friends. Even though Stunt Club is a new club we are already having fun. We all have gotten along and are agreeing with each other so far. We like to host Stunt Club in the dirt are a behind the big oak tree on the playground. We all think Stunt Club is a really fun way to spend our recess time. We haven’t gotten much stunt ideas, but we are going to keep working. My friend Mary and I are preparing a routine to be judged by Robert and Dustan. I made it up. We will do a cartwheel towards each other and do a round-off backwards in the opposite direction. We judge stunts by a score of 1 – 10. I hope we get a 10. Stunt Club has been an incredible success and we hope it continues for the rest of the year!


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I am looking forward to the Austin feid trip and doing funrisers is a lot of fun. There were so many of them. Let’s talk about one that I call teacher pet. I was one of the people there one day and students would come and vote for a teacher. Whichever teacher that had the most votes at the end of the two weeks won. With a qurter for one vote just 20 votes would get us five dollors! It was fun because many people voted more than once and all the money went to the Austin feild trip so all of us can go! It was also funny because the winner had to dress up like a pet and the winner was walking around like a cat!


This was one of the many fun funriser we had that I enjoyed in forth grade.


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Lightbulb!


“Woo! Look at that circut!” I said. I love fourth grade for so many reasons, but I especily like the cool science experiments.


My absolot favorite experiment is the curcits. We made the curcit with a curcit board, a jumbo sized decell, lightbulbs, and wires. We put the wires from the decell to the lightbulb and it lit up. One time we got to put a motor with a decell and made the motor run. Another experiment I like is the aripresure one. We had a cup of water and cardboard, we tumped the cup of water on the cardbord but it did not spill! We also made stalagmites and stalagtites with baking soda and water. First, we stired the baking soda in hot water. Next, we tied a string between the two jars of water. After a Couple of days they formed really cool stalagmites and stalagtites.


I love fourth grade for so many reasons, but I especilly like the cool science experiments. I wonder what our next experiment will be? I can’t wait!


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One reason I like fourth grade


Fourth grade is full of fun and lots of learning. As the different grades have flyed by at Flynn Oaks, they have all seemed quite boring and blan, but this one has been the best. Your probably asking, “Why do you like this paticular grade the most? What is it that makes it so fun and joyful?” Well, one reason I like fourth grade is because of my teacher. She makes it motivating to start a new day, and is always by my side when I need help the most.


Learning is usally not there fun at all, but my teacher, Mrs. Forrest, makes it as fun as possible with her positive mood. For example, when my teacher reads a book out-loud to the class, she expresses her thoughts as if the character was actually real, and has come to life. She also explains difficult words in a story so we can visulize it easier in our head. In science, she thinks outside the box, and shows us 3D models of a figure. In the most dreadful subject, history, she cuts down some of the work, or gives us another day to turn a project in, unlike the other fourth grade teachers.


On the other hand, she shows that she cares about me by using the 7 habits to help work out a situation. If i’m scared or sad, she never screams or walks away. Instead, she makes me laugh by telling funny storys about her family wich seems to spice up the day. With her motivating spirit, she makes me want to come to school everyday. Even on the weekends!


This is what makes fourth grade so fun and inspiring to learn. All that she does to help, and how caring she is. It’s all because of my loving teacher. No one could ever replace her. She’s a one of a kind. Even though this is only one reason why I like fourth grade, it’s one of the best reasons why I love it so much.


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Do you like fourth grade? Well I do enjoy it. One big reason is that at my school when you get to 4th grade you can sign up for safety squad. If you don’t know what I am talking about I will make you feel like you know exactly what it is.


Safety squad gives you a great oppurtunity to help kids, open their car doors at dissmissle or answer their questions. I enjoy helping them but sometimes it can be a little rough. While helping kids we have to always pay attention because you don’t want to miss your job. Sometimes you don’t see them and they open the car door by themselves and you don’t want that to happen.


Luckily in safety squad you don’t have to stay at one job the whole semester. In fact I just got a new job. We get a new job every 6 weeks and this was my first new job. The job I started with was opening car doors for kids, but now I monitor the cafeteria at the end of the day while kids are waiting for their number to get called.


In safety squad another good quality is that you always get help if you don’t know what to do at your patrol. When I got my new job my friend had to tell me what to do and sometimes it’s as simple as asking a teacher. Usually that’s not the case though we don’t get help we help the kids. Finally when we are done with our patrol we go home.


As you can see safety squad is very important to me. Next year in 5th grade I hope that I can train an set an example to the fourth graders just as well as the fifth graders trained me for safety squad.


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I think almost every year is any thing exciting going to happen ? I have never loved school until this year! Fourth grade is amazing, we get to learn and have fun!


One of my favorite things is all the divison and multipulca-tion games we get to play. When we play games we get marbels for are team, or my favorite suckers! About a month ago the blue team and the red team were tied. We only needed one more marble each and whoever won whould get a prize. We battel off head to head when finally Mrs Caster said last game. I had said the anserwer as fast as I could the blue team had won!


I used to hate homework but now I love because we have homework club. Here is how it works. We have to turn in our home work on time and compelete, and if we do those task we get to lunch in the classroom and have a yummy desert. The thing I like most about home work e is you don’t have to listen to the comotion from the lunch room. When you get to do that it turns your frown upside down.


I love all these things but I will have to say having a goldfish as a class pet is my favorite. Each person in the class gets to feed him every two weeks. When we get free time we get to put big glittery stickers on his Tank. Every single person in my class can remember when she brought the fish to school we were jumping for joy it was the best day.


In every school and grade I’ve been in we have done some fun stuff. I have to admit. But this year we have done everything I’ve hoped for. As the years go by I will never forget fourth grade.


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