Eva Adolfo - Brownfields Elementary 1 AUTHORS ARE NOT BORN; TEACHERS MAKE THEM! WRITING RESOURCES...

Eva Adolfo - Brownfields Elementary

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AUTHORS ARE NOT BORN; AUTHORS ARE NOT BORN; TEACHERS MAKE THEM!TEACHERS MAKE THEM!

AUTHORS ARE NOT BORN; AUTHORS ARE NOT BORN; TEACHERS MAKE THEM!TEACHERS MAKE THEM!

WRITING WRITING RESOURCES FOR RESOURCES FOR

ELEMENTARYELEMENTARY


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Writing Activity # 1Writing Activity # 1Writing Activity # 1Writing Activity # 1

Name that adjective!Name that adjective!


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Descriptive• Details • You can picture it • See it in your mind • Hear it, feel it, smell it, taste it • Seems almost real


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DESCRIPTIVE WRITING

• Descriptive writing makes those who will read our article see, feel, and hear what we write, based from what we have seen, felt, and heard. Whether we're describing a person, a place, or a thing, our target is to picture a subject through vivid, carefully arranged details.


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1. Describe a place you always wanted to visit.2. Describe the most beautiful scene in nature that you can imagine.3. Describe a kitchen that you have seen or would love to see.4. Describe the ocean. Think about what it looks like on and below thesurface.5. Describe a storm. This could be a thunder storm, a snow storm, ahurricane, a tornado, a hail storm, a rain storm, or any type of storm.6. Describe a place where you feel safe and protected.7. Describe a toy you love (d). Think of all its good points.8. Describe your ideal playground.9. Describe the perfect shopping mall.10. Describe a place where people congregate (like a zoo, a church, acircus, etc.)11. Describe your bedroom the way you want it to be.12. Describe your favorite dessert (or food).13. Describe a beach (a desert, a mountain, a city, or a plain).14. Think of your favorite animal and describe that animal.15. Describe your best friend so that the reader can picture him or her.


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Trouble Maker TommyTommy’s hair is a scraggly light brown that looks like

a brown carpet that hasn’t been washed in a long time, his skin is also light brown. Tommy’s eyebrows are raised and Tommy looks innocent like he’s about ready to start sobbing. His eyes are a grayish blue and look like he’s pleading for forgiveness.

Tommy’s shirt is a bright green shirt that is as bright as a field of grass. His shirt is short sleeved with sleeves that are too big for his skinny little arms. His shorts are as tan as sand, they are pulled down to his knees with skinny little legs sticking out. Tommy’s socks are also a tan color. His socks are folded over, and they are in a big ball. Tommy’s shoes are as black as the night, with white laces, and orange trim. Tommy has his feet spread apart like he wants to sneak away from his mistake.

I call Tommy a troublemaker because Tommy has thrown his bright yellow Tonka dump truck, which is as bright as the sun, into the toilet, which is bright white. Tommy has one hand in his pocket and the other is gripping his shorts like he is very alarmed. Tommy knows he’s in trouble, and that he will definitely be grounded.

Sample Writing: Descriptive

http://www.empoweringwriters.com/staticpage/node/1/student-writing-samples-expository-and-persuasive


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Writing Activity 2

WE CAN HAVE KIDS MAKE THEIRADJECTIVE BOOK AS A WRITINGRESOURCE.

ADD SOME MORE ADJECTIVES TO COMPLETE THIS A-Z ADJECTIVE BOOK.


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EXPOSITORYINFORMATIONAL

• Gives information • Tells what, when, where, how • Explains • Teaches


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• Expository/Informational Writing

This particular writing is used to present reasons and explanations about a topic in a step-by-step process. The expository essay should contain a main idea, supporting details and a conclusion in a systematic/logical fashion.


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Sample Prompts: Expository

• Explain how you play your favorite game.• Explain whether you like or don't like staying with a baby

sitter.• How do you feel when you visit your grandparents?• What is the best thing about your brother/sister?• Explain the best thing about your most favorite person/pet

in the world.• What are the good things and bad things about living in

your town? Explain with logical reasons and examples.• What does the phrase, "There are two sides to a coin"

mean to you?• Explain your feelings and thoughts when someone picks on

you or your friends.• Do you think families are important? Explain with valid

reasons and examples.• Is it important to be honest?• Explain how will you strive to be a role-model for your

younger siblings as well as peers.


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Spiny Tailed CreatureDo you know a creature who has a spiny tail and a hard brown hat? If you guessed the horseshoe crab, you are right! Let’s examine their appearance, investigate its habitat, and discover its history and the incredible facts that are waiting to be uncovered.

This amazing sea animal has a unique appearance. The horseshoe crab has a crusty, brown, hard, helmet shaped shell. The shell needs to be brown to blend in with the sand and to protect it from enemies. This seashore dweller can weigh up to about 12 lbs. and grow up to 2-3 feet long. Its long spiky tail helps it steer and move. It also helps it flip right side up if it’s up side down.

Where does the horseshoe crab live? In the salt water ocean and the sandy seashore of course. The tall grasses of the marshes help the crustacean hide from predators there. These invertebrates also live in the warm waters of the Asian and Mexican seashores. I’ll never forget the time when I went to Mystic Aquarium to touch a real live horseshoe crab in its manmade seashore habitat.

Writing Sample: Expository

http://www.empoweringwriters.com/staticpage/node/1/student-writing-samples-expository-and-persuasive


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NARRATIVE

• Tells a story • Tells what happened • Plot (solves a problem) • Characters • Setting: When, where • Beginning, details, and end


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• Narrative Writing

They are related to a sequence of events that have taken place. The children are supposed to explain the events and the order in which the events took place. The clear explanation of the sequence of events and elaboration of the facts makes a good narrative description. They can be based on fictional or non-fictional events.


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SAMPLE PROMPTS: NARRATIVE

• You spent a day with your grandmother. Tell about your day.• Narrate how you spent the first day of your school.• It was your birthday yesterday. Narrate how you spent the day.• Imagine you wake up one morning and realize you have

become invisible. Describe what happens and how you come back to your normal self.

• Describe the time when you had a fight with your best friend.• Imagine a small puppy running about on your school

playground during lunch. Tell us about what happened that day at school.

• Write about the most memorable day of your life.• Trace back your memories from the day you joined school.• Write about the worst day of your life.• Write about the various achievements in the American history.• Write about the time when you went out of your way to help

someone in need.• Have you lost something that was dear to you? If yes, then tell

us about what happened or how someone you know lost something important.


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My First Talent ShowStanding backstage, I could feel my heart thumping in my chest. “Just

relax,” my friend Jenny whispered. “You’re ready for this.” I nodded. Jennywas right. I’d been practicing my song for the school talent show for sixweeks. Still, picturing an audience packed with kids, parents and teachersmade me want to run out the door.

“Too late for that,” I thought, as Mr. Peterson announced my song. Jennygave me a nudge, and suddenly I was on the stage. Standing in the

spotlight, Igrasped the microphone and belted out the lyrics. I heard my voice pourthrough the speakers and fill the room. “It’s going well,” I thought to myself.“Don’t mess up.”

I looked out at the sea of faces. The auditorium was dark, but I could seehundreds of eyes staring back at me. The smell of candy bars and popcornfilled the room. “I hope Jenny is saving some for me,” I thought, as I startedthe chorus one last time.

As I finished the song, the audience began to clap. “Yeah, _Katie!” one kid yelled. “You rock!” screeched another. I took a bow and walked offstage witha smile plastered across my face. “How many days until next year’s talentshow?” I asked Jenny.Source: http://www.timeforkids.com/files/homework_helper/aplus_papers/PersonalNarrativeSampler.pdf

Sample Writing: Narrative


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PERSUASIVE• Tells both sides • Tells what the writer thinks • Tells what the writer believes • Gives good information • Helps you make up your mind


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Persuasive Writing

• Persuasive writing makes the child use logic and reason and prove his point of view. It persuades the reader to adapt the writers notion. The persuasion is based on facts, logical reasons and examples.


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Sample Prompts: PERSUASIVE

Why Should Students Learn To Write?Why Should You Not Watch Too Much Television?Why Should Families Practice Family Planning?Why Should Students Eat Breakfast Every Day?Why Should People Ride a Bicycle for Short Distance Trips?Why Should Women Not Have an Abortion?Why Should You Not Smoke?Why Should People Read for Pleasure?Why Should We Not Compare Ourselves With Others?Why Should You Communicate Effectively?Why Should Children Report Maltreatment by their Parents?Why Should People Exercise?Why Should Euthanasia be Permitted?Why Should We Complain About Bad Service?Why Should You Become a Vegetarian?Why Should USA Adopt Daylight Saving Time? Why Should Parents Supervise Children on Internet Use?


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Why Should You Not Smoke?I am sure that you know that smoking harms your body. Then why do you

continue smoking? Maybe you do it because you haven’t really become conscious about all the effects that smoking has. There are a lot of reasonswhy you shouldn’t smoke. Some of them are that smoking affects yourhealth, that you spend a lot of money on cigarettes, and that when you smokeyou are not respecting people around you.

The first reason why you shouldn’t smoke is that smoking affects yourhealth. If you smoke, your physical condition will be negatively affected, so itwill be very difficult for you to succeed in sports. Also, smoking produceslethal diseases like cancer and reduces the length and quality of your life.Maybe you don’t notice all the physical effects of smoking immediately, butyou surely will be sorry one day.

The second reason why you shouldn’t smoke is because of all the moneythat you spend on it. Maybe you start smoking only when someone offers you

acigarette, but there will be a day when you will feel the need of a cigarette.By this time, you will pay whatever to smoke, and each time you will smokemore, so you will spend more money. All the money you would spend on cigarscould have be spent in something better, don’t you think?

Sample Writing: Persuasive


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Why Should You Not Smoke?The last reason why you shouldn’t smoke is out of respect for the people

around you. When you smoke, you not only harm yourself, but you also harm allthe people around you. So you mustn’t be selfish; you should at least avoidsmoking in front of people who don’t smoke. Also, many people don’t like thecigarette’s smell, so they won’t enjoy your company. Would you like that?

I have said just some reasons of why you shouldn’t smoke, so I hope thatnow those of you who smoke are able to think a little and try to make a smartdecision. In addition to all the reasons I’ve said, I would like you to think abouthow much you love yourself and then whether you want to continue harmingyourself. Think also about all the people who love you, like your family whodoesn’t want to see you suffering or sick. If you decide to continue smoking,what a pity. But if you decide to stop smoking, congratulations! Remember that"If you can dream it, you can do it."

Sample Writing: Persuasive Continued


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IMAGINATIVE/EXPRESSIVE

• Let's pretend • It's not real... • But it's FUN!! • Use your imagination!! • What if this happened? • Have you ever wondered about?


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• IMAGINATIVE/ EXPRESSIVE WRITINGImaginative writing invents a situation or story based on the writer's imagination. The writer may create a scene, situation, or character; may predict what might happen under hypothetical circumstances; or use his/her creativity to solve a hypothetical problem. The writer may use his/her knowledge of the world to bring a unique flair or flavor to the writing but is not bound by the constraints of reality. Imaginative writing may contain elements of fantasy.


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• Option #1: Create an imaginative scene.• Option #2: Create an imaginative

situation.• Option #3*: Create an imaginative

character.• Option #4: Predict what might happen

under a hypothetical circumstance.• Option #5: Creatively solve a

hypothetical problem.• Option #6: Write an imaginative poem.


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Based on the writing program of Judith Based on the writing program of Judith and Evan Gouldand Evan Gould

http://jc-schools.net/write


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I will never forget my sixth birthday.

Fold the paper into four squares. Begin with one well written topic sentence placed in a box in the center. This will become the topic sentence.

Topic Sentence


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Add three supporting sentences (one in each box). The fourth box should be a feeling sentence that sums up the other three. All sentences should support the main topic in the center.

My grandmother threw me a surprise party.

My parents gave me a wonderful gift.

My friends and I went to the zoo.

It was the best birthday ever.


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Add a detail in each box to tell more about the supporting sentence.





•She baked my favorite chocolate fudge cake.

•They surprised me with a golden retriever puppy.

•We rode the elephants.


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Now add three details in each box to tell more about the supporting sentence.





•favorite cake

•tons of presents

•exciting games

•golden retriever

•named Goldie

•best friend

•elephant ride

•walked for miles

•rode train


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From the graphic organizer to the lined

paper……….. I will never forget my sixth birthday. My grandmother threw me a surprise party. She baked my favorite chocolate fudge cake. My parents gave me a wonderful gift. They surprised me with a golden retriever puppy. My friends and I went to the zoo. We rode the elephants. It was the best birthday ever.


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Again from the graphic organizer to the lined

paper……….. I will never forget my sixth birthday. My grandmother threw me a surprise party. She baked my favorite chocolate fudge cake. I got tons of presents. We had such fun playing exciting games. My parents gave me a wonderful gift. They surprised me with a golden retriever puppy. I named her Goldie. She is my best friend today.My friends and I went to the zoo. We rode the elephants. The zoo was so large we walked for miles. Finally we gave up and rode the train. It was the best birthday ever.


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•favorite cake

•tons of presents

•exciting games

•golden retriever

•named Goldie

•best friend

•elephant ride

•walked for miles

•rode train

Early in the day, After lunch,

Later, Indeed,

Adding a transition word to each box will help the text to flow.


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Early in the day, my grandmother threw me a surprise party. She baked my favorite chocolate fudge cake. I got tons of presents. We had such fun playing exciting games.

After lunch, my parents gave me a wonderful gift. They surprised me with a golden retriever puppy. I named her Goldie. She is my best friend today.

Later, my friends and I went to the zoo. We rode the elephants. The zoo was so large we walked for miles. Finally we gave up and rode the train.

Indeed, It was the best birthday ever.


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Kids can improve their first paragraph. Teachers can model.

Getting a year older may be bad for

some, but I will never forget my sixth birthday. The attention that I received from friends and family made me feel warm inside. It was a very special day for me.


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Getting a year older may be bad for some, but I will never forget my sixth birthday. The attention that I received from friends and family made me feel warm inside. It was a very special day for me.




Indeed, It was the best birthday ever.


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Improving the Final Paragraph (summary)

• Wrap-up Sentence with a Transition

• Personal/Feeling Sentence, Question or Exclamation(closing with a punch!)


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Getting a year older may be bad for some, but I will never forget my sixth birthday. The attention that I received from friends and family made me feel warm inside. It was a very special day for me.




Indeed, it was the best birthday ever. The wonderful surprises from my family and friends will stay with me forever.


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Vocabulary

bad

dreadful

unfair

improper


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The HookTo catch the reader, use a hook in

the introductory paragraph.

Ask the reader a question.Ask the reader a question.

Use a catchy phrase or quote.Use a catchy phrase or quote.

Create a tongue twister.Create a tongue twister.

Make an exclamatory sentence.Make an exclamatory sentence.

Use a lead in sentence that entices Use a lead in sentence that entices the reader to readthe reader to read on. on.


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RAFT

RAFT is a writing strategy that can be used in all content areas and offers students a choice in their writing assignment. R stands for Role - the person or thing that students will become. A is for Audience - the person or people who will be reading the finished product. F is for Format - the way in which the writing will be done. Examples might include letter, brochure, memo, speech, or advertisement. T stands for Topic - what the writing will discuss. Students can demonstrate their mastery of content knowledge in this manner. A RAFT allows for differentiated instruction because students get choice in their assignment based on their interest. The RAFT is similar to the FAT-P (Format, Audience, Topic, Purpose) that is used in the Academic Prompts in the Instructional Guides on Teach 21.

http://wvde.state.wv.us/strategybank/RAFT.html


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• Role of the WriterWho are you as the writer? Are you Abraham Lincoln? A warrior? A homeless person? An auto mechanic? The endangered snail darter?

• AudienceTo whom are you writing? Is your audience the American people? A friend? Your teacher? Readers of a newspaper? A local bank?

• FormatWhat form will the writing take? Is it a letter? A classified ad? A speech? A poem?

• TopicWhat's the subject or the point of this piece? Is it to persuade a goddess to spare your life? To plead for a re-test? To call for stricter regulations on logging?


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Role Audience Format Topic

ExperiencedWater Drop

New Water Drops Travel Guide Journey through the Water Cycle

Lungs Brain Persuasive Speech Why Quit Smoking

Seed Self Diary Changes As I Germinate

Cell New Cells Owner’s Manual My Parts and How They Function

Safety Goggles Family Letter Safety in the Lab

White Blood Cell Red Blood Cell Romantic Letter I Will Keep You Safe


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Role Audience Format Topic

Exponent Jury Instructions Laws of Exponents

Acute Triangle Obtuse Triangle Dear John Letter Our Differences

Percent Student How-To Guide Mental ways to calculate percent

Prime Number Rational Numbers Club Membership Form How to Join My Club

Parts of a Graph TV Audience Script Which of Us Is Most Important?

Plus Sign Multiplication Sign Romantic Card Why We Go Together


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http://www.iss.k12.nc.us/writing/imag1.htm

One day you are reading a book. One of the characters jumps out of the book.

Write a story about what happens next.


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One day Molly came from school and said to herself I would like to read a nice and long book. So she went in her room and read a long book. It was called the three princesses while she was reading she had noticed that the characters were moving. The next thing she noticed is that all the characters had jumped out the book. Then when they had came out they said my name is Nicole, Vicki, and Angie. They said I wanted to go back and Molly said why you just got her we want to go back because we do not belong her. Molly said okay she opened up the book and they where gone and Molly live happily ever after.


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Score Point 1 The writer has read the prompt and attempted to respond ("…all the characters had jumped out the book."), but the response is incomplete and too sparse to be scored higher than a "1."


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One day I was readind a book about Mickal Jordan It was veryinteresting. He was doing slam dunks and 3 point shots it wasamazing two men were garding him he faked them out. The he wentfor the shot in said to myself "how does he do it" and then to mysurprise he jumped out the picture and said "hi wat's you name“m,m,m, my names Jason. Wona go shoot some hoops shure then Iasked him would he sign my basketball after he signed my ball weshot 3 pointers and evan slamed it but not that hard. Then he had to go he said he'd visit again and he asked were's the food in the houseon the shelf "thanks and good by" he said to me.

The next month he came back to see me I was realy glad so was hehe was sort of like my brother but evan nicer than him. And everymonth or week Mickal would come back to see me and sometimes myfamily and they liked him evan better than I did. Sometimes my dadwould play basketball and at my house he gave his poster andautograph.


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Score Point 2 The response exhibits some progression of ideas and events and provides some supporting details. However, the supporting details do not always contribute to the narrative ("he said he'd visit again and he asked were's the food…").


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One day I sat down on a couch to read the book Treasure Island. I carefully turned a page and out jumped a pirate! "Ahh!" I screamed in fear. "He's alive!" "Follow me!" he exclaimed with a smirking grin. I watched nervously as he marched out the front door.

I ran after him, not sure where he was taking me. He led me to our grage. My eyes were glued to him as he slung a large, black shovel over his back and strolled into our backyard. "Dig here!" he declared. I was very confused. Why would he want me to dig there? I reluctantly hammered my shovel into the hard dirt and slung it away. I tried to pound the shovel into the dirt again, but it hit a hard object After dropping my shovel with a large thud, I carefully dug around it. I was finally able to pull it out. It was full of shiny dimonds, rubys, and gold! I was so suprised! "I'm rich!" I shrieked with tears of gladness streaming from my eyes. I was tickled pink. "I told you so," he declared with a smile.

I suddenly realized that he knew that the treasure was there all along. I was very lucky that I read Treasure Island and was very happy that I did.


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– Score Point 3 The response is focused on digging for treasure and contains elaboration and support in the form of specific details ("…he exclaimed with a smirking grin… I relunctantly hammered my shovel into the hard dirt… After dropping my shovel with a large thud,… I shrieked with tears of gladness…"). The writer's organization provides a reasonable sense of logical progression and overall completeness.


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The fluorescent beam of the flashlight glared down on the page of the book I held. In my room it was dark, the light of the day was just beginning to arrive and the objects in my room looked terrifying. As I stared blankly at the picture of the girl in the book who was sneaking to the kitchen for a midnight snack. I noticed her legs had begun to tremble and suddenly she sprang out of the book. I tumbled out of the chair I had been resting in and shrieked out of terror. The girl looked startled, but she ventured, "My name is Anne W., Where is the kitchen?"

With a quivering finger and knocking knees, I feebly pointed down the hall. My eyes were wide open and I almost felt sick out of amazement. I followed her brave figure. The blunt edges of her wide shoulders looked obscure in the faint moonlight. I clenched a blanket in my hands as a shield and inched towards her body. Anne stopped abruptly and spun around on her heels. She smiled gently, assuring me I was welcome to join. I glanced out of the window only to see shrubs and short trees shrouded by darkness. What made my stomach lurch most was the towering oak tree perched in front of the window. It was a ghostly monster reaching its bony fingers out to snatch us! I gasped and without thinking, grasped Anne's hand and jerked her closer to me. It was such a relief to find that her hand felt just as clammy as mine did.


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She grinned weakly in my direction and we trudged on, huddling together. The chill of the early, early morning was sinking into my bones and Anne wrapped the blanket around us. I shivered both with cold and fear when I found that the lamps and furniture cast eerie shadows on the walls. I gripped Anne's hand even firmer when I heard the breeze whisper by. As the wind grew stronger and began to howl, all of the brave pinkish color drained from their home in Anne's cheeks. The setting of the hall we were walking in, the one I knew so well, turned into a stone dungeon or the setting for a horror movie. We tiptoed farther, extremely frightened.

Every single sound made us jump, even the creek of the old kitchen door. I quickly darted my hand out and flipped the ivory light switch up. We watched silently as the lights gradually came on. Relief spilled over us and we dropped to the floor, laughing hysterically at our foolishness of being so afraid. Once our giggles had died down and we stopped rolling around on the floor, I smiled. I had proved myself brave and had made a new friend! My feeling at the end of our adventure was far from terrified; I was delighted!


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– Score Point 4 The response is focused on a terrifying trip to the kitchen. The writer provides an effective sequencing of events ("As I stared blankly… With a quivering finger and knocking knees… I followed… I clenched… She grinned weakly and we trudged on,… As the wind grew stronger… I quickly darted my hand out… Once our giggles had died down…") and presents specific, relevant details to support the ideas and events. The writer's organization provides a clear strategy, the response progresses logically and has a sense of overall completeness.


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Resources to Help!!Four Square Writing Method : A Unique Approach toTeaching Basic Writing Skills for Grades 1-3by Judith S. GouldFOUR SQUARE WRITING METHOD GR. 4-6by Judith S. GouldFour Square: The Total Writing Classroom for grades 5-9by Judith S. GouldFour Square: Writing in the Content Areas for Grades 1-4: ACompanion to the Four Square Writing Methodby Judith GouldWriting Workouts That Work: By the Authors of Four Square Writingby Judith Gould

Eva Adolfo - Brownfields Elementary 1 AUTHORS ARE NOT BORN; TEACHERS MAKE THEM! WRITING RESOURCES...

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Transcript of Eva Adolfo - Brownfields Elementary 1 AUTHORS ARE NOT BORN; TEACHERS MAKE THEM! WRITING RESOURCES...