Visual Learning Tools
3-6 English
languagE arts
learning Module activity guide
reading & Writing 2
VocabularyPunctuation
reading & Writing
learning Module activity guide
reading & Writing 2
VocabularyPunctuation
reading & Writing
Visual Learning Tools
3-6 English
languagE arts
Learning Activities developed by
Keys to Learning, LLC
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c o n t e n t s
Table of Contents
the Foundation of VariQuest Learning Modules . . . . . . . . . . . . . . . . . . . 4
overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Activity 1: Rules Rule! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Activity 2: Homophone confusion . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Activity 3: You said It! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Activity 4: Punctuation safari 1: Hyphen and Dash . . . . . . . . . . . . . . . . . 12
Activity 5: Punctuation safari 2: colon and semicolon . . . . . . . . . . . . . . 14
Activity 6: obviously, Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Activity 7: Main Idea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Activity 8: Research Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Activity 9: compare and contrast . . . . . . . . . . . . . . . . . . . . . . . . . 22
Activity 10: timed essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Additional Activity Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
content List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Work order template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
4
The FOUNdATION OF VArIQUeST LeArNINg MOdULeS
VariQuest supports educators by providing countless opportunities to introduce a variety
of visuals and hands-on manipulatives into their classrooms. The use of visuals in the
classroom helps students understand and retain information, specifically abstract concepts.
Visuals can also help bridge the gap for students who struggle with vocabulary and/or language
barriers. hands-on manipulatives create learning experiences in which students interact with
knowledge kinesthetically. research shows that exposing students to a variety of learning
experiences, including visual and kinesthetic, will increase student retention and help students
learn to construct meaningful knowledge from information. The VariQuest Visual Learning Tools
enhance classroom teachers’ ability to provide learning experiences that meet the learning styles
of all students.
The aim of the following Learning Activities is to coordinate the VariQuest Visual Learning Tools
with lessons and activities that incorporate visual and hands-on learning strategies to reinforce
basic skills and provide fun and motivational activities that will supplement your school’s
curriculum. For best practices and additional information on how to customize VariQuest posters,
banners, flashcards, awards, cutouts and manipulatives, review the VariQuest Implementation
guide prior to use.
For the following learning activities, use construction paper for all cutouts unless otherwise
specified. Pre-laminating construction paper using a cold laminator adds durability to cut out
letters, shapes, numbers and collections.
5
reAdINg & WrITINg 2 OVerVIeW
In this module students will use general skills and strategies of the writing process, including
grammatical and mechanical conventions in written composition. Students will explore word
meanings and use often-confused words correctly, both orally and in writing. Using graphic
organizers and prior knowledge, students will organize, compare, analyze and plan writing tasks,
including research reports, summaries, and opinions. Students will incorporate visuals, such as
word and thought bubbles, to add impact and enhance meaning. The learning activities in this
VariQuest learning module are designed to meet educational standards in innovative and creative
ways. Before turning to the learning activities, familiarize yourself with general information that will
guarantee ease of use and flexibility.
ASSeSSMeNTFollowing the learning activities, you will find a rubric that can be used to guide you in making
observational assessments of students’ abilities related to the objectives outlined in the learning
activities. It is recommended that you make a copy for each student to guide your ongoing
informal assessments, making anecdotal notes on the back when appropriate
VArIQUeST CONTeNTYou will find a complete list of all of the content included in this module between the rubric
and Work Order template. The content Id #s (ex. VIS001) for content referenced in the learning
activities are listed in the materials section for each activity and are color-coded to help distinguish
between templates for the Poster Maker (red) and Awards Maker (purple) and cutouts and
collections for the Cutout Maker (gold).
WOrK OrderSYou will also find a work order template on the last page of the Activity guide. This template
can be photocopied and used for placing orders for customized VariQuest posters, banners,
stickers, awards, cutouts and collections. It is designed to be submitted to the primary user of the
VariQuest Visual Learning Tools by those who may not have direct access to them.
A c t I V I t Y o n e
6
ACTIVITY ONe
Rules Rule! objectives Students will use spelling patterns and generalizations in writing words.
Students will observe grade level appropriate conventions of spelling.
Materials
Preparation Print Spelling rules poster and cut into five pieces, one for each rule.
Tape each rule to its own poster board.
Cut out five circle word bubbles, custom-sized to largest possible on
page.
Note: complete this step after the class has had a chance to add
examples to the rules posters. edit Spelling Award Plaque to show
the name of the student who has added the most examples over the
course of two weeks, print and attach to a plaque.
Spelling rules Vis167
Capitalization rules 1 Vis282
Using Italics Vis166
Writing Numbers Vis169
Spelling Award Plaque
aWD068
Spelling Award Plaque 1
aWD114
POSTer MAKer:
Spelling rules: Vis167
Capitalization rules 1: Vis282
(optional)
Using Italics: Vis166 (Basic/optional)
Writing Numbers: Vis169 (Basic/
optional)
AWArdS MAKer:
Spelling Award Plaque: aWD068
(Basic)
Spelling Award Plaque 1: aWD114
OTher:
Poster board
Scissors
Tape
Markers
Whole class
display the individual Spelling rules posters somewhere easily accessible
to students. review each rule and have students volunteer an example
for each rule. record one example for each rule on each word bubble and
post it next to the rule.
Individualduring independent reading time or between subjects, invite students to
add an example to each poster followed by their initials in parentheses.
display rules posters for 2-3 weeks, allowing students time to add
examples. recognize the student with the most examples with a Spelling
Award Plaque.
repeat with other rules posters, such as Capitalization rules 1, Writing
Numbers, Using Italics, or create your own.
7
R u L e s R u L e !
MoDIFIcAtIon
have students focus on finding
examples of one rule at a time.
extensIon
have students research additional
rules, find examples for each rule and
then teach the new rule to the rest of
the class.
8
A c t I V I t Y t W o
ACTIVITY TWO
Homophone Confusion objectives Students will determine the meanings of easily confused words
encountered in a text relevant to grade level topic.
Students will use the correct spelling of easily confused words in
written work, observing the conventions of capitalization, punctuation,
and spelling
Materials
POSTer MAKer:
Confused Words: Vis036
OTher:
dry erase markers
dictionaries
Content area text and trade books
Preparation Print, laminate and display Confused Words poster. Make 8 ½” x 11”
copies, one for each student.
8
Confused Words Vis036
9
HoMoPHone conFusIon
Whole class
hand out copies of Confused Words, then review what homophones are
-- words that are pronounced the same but have different spellings, such
as there, their, and they’re. Point out that the root word phone means
sound. have students read the word pairs (and triplets) and identify the
ones that are homophones.
Use a dry erase marker to circle these words on the poster. have students
circle the words on their copies. Then have them find and circle the other
homophones on the list (principle-principal, buy-by, it’s-its, to-too-two,
their-there-they’re, threw-through, weather-whether, and your-you’re, past-
passed, all ready-already).
Partnershave students work with partners to write sentences for each pair (or
triplets) of homophones on the list. give them dictionaries to use. Tell them
their sentences should convey meaning.
MoDIFIcAtIon
have students work with partners to
write sentences for the following sets
of homophones only: all ready-already,
buy-by, it’s-its, their-there-they’re, to-
too-two and your-you’re.
extensIon
give students 8 ½” x 11” copies of
Common Confusing Words 1: VIS164
(Basic) or Common Confusing Words
2: VIS165 (Basic). have them circle
the homophones and write sentences
for 10 sets of them.
9
10
A c t I V I t Y t H R e e
ACTIVITY Three
You Said It! objectives Students will incorporate visuals, such as word and thought bubbles,
to add impact and enhance meaning.
Students will use grammatical and mechanical conventions in written
compositions.
Materials:
Preparation Print and display Capitalization rules 1 and Punctuation posters.
Cut out Flare, Circle, Cloud, heart, Oval, Square and Starburst Word
Bubbles, custom-sized to 6”, one of each for each student.
have comic books that use several different word bubble formats and
magazines available, one for each pair of students.
have magazines with photographs that show people interacting.
Capitalization rules 1 Vis282
Punctuation Vis100
Circle Word Bubble Wri052
Cloud Word Bubble Wri053
Flare Word Bubble Wri054
heart Word Bubble Wri055
Oval Word Bubble Wri056
Square Word Bubble
Wri057
Starburst Word Bubble
Wri058
POSTer MAKer:
Capitalization rules 1: Vis282
Punctuation: Vis100
CUTOUT MAKer:
Circle Word Bubble: Wri052 (Basic)
Cloud Word Bubble: Wri053
Flare Word Bubble: Wri054
heart Word Bubble: Wri055
Oval Word Bubble: Wri056
Square Word Bubble: Wri057
Starburst Word Bubble: Wri058
OTher:
dry erase markers
Writing materials
Magazines and comic books
Students’ independent reading
books
drawing paper
Scissors
Tape
11
Y o u s A I D I t !
Whole class Use the posters to review capitalization and punctuation rules for quotation
marks. have students look through their independent reading books to find
a quotation. Ask volunteers to share a quotation orally, by saying “open
quote” for (“), naming the end punctuation, and “closed quote” for (”).
read a short quoted statement from a current newspaper. have students
write the quotation down using the correct capitalization and placement of
quotation marks and end punctuation. repeat for a quoted question and
exclamation. Use the correct intonation to indicate a query and surprise.
distribute comic books. give pairs of students a few minutes to read the
story. Then have them notice the different shapes of the speech bubbles.
discuss what comic books use in place of quotation marks to show who
is speaking. have volunteers describe a bubble shape and then read the
quote using the correct intonation.
Pass out word bubble cutouts to students. have them find the Circle, Oval
and Cloud Word Bubbles and explain how they are used differently (circle
or oval for spoken words, cloud for thoughts). have them find examples of
each in their comic books.
have students find the heart, Square and Starburst Word Bubbles and
brainstorm what types of text would go in these shapes. Then have them
look for examples in their comic books. Students might find, not quotes,
but transition or explanatory sentences in phrases in rectangular or square
word bubbles. Point out that starburst bubbles often contain exclamations
and onomatopoeias (sound words: roar, brrr, crack).
Individualdistribute magazines, scissors, and tape. have students cut out
photographs of two or more people interacting and tape the pictures on
drawing paper. Then have students use their word bubble cutouts to write
one or more appropriate phrases to show what the two individuals in the
photo are saying and/or thinking and attach them to the drawing paper.
have students write two or more paragraphs below the photo, or on
another piece of notebook paper, that includes the quote, using the correct
punctuation. remind students to begin a new paragraph for each speaker.
MoDIFIcAtIon
Preselect appropriate magazine
photographs for students to use and
attach to drawing paper. help them
come up with the phrases the people
might say. encourage them to use
both a speech and a thought bubble
for at least one person in the picture.
extensIon
Challenge students to find
photographs of groups of three or
more people and to use four or more
speech bubbles. Then have them
write two or more paragraphs below
the photo, or on another piece of
notebook paper, that include the
quote, using the correct punctuation.
remind students to begin a new
paragraph for each speaker.
12
A c t I V I t Y F o u R
ACTIVITY FOUr
Punctuation Safari 1: Hyphen and Dash objectives Students will identify conventions of capitalization, punctuation, and
spelling.
Students will use the correct conventions of capitalization, punctuation,
and spelling mechanics to record and write sentences.
Materials
Preparation Print and display Punctuation and Punctuation 2 posters. Make
8 ½” x 11” copies of Punctuation poster, one for each pair of students.
Print dash and hyphen stickers for Flap Facts or
to attach to cardstock to make flashcards, one for
each student. (Note: Students will add Colon and
Semicolon stickers in Activity Five.)
Cut Flap Facts 4 out of cardstock, custom-sized to
largest possible on page. (optional)
Cut out dash, custom-sized to 10”, and
hyphen, custom-sized to 5”, on cardstock.
Write the name on each and display near the
Punctuation posters.
POSTer MAKer:
Punctuation 2: Org059
Punctuation: Vis100
AWArdS MAKer:
hyphen Punctuation Sticker: stK206
dash Punctuation Sticker: stK202
CUTOUT MAKer:
hyphen Symbol: Wri036
dash Symbol: Wri067
Flap Facts 4: siW184 (Basic/
optional)
OTher:
Writing materials
Classroom or school library
Student independent reading
and text books
Stopwatch or Timer
Punctuation 2 Org059
Punctuation Vis100
hyphen Punctuation Sticker
stK206
dash Punctuation Sticker
stK202
hyphen Symbol Wri036
dash Symbol Wri067
Flap Facts 4 siW184
13
PunctuAtIon sAFARI 1
Whole classUse Punctuation posters to review quotation marks, commas, apostrophes,
periods, exclamation points and question marks. have students suggest
sample sentences for each or provide samples from text books or grade
level novels. Write the sentences on a chalk or white board and invite
students to add the missing punctuation.
Introduce the hyphen and dash. distribute hyphen and dash flashcards or
Flap Facts and stickers for students to assemble. have a volunteer read the
information on the hyphen sticker. Write a sample sentence that is missing a
hyphen on the board, then have a volunteer add the missing hyphen.
repeat for the dash, explaining that a dash is twice a long as a hyphen.
have students find a sentence using a dash and one using a hyphen in a
book and record on the back of the flashcard or on the inside of the flap fact.
Partnershave a Punctuation Safari in the classroom or school library. distribute an
8 ½” x 11” copy of the Punctuation poster to partners. have them record
the following point values for each mark:
explain the rules:
Teams will have 10-15 minutes to copy sentences from textbooks or
independent reading books. At the end of the time allowed, teams will add
up the punctuation score for each sentence, using the point values they
recorded on their charts. Write this sample sentence on the board and score
it with the class:
Carla’s sister-in-law asked, “Who’s meeting us in the park?”
Score:
1 comma: 2 points
2 apostrophes: 2 points
1 question mark: 3 points
2 hyphens: 6 points
1 set of quotation marks: 4 points
Total score: 17 points
MoDIFIcAtIon
give students one or more prepared
sentences for them to score. Focus
on end punctuation, commas, and
apostrophes.
extensIon
Challenge students to compose their
own 15-, 20-, and 25-point sentences.
Question Mark: 3
Period: 1
exclamation Mark: 4
Comma: 2
Quotation Marks: 2
Apostrophe: 1
hyphen: 3
dash: 6
14
A c t I V I t Y F I V e
ACTIVITY FIVe
Punctuation Safari 2: Colon and Semicolonobjectives Students will identify conventions of punctuation.
Students will use the correct conventions of capitalization, punctuation,
and spelling mechanics to record and write sentences.
Materials
Preparation Print and display Punctuation poster or use
the Punctuation poster created in Activity
Four. Use the copies of Punctuation poster
from Activity Four or make 8 ½” x 11” copies
of Punctuation poster, one for each pair.
Print Colon and Semicolon Stickers for the
Flap Facts students began in Activity Four, or
attach to cardstock to create flashcards, one
for each student.
Cut out Colon and Semicolon Symbols
on cardstock, custom-sized to largest
possible on page. Write the name on
each and display near the Punctuation
posters.
POSTer MAKer:
Punctuation: Vis100
AWArdS MAKer:
Colon Punctuation Sticker: stK200
Semicolon Punctuation Sticker: stK220
CUTOUT MAKer:
Colon Symbol: Wri033
Semicolon Symbol: Wri041
Flap Facts 4: siW184 (from
Activity Four)
OTher:
Writing materials
Classroom or school library
Stopwatch or timer
Punctuation Vis100
Colon Punctuation Sticker
stK200
Semicolon Punctuation Sticker
stK220
Colon Symbol Wri033
Semicolon Symbol Wri041
Flap Facts 4 siW184
15
PunctuAtIon sAFARI 2
Whole class
review using commas, then introduce how to use colons and semicolons
by writing sample sentences on the board.
The list of needed camping supplies included sleeping bag canteen
hiking boots and flashlight.
(The list of needed camping supplies included: sleeping bag,
canteen, hiking books, and flashlight.)
Our soccer game was cancelled half the team has the measles.
(Our soccer game was cancelled; half the team has the measles.)
Partnershave a Punctuation Safari 2 in the classroom or school library. have
students add point values to their 8 ½” x 11” copies of Punctuation from
Activity Four, or distribute another copy to partners. have them record the
following point values for each mark:
explain the rules:
Teams will have 10-15 minutes to copy sentences from textbooks or
independent reading books. At the end of the time allowed teams will add
up the punctuation score for each sentence, using the point values they
recorded on their charts. Write this sample sentence on the board and
score it with the class:
Kim’s email to the parent said: “In addition to sleeping bag and canteen,
your child will need hiking boots that are broken in, not new; a flashlight,
with new batteries; and bug spray.”
Score:
3 commas: 6 points
1 apostrophe: 1 point
1 set of quotation marks: 4 points
1 colon: 5 points
2 semicolons: 12 points
Total score: 28 points
MoDIFIcAtIon
give students one or more prepared
sentences for them to score. Focus
on end punctuation, commas, and
apostrophes.
extensIon
Challenge students to compose their
own 20-, and 25-point sentences.
Question Mark: 3
Period: 1
exclamation Mark: 4
Comma: 2
Quotation Marks: 2
Colon: 5
Semicolon: 6
Apostrophe: 1
hyphen: 3
dash: 6
16
A c t I V I t Y s I x
ACTIVITY SIX
Obviously, Adverbs objectives Students will use reading skills to understand parts of speech.
Students will use mechanical and grammatical conventions to write
sentences using different types of adverbs.
Materials
Preparation Print and display Types of Adverbs poster. Make 8 ½” x 11” copies,
one for each student.
Cut out reading Newspaper 1 Boy, reading Newspaper 2 girl, and
reading Newspaper 3 Boy and display on bulletin board.
Cut out font letters to spell the word “AdVerBS” and add to the
bulletin board display.
POSTer MAKer:
Types of Adverbs: Vis168
CUTOUT MAKer:
reading Newspaper 1 Boy: PPl146
reading Newspaper 2 girl: PPl147
reading Newspaper 3 Boy: PPl148
Font letters: a-Z
OTher:
Newspaper sections for each
student
Scissors
Tape
Types of Adverbs Vis168
reading Newspaper 1 Boy
PPl146
reading Newspaper 2 girl
PPl147
reading Newspaper 3 Boy
PPl148
Font lettersa-Z
17
o b V I o u s LY, A D V e R b s
MoDIFIcAtIon
Work with students to find a single
kind of adverb per lesson time. Begin
with adverbs formed by adding –ly:
such as: quietly, carefully, quickly,
correctly, easily, proudly, etc.
extensIon
have students record only sentences
that have both adjectives and
adverbs. have them underline the
adjectives and circle the adverbs.
Whole class
review adjectives (words that describe nouns) and adverbs (words that
describe verbs). remind students that words can be both adjectives and
adverbs, depending on how they’re used. For example:
1. diana has a terrible cold.
2. her cough sounds terrible.
In sentence 1, terrible is an adjective. It describes diana’s cold. In sentence
2, terrible is an adverb describing how her cough sounds. Invite students
to write their own sentences with describing words on the board. have
them underline the adjectives and circle the adverbs.
review the Types of Adverbs poster and examples and check for student
understanding.
Individualdistribute 8 ½” x 11” copies of Adverb poster to students. have them cut
up the poster and tape each numbered box and its list of examples to a
separate piece of notebook paper. Students will have five pages of types
of adverbs.
When students have their adverb pages ready, distribute newspaper
sections. Tell students to read their section of newspaper, looking for
sentences with adverbs. Let students work independently to record the
sentence on the appropriate adverb page and circle each adverb. Also
have them write a sentence of their own for each kind of adverb.
cooperative GroupsWhen students have a least one sentence for each type of adverb, have
them meet in small groups to share their findings. Tell students to add the
sample sentences other students found to their own lists. Once students
have shared in groups, compile a class list for each type of adverb and
display on the bulletin board.
18
A c t I V I t Y s e V e n
ACTIVITY SeVeN
Main Ideaobjectives Students will identify the main idea and supporting details and
summarize text.
Students will identify, paraphrase and/or summarize key ideas and
supporting details presented graphically.
Materials
Preparation Print and display Main Idea graphic organizer. Make 8 ½” x 11” copies
for students.
edit the text boxes of Blank Layout 10 poster by adding sentences
from curriculum text and trade books with strong main ideas and clear
supporting details. When adding text, be sure to start a new line for each
sentence, then print. Cut the paragraphs into sentence strips. group
together the sentence strips for each cut up paragraph, then attach a
paper clip. Make one set of sentence strips with a different paragraph for
each small group and one for the whole class activity. See the sample
robinson Crusoe paragraph below.
POSTer MAKer:
Main Idea: Org021 (Basic)
Blank Layout 10: laY010 (Basic)
OTher:
Teacher-selected paragraphs from different
curriculum textbooks with strong main
ideas and clear supporting details
dry erase markers
Large paper clips
Scissors
Tape
Main Idea Org021
Blank Layout 10 laY010
19
M A I n I D e A
MoDIFIcAtIon
Use paragraphs from books on their
independent reading level, texts they
have already successfully read.
extensIon
give these students paragraphs,
rather than sentences, from a short
chapter to organize and use to
complete the Main Idea organizer.
Then have students write a paragraph
to summarize the chapter.
Whole classreview main idea – what a paragraph, chapter, or book is about. Tell
students that a well-written paragraph also has a main idea. Often the
main idea is the first sentence. The rest of the sentences in a paragraph
tell more about the main ideas through supporting ideas. Usually there is
also a closing or conclusion sentence that summarizes the main idea of the
paragraph as well.
display the sample sentences for the paragraph about Robinson Crusoe
(or other sample paragraph) on the board in random order. have volunteers
read individual sentences aloud. Then have the class decide which sentence
would make the best main idea introduction for the paragraph. Place it
at the top of the board. Then have them name the supporting details and
decide on the way to order them. Try different combinations until the class is
happy with the result. Talk about the concluding sentence. how is it like the
introductory sentence? Point out that the closing or concluding sentence
often restates the main idea.
display Main Idea organizer poster. have the class use the Robinson Crusoe
paragraph (or other sample paragraph) to fill in the main idea and supporting
details on the poster.
When the Main Idea organizer is complete, ask students to identify key
words in the organizer. Circle each key word on the poster, then have the
class write a sentence that summarizes the paragraph. have students use
the key words in their summary sentences.
cooperative Groupsgive small groups of students the sentence strips from one of the cut
up paragraphs, an 8 ½” x 11” copy of the Main Idea graphic organizer,
notebook paper and tape. have students arrange the sentences to make a
paragraph, and tape them together. Then have students each complete the
organizer for the paragraph.
Once students have arranged the sentence strips in the proper order and
completed the Main Idea organizer, have them circle the key words from the
paragraph. Then have students write a summary sentence using the key
words. Call on groups to share their summary sentences.
20
A c t I V I t Y e I G H t
ACTIVITY eIghT
Research Project objectives Children will participate in shared research and writing projects.
Children will write and illustrate informative texts with main topic, facts
and closing.
Materials
Preparation Print and display research Project organizer. Make 8 ½” x 11” copies,
one for each student.
Print and display Paragraph Topic, Supporting and Closing posters.
Print Writing Lines posters, one for each group.
Whole classSelect a topic from your science or social studies curriculum for this
activity. have a variety of related trade books and other reference materials
available. display the research Project organizer
poster and hand out copies to students. Write the
topic in the first space. Then work with the class to
list questions about the topic. have children copy
information on their copies of the research Project
organizer. Show students the trade and reference
books. Briefly tell them what each is about, by
POSTer MAKer:
research Project: Org075
Paragraph Closing: Org055
Paragraph Supporting: Org056
Paragraph Topic: Org057
Writing Lines: Vis259 (Basic)
OTher:
Trade and reference books on
research project topic
Writing and drawing materials
drawing paper
research Project Org075
Paragraph Closing Org055
Paragraph Supporting Org056
Paragraph Topic Org057
Writing Lines Vis259
21
R e s e A R c H P R o j e c t
MoDIFIcAtIon
Some children will use their materials
in their small groups just to answer
one of their questions and write a topic
sentence.
extensIon
have children write individual research
reports on topics of their own
choosing.
reading the back cover copy or the introduction aloud. List the resources
on the chart. have students copy the titles on their organizers. display
reference books.
Add additional questions and sources to the back of the research Project
organizer if necessary. explain that children will work in small groups to
research one of the questions on the list.
cooperative GroupsSeat small groups of three or four students together, give them one
question to research for the class report and the appropriate trade book
or reference materials. give students time to read and talk about the
information in their references.
Whole classdisplay Paragraph Topic organizer poster. review with or explain to the
class that the first sentence in a research report paragraph is the topic
sentence. The topic sentence, like the main idea, tells what the rest of the
paragraph is about. To write a topic sentence, students can restate the
question they are researching. repeat with Paragraph Supporting and
Paragraph Closing organizers.
cooperative Groupshave students work with their small groups to write a paragraph for their
research question. Circulate around the room, helping with spelling, etc.,
as needed. Ask a volunteer from each group to read their paragraph. Then
give each group a Writing Lines poster to write their paragraph. give them
art materials and drawing paper to illustrate it as well. display the poster-
sized research paragraphs and art work.
22
A c t I V I t Y n I n e
ACTIVITY NINe
Compare and Contrast objectives Students will compare and contrast plots, settings, and themes.
Students will compare and contrast information from two texts on
the same subject and describe and integrate information to provide a
coherent picture of subject matter.
Materials
Preparation Before preparing materials for the activity, have students select
classroom or library books about topics of interest, fiction or nonfiction,
two titles on each topic. Place a rubber band around the pairs of books.
Print and display Compare Contrast Map poster. Make 8 ½” x 11”
copies, one for each student and one for each group.
Make 8 ½” x 11” copies of the Compare Contrast Outline, one for each
student.
Cut out read 2 Bookmarks, one for each topic/genre, number and
label them with topics and genres of the books students selected,
such as: 1 Sports, 2 history, 3 Current events, 4 Animals, 5 Space,
etc. Slip labeled read 2 bookmarks under the rubber
band of the books they go with.
Cut out read 1 bookmarks and number them 1 – 12
(or as many topics/genres as books collected for the
activity). Cut out enough bookmarks, so that there
is one for each student, duplicating numbers as
necessary. (Students with the same number bookmark
will work together.)
Compare Contrast Outline
Vis283
Compare Contrast Map
Org062
read 1 Bookmark BKM098
read 2 Bookmark BKM099
POSTer MAKer:
Compare Contrast Outline: Vis283
Compare Contrast Map: Org062
(Basic)
CUTOUT MAKer:
read 1 Bookmark: BKM098
read 2 Bookmark: BKM099
OTher:
Marker
Student selected books, fiction
and nonfiction, two titles for
each topic
Bag or hat
23
coMPARe AnD contRAst
MoDIFIcAtIon
Provide topics and books students
have already read and can read
independently for this activity.
extensIon
If students wish to select their own topic
to compare and contrast, have them
submit a request in writing, explaining
what they want to compare and why.
Whole classreview what it means to compare and contrast.
To compare means to find ways things are alike.
To contrast means to find ways things are different.
display Compare Contrast Map and review how to
use it. The center circles that are connected to both
of the larger circles are for similarities. The circles on
the left and right sides that are only connected to
one of the larger circles are for differences.
Work through an example, comparing
basketball and baseball, as a class.
display the Compare Contrast Outline
and review how to use it to write a three-
paragraph essay. If necessary, work through an example together.
cooperative GroupsTell students they will use the Compare Contrast Map to help them identify
the similarities and differences using two books on the same topic. display
the collection of books students will use.
Place numbered read 1 Bookmarks in a hat or bag. have each student
pick a bookmark at random. Students with the matching number
bookmark (two or more students) take the bookmark and go to the
book table to find their books with the matching number. repeat until all
students have their topics, groups or partners and books.
distribute copies of the Compare Contrast Map to each student and an
extra one for each group. give students time to preview the books and
select topics to compare and contrast. Circulate among groups and pairs
to help them decide what to compare and contrast.
have students complete the Compare Contrast Map, then distribute the
Compare Contrast Outline to students. have students use this outline to
write their report.
24
A c t I V I t Y t e n
ACTIVITY TeN
Timed Essayobjectives Students will write over extended time frames and shorter time frames
for a range of tasks, purposes and audiences.
Students will write opinions using an organizing structure including a
concrete issue or topic, facts and details to support main idea and
concluding statement.
Materials
Preparation Print and display essay Tips poster.
Print and display Main Idea poster. Make 8 ½” x 11” copies, one for
each student.
Collect articles from grade-level news magazines and/or articles from
local newspapers. Be sure that the articles are about a topic that
students can form an opinion or take a stance on. Make enough copies
for each student to have one article.
Paperclip an 8 ½” x 11” Main Idea organizer and writing paper to each
article. Place pages face down so students cannot see the articles.
For older or more advanced students, print Timed essay poster and
display.
essay Tips Vis037
Main Idea Org021
Timed essay Vis101
POSTer MAKer:
essay Tips: Vis037
Main Idea: Org021 (Basic)
Timed essay: Vis101
(Basic/optional)
OTher:
Teacher-selected grade-level
news magazine articles and
local newspapers articles of
about the same length
Writing paper
Timer, bell or clicker
25
t I M e D e s s AY
MoDIFIcAtIon
distribute articles appropriate for
students who need extra help to them.
extensIon
distribute more challenging and/or longer
articles to students who need an extra
challenge.
Whole classTell students they will practice writing about something they know well –
their opinions. explain that they will read an article, think about it, and then
write a 3-5 paragraph opinion essay about it. To make this a test-practice
activity, explain that the writing portion of it will be timed. Students will
have 10-15 minutes to read and then (however many minutes you think
appropriate) minutes to write. explain that you will distribute pencils when
it is time to begin writing.
review Main Idea organizer poster. Tell students they will each get a copy
of the organizer to use for their essay. They should use this to organize the
main idea for their introduction paragraph (their opinion) and supporting
details (topics for each of the supporting paragraphs).
Then read through the essay Tips poster. Point out the items on the list
that refer to the Main Idea organizer: Prepare an outline, thesis statement
and introduction (main idea), body (supporting details).
Use Timed essay for older or more advanced students. Identify the
amount of time students will have to write, and go over that section of the
Timed essay poster with them. For a 30-minute timed essay, tell students
that when they begin writing, your will ring a bell or clicker after five
minutes of prewriting, after 20 minutes for writing, and when time is up.
Individualdistribute Main Idea organizer, article and writing paper clipped together
randomly to students. Begin the reading and organizing portion by setting
the timer to 10-15 minutes. When the timer goes off, explain to students
that it is now time to write. distribute pencils and reset the timer for the
appropriate amount of time. Tell students that they should be sure to
plan 5-10 minutes at the end to proofread their essay and make any
appropriate revisions.
repeat this activity for other types of essays, such as comparison and
informative/explanatory.
26
ADDIt IonAL ActIV It Ies
ADDITIONAL ACTIVITIES
reAdINg reCOMMeNdATIONSPrint readers Are Leaders: BAN026 and get Caught reading: rCg005
and display them on a bulletin board or wall over the classroom library.
Place index cards titled: I Recommend It! in a basket with pens or pencils
and pushpins nearby. each time a student reads a book they think others
will like, have them complete an I Recommend It! card. On each card,
students should include: title and author (and illustrator, if appropriate),
a brief summary and a sentence or two about the author. After checking
their work for spelling, grammar, and punctuation, let them pin the card to
the bulletin board.
ANALOgIeS Print, laminate and display Analogy 2: Org064. explain that analogies
compare one pair of related words with another. The trick is to figure out
the relationship between the given pair of words. For example: fire is to
hot, as ice is to _____ (cold). Pairs of words in analogies can be related
in many ways. have student volunteers fill in the poster with the following
types of analogies:
Opposites: high/low, hard/soft, happy/sad, running/strolling.
Object and its classification: dog/mammal, chair/furniture, robin/bird,
sweatshirt/clothing; pizza/food.
Object and what it’s used for: pen/write; hoe/dig; ax/chop; refrigerator/
chill, telephone/talk, airplane/fly.
Object and the whole it is part of: foot/toe; hand/fingers, violin/string,
leaf/plant, branch/tree; student/class.
Object and the group it belongs to: horse/herd, lion/pride; puppy/litter,
fish/school, bird/flock.
NOTeS
27
ADDIt IonAL ActIV It Ies
reWrITe – COPYedITINg MArKS Towards the beginning of the year, print and display editor’s Marks:
VIS099 poster. review what each symbol means. enlarge a copy of
student’s writing (without the student’s name) or other sample text, using
the scanner on the Poster Maker. display the poster and the appropriate
editor’s marks symbols. have students come up to the board and add the
editor’s marks where appropriate. Then have them write a revised draft,
making the corrections you’ve shown with the editor’s marks.
Choose the appropriate editor’s mark symbols from the following: Insert
Symbol: WrI001, delete Symbol: WrI002, Capitalize Symbol: WrI003,
Make Lowercase Symbol: WrI004, Insert Period Symbol: WrI005, Insert
Comma Symbol: WrI006, Insert Apostrophe Symbol: WrI007, Insert
Quotation Marks Symbol: WrI008, Insert Space Symbol: WrI010, Close
up Space Symbol: WrI011, Transpose Symbol: WrI012, Start New
Paragraph Symbol: WrI013, Add Word Symbol: WrI059, Add Question
Mark Symbol: WrI060, Add Quotation Marks Symbol: WrI061, Insert
Space 2 Symbol: WrI062, Make Lowercase 2 Symbol: WrI063, New
Paragraph Symbol: WrI064, Spell Out Symbol: WrI065, and Transpose
Order Symbol: WrI066.
TrACKINg reAdINg PrOgreSS Track the number of books students read over the course of a quarter,
semester or school year using Book report Chart: VIS005 (Basic). At the
end of the term, customize and print reading Award Plaque: AWd110,
reading Achievement Award Plaque: AWd065 or World Class reader
Award Plaque: AWd080 and attach to a wooden plaque, then present to
the student(s) who has read the most books.
NOTeS
28
R u b R I c
cate
gorie
sc
riteria
Valu
eM
inim
al
basic
Pro
ficie
nt
Adva
nced
use
s gra
de-
appro
pria
te sp
ellin
g
patte
rns a
nd
genera
lizatio
ns in
w
riting w
ord
s
Student’s use of
spelling patterns and generalizations in w
riting w
ords is below grade level.
Student uses som
e grade-appropriate spelling patterns and generalizations in w
riting w
ords.
Student consistently uses
grade-appropriate spelling patterns and generalizations w
hen writing w
ords.
Student uses above grade-
appropriate spelling patterns and generalizations in w
riting words.
use
s gra
de-
appro
pria
te
mechanic
al
conve
ntio
ns in
writte
n
com
positio
ns
Student uses gram
matical
and mechanical
conventions in writing
inconsistently and with
frequent errors.
Student uses som
e grade-appropriate gram
matical and
mechanical conventions
in writing w
ith few
errors.
Student uses grade-
appropriate gramm
atical and m
echanical conventions in w
riting consistently.
Student consistently uses
at and above grade-appropriate gram
matical
and mechanical conventions
in writing.
obse
rves g
rade-
appro
pria
te
conve
ntio
ns o
f gra
mm
ar a
nd u
sage
Student show
s a limited
knowledge of parts of
speech and appropriate usage.
Student identifies and
uses some grade-
appropriate parts of speech.
Student consistently
identifies and uses grade-appropriate parts of speech.
Student consistently
identifies and uses at and above grade-appropriate parts of speech.
Identifi
es a
nd
sum
marize
s the m
ain
poin
t and su
pportin
g
deta
ils of a
text
Student needs assistance
identifying the main point
and relevant details of a text.
Student can identify the
main point and provide
a few supporting details
of a text.
Student can identify the
main point, give supporting
details and briefly summ
arize a text.
Student can identify the
main point, give supporting
details, summ
arize and analyze text.
com
pare
s and
contra
sts info
rmatio
n
dra
wn fro
m o
ne o
r m
ore
texts
Student has difficulty
comparing and contrasting
two different texts.
Student can draw
a few
comparisons betw
een tw
o different texts.
Student can com
pare and contrast inform
ation from
two different texts and
draw conclusions from
the com
parisons.
Student can com
pare and contrast inform
ation from
more than tw
o texts and draw
conclusions about the com
parisons.
Perfo
rms sh
ort,
focuse
d re
searc
h
Student needs assistance to
perform research.
Student can research
specific questions related
to a given topic.
Student can research
and briefly summ
arize key
information related to a given
topic.
Student can research and
summ
arize key information
related to one or more topics
of choice.
tota
l:
re
Ad
INg
& W
rIT
INg
2 r
UB
rIC
Nam
e
(Please note that all have perm
ission to reproduce this rubric page.)
29
c o n t e n t L I s t
reAdINg & WrITINg 2 CONTeNT LIST
Poster Maker ID name Activities
BAN026 readers are Leaders Banner Additional
BAN096 Wonderful Writers Banner
Org055 Paragraph Closing 8
Org056 Paragraph Supporting 8
Org057 Paragraph Topic 8
Org059 Punctuation 2 4
Org064 Analogy 2 Additional
Org073 Project Planning
Org075 research Project 8
rCg005 get Caught reading Additional
rCg022 reading Star
rCg025 Spelling Bee
rCg061 reading Star 2
VIS036 Confused Words 2
VIS037 essay Tips 10
VIS099 editor's Marks
VIS100 Punctuation 3, 4, 5
VIS101 Timed essay
VIS167 Spelling rules 1
VIS168 Types of Adverbs 6
VIS282 Capitalization rules 1 1, 3
VIS283 Compare Contrast Outline 9
Awards Maker ID name Activities
AWd065 reading Achievement Award Plaque Additional
AWd080 World Class reader Award Plaque Additional
AWd110 reading Award Plaque Additional
AWd114 Spelling Award Plaque 1 1
AWd144 research report Award Plaque
AWd192 Writer 1 Award Plaque
STK200 Colon Punctuation Sticker 5
STK202 dash Punctuation Sticker 4
STK206 hyphen Punctuation Sticker 4
STK214 Quotation Marks Punctuation Sticker
STK220 Semicolon Punctuation Sticker 5
cutout Maker ID name Activities
BKM098 read 1 Bookmark 9
BKM099 read 2 Bookmark 9
PPL146 reading Newspaper 1 Boy 6
30
c o n t e n t L I s t
reAdINg & WrITINg 2 CONTeNT LIST (cont.)
cutout Maker ID (cont.) name Activities
PPL147 reading Newspaper 2 girl 6
PPL148 reading Newspaper 3 Boy 6
SAe190 Child 1 girl reading
WrI001 Insert Symbol Additional
WrI002 delete Symbol Additional
WrI003 Capitalize Symbol Additional
WrI004 Make Lowercase Symbol Additional
WrI005 Insert Period Symbol Additional
WrI006 Insert Comma Symbol Additional
WrI007 Insert Apostrophe Symbol Additional
WrI008 Insert Quotation Marks Symbol Additional
WrI010 Insert Space Symbol Additional
WrI011 Close up Space Symbol Additional
WrI012 Transpose Symbol Additional
WrI013 Start New Paragraph Symbol Additional
WrI030 Quotation Marks Symbol
WrI033 Colon Symbol 5
WrI036 hyphen Symbol 4
WrI037 Parentheses Symbol
WrI041 Semicolon Symbol 5
WrI053 Cloud Word Bubble 3
WrI054 Flare Word Bubble 3
WrI055 heart Word Bubble 3
WrI056 Oval Word Bubble 3
WrI057 Square Word Bubble 3
WrI058 Starburst Word Bubble 3
WrI059 Add Word Symbol Additional
WrI060 Add Question Mark Symbol Additional
WrI061 Add Quotation Marks Symbol Additional
WrI062 Insert Space 2 Symbol Additional
WrI063 Make Lowercase 2 Symbol Additional
WrI064 New Paragraph Symbol Additional
WrI065 Spell Out Symbol Additional
WrI066 Transpose Order Symbol Additional
WrI067 dash Symbol 4
WrI068 Period 2 Symbol
WrI069 Quotation Marks 2 Symbol
*Indicates Cutout Maker collection
31
W o R k o R D e R
VArIQUeST WOrK Order TeMPLATeThis template can be photocopied and used for placing orders for customized posters, banners, stickers, awards, cutouts and collections.
date Order Placed: __________________________________ Order #: _________________________________________
date Order Needed By: ______________________________ date Completed: _________________________________
Staff Name: ___________________________________________________________________________________________
room #: _________________________ Phone #: ___________________________________________________________
e-mail: ________________________________________________________________________________________________
special Instructions:
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
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