Lost Tooth

This week for our writing assignment, we worked on personal narratives. My students wrote about the first time they lost a tooth. If they couldn't remember when that happened then they wrote about their most memorable time when they lost a tooth. If they didn't lose a tooth yet, then they wrote about how they hope it happens.

We talked about important details to add to the writing. Important details included when it happened, how it happened, how did it feel, and a few others. After they wrote a rough draft, I conferenced with each student to see if they wanted to add more details and to see if they missed any end marks, spacing, or capitals. I also had them read it to me so they could hear it out-loud and to see if it made sense.

After they finished their final copy, they painted a picture of their toothless grin. The paintings turned out FANTASTIC! Why is there always a painting or picture with their writing? Well, I feel that it is important to have a method of displaying or publishing their writing. We have discussed how paintings, photographs, and illustrations tend to draw us into reading a book, just as their paintings draw people into reading about the lost tooth experience. Below are a few of the lost tooth writings.

 (I love the spelling of "mucey" in this writing.)

 (GREAT "sound spelling" happening in this writing!)

 (I love the last detail: "It fell out without wiggling it.")

 (This student's mom made a tooth pillow for his tooth.)

(This student had not lost a tooth yet. This is how he wants it to happen.)

I was delighted with all the great details in their writing. They did great with their "sound spelling" as well as their conventions. The Tooth Fairy has collected a lot of teeth just from my classroom. :)