Level I (19 pts.)
1 SentenceIdea O
rganized with
Interesting Content
Subject: Who/W
hatPredicate: Strong VerbM
odifiers: When/W
hereM
odifiers: Why/H
ow
2 SentencesIdeas O
rganized with
Interesting Content
2 Interesting Sentences about the Topic or Event2nd Sentence Stays on Topic by Sequencing or Expanding the IdeaVaried Sentence BeginningsVaried Im
portant Words
Powerful Verbs
Interesting Adjectives
Modifiers: W
hen/Where
Modifiers: W
hy/How
Conventions
Word Boundaries:
Spaces Between W
ords &
Letters Snuggled in Words
Capitalize: Sentence, I &
Nam
esPunctuate: Sentence ( . ? ! )
SpellingH
igh Frequency Words:
Correct SpellingU
nknown W
ords:Initial Letter SoundM
edial Dom
inant Ltr . SoundsFinal Letter Sound
___________________________Suggested G
rade Levels:K
& 1
Level IV (18 pts.)
2 - 3 ParagraphsIdeas O
rganized& O
n Topicw
ith Interesting Content
Hook
Topic Sentences1-3 Sentences for Each D
etailInteresting and Engaging D
etails about the Topic or Event TransitionConclusionSnappy Ending
SentencesVaried Sentence BeginningsVaried Im
portant Words
Varied Sentence LengthsPow
erful VerbsInteresting A
djectivesM
odifiers
V oice & Style
Dialogue/Thoughts
Figurative LanguageSensory D
escriptionFacts, Exam
ples
Mechanics
Capitals & Stops
Comm
as in a ListIndentation
___________________________Suggested G
rade Levels:4 &
5
Level III (21 pts.)
Beginning ParagraphIdeas O
rganized& O
n Topicw
ith Interesting Content
Topic Sentence A
t Least 3 Interesting or Engaging D
etails about the Topic or EventConclusion
Advanced Paragraph
Ideas Organized&
On Topic
with Interesting C
ontentH
ookTopic Sentence A
t Least 4-6 Interesting or Engaging D
etails about the Topic or EventConclusionSnappy Ending
SentencesVaried Sentence BeginningsVaried Im
portant Words
Varied Sentence LengthsPow
erful VerbsInteresting A
djectivesM
odifiers
V oice & Style
Dialogue/Thoughts
Figurative LanguageSensory D
escriptionFacts, Exam
ples
Mechanics
Capitals & Stops
Comm
as in a ListIndentation
__________________________Suggested G
rade Levels:2 &
3
Level II (16 pts.)
3 SentencesIdeas O
rganized& O
n Topicw
ith Interesting Content
Organized: N
arrative (BME),
Process (FNL),
Categories (123)C
ontent: At Least 3
Interesting or Engaging D
etails about the Topic or Event4-6 Sentences
Ideas Organized&
On Topic
with Interesting C
ontentO
rganized: Add 2nd
Sentence to a Supporting D
etail that Sequences or Expands the IdeaC
ontent: At Least 4-6
Interesting or Engaging D
etails about the Topic or EventSentencesVaried Sentence BeginningsVaried Im
portant Words
Varied Sentence LengthsPow
erful VerbsInteresting A
djectivesM
odifiers
V oice & Style
Dialogue/Thoughts
Figurative LanguageSensory D
escriptionFacts, Exam
ples
Mechanics
Capitals & Stops
Comm
as in a List___________________________
Suggested Grade Levels:
1 & 2
Level V (16 pts.)
5 Paragraph EssayIdeas O
rganized& O
n Topicw
ith Interesting Content
Introduction (Hook w
ith Topic Sentence)Body (3 M
ain Idea Paragraphs w
ith 1-3 Sentences for Each D
etail Interesting and Engaging D
etails about the Topic or Event)Conclusion (Restate Topic and Im
portance, Plus a Snappy Ending)
SentencesVaried Sentence BeginningsVaried Im
portant Words
Varied Sentence LengthsPow
erful VerbsInteresting A
djectivesM
odifiers
V oice & Style
Dialogue/Thoughts
Figurative LanguageSensory D
escriptionFacts, Exam
ples
Mechanics
Capitals & Stops
Comm
asIndentation
___________________________Suggested G
rade Levels:5 &
6
Student’s Nam
e:________________________________________________________ Teacher:________________________________________ Year:_____________
Reporting Periods: 1______________ 2______________ 3______________ 4_______________ 5______________ 6______________ ©
2004 Nancy Fetzer
Special Thanks: Patty Weisbach
Levels of Writing AssessmentLWA
s (19 pts)
91 ©2006 Nancy Fetzer
Lights!
92 ©2006 Nancy Fetzer
Camera!
93 ©2006 Nancy Fetzer
Action!
96 ©2006 Nancy Fetzer
_____________’s Movie Scripts
Lights!
Action!
Camera!
Special Thanks to: Patti McGuire, Trish Brunner and Monica Bergman @ Mission Elementary
_____________’s Movie Scripts
Lights!
Action!
Camera!
Movie Script Book Covers: Oral Retell
97 ©2006 Nancy FetzerMovie Script Book Pages: Oral Retell
100 ©2006 Nancy Fetzer
_______________________________’s Movie Scripts
Lights!
Action!
Camera!
Movie Script Book Cover: Oral Retell & Writing
Name: _____________________________________________ Date: __________________________________________________
101 ©2006 Nancy FetzerMovie Script Book Page: Oral Retell & Writing
104 ©2006 Nancy Fetzer
_______________________________’s M
ovie Scripts
Lights!
Action!
Camera!
Movie Script Book Cover: Advanced Oral Retell & Writing
106 ©2006 Nancy Fetzer
Movie Script PuppetsLights!
Action!
Camera!
107 ©2006 Nancy Fetzer
108 ©2006 Nancy Fetzer
113 ©2006 Nancy Fetzer
When?
When? Flip Book
114 ©2006 Nancy FetzerWhen? Flip Book
115 ©2006 Nancy FetzerWhere? Flip Book
Where?
116 ©2006 Nancy FetzerWhere? Flip Book
117 ©2006 Nancy FetzerWho? Animals Flip Book
Who?
118 ©2006 Nancy FetzerWho? Animals Flip Book
119 ©2006 Nancy FetzerWho? People Flip Book
Who?
120 ©2006 Nancy FetzerWho? People Flip Book
Narrative Lecture N
otesSetting
Character Plot
When? W
here?W
ho?W
hat is the problem, m
oral or lesson?
BeginningEnding
Middle
Expository Lecture Notes
Setting (optional)Subject
Big IdeaW
hen? Where?
Who? or W
hat?W
hat about______? W
hy is ______important?
Organize
theInform
ation:Categories,
Sequence,Description,
Compare
&Contrast,
Cause&
Effect,Problem
&Solution
Student Vocabulary Wall Topic:Powerful Parts of Speech
Adjectives VerbsNouns
©2006 Nancy Fetzer
155 ©2006 Nancy Fetzer
156 ©2006 Nancy Fetzer
158 ©2006 Nancy Fetzer
Dear Teacher,
From,
161 ©2006 Nancy Fetzer
Word Master to
Story Blaster
Words +Pictures
Stories
163 ©2006 Nancy Fetzer
#_______
Write Me Back!
165 ©2006 Nancy Fetzer
Writethe
Character
Writethe
Author
188 ©2006 Nancy Fetzer
Narrative Writing: Terrific Transitions Card following the..., then, when I..., before they..., since our...,
throughout..., until I..., upon my..., furthermore, shortly after...,finally after the..., next, to begin, during the..., last, then,
at that time, until, while we..., soon, immediately after the...,after we..., now, while they..., on (date), earlier that..., within the, from that moment on, after a little while,
at the same time, the morning after, afterward, immediately,quickly, suddenly, at once, after a bit, after a few days,
as long as..., in the meantime, in the past, lately,
Time: When?
crackle, zap, poof, creak, whoosh, plop, kerplunk, ka-boom, wham, splish,
splash, buzz, beep, crash, whirr, bang, bong, bonk, burp, clang, hiss, purr, squeak, mumble, murmur,
hush, shush, boom, bang, smash, whack, tippy-tap, click, clatter, pop, crunch, munch, snap, thump, thud,
rattle, sizzle, gurgle, fizz, flitter, twitter, swish,
SoundEffects
downstairs, inside, uptown, outside,above the..., across the..., against the..., along the..., among the...,around the..., at the..., behind the..., below the..., beneath the...,beside the..., between the..., beyond the..., by the..., down the...,from... to..., in the..., inside the..., into the..., near the..., off the...,
on the..., outside the..., over the..., past the..., through the...,throughout the..., toward the..., under the..., underneath the...,
up..., in the middle of the..., in front of..., next to the...,
Location:Where?
189 ©2006 Nancy Fetzer
Narrative Terrific Transitions
Time: When?
SoundEffects
Location:Where?
194
1-Sentence Narrative: Em
ergent Level ©2006 N
ancy Fetzer
Who is the
story about?
Setting Character
Action
What did _____ do?
or W
hat happened to _____?
When?
Where?
195
Who is the
story about?
Setting Character
Action
What did _____ do?
or W
hat happened to _____?
When?
Where?
1-SentenceNarrative: Prim
ary Level ©2006 N
ancy Fetzer
199
1-Sentence: Personal NarrativeStory O
pening ©2006 N
ancy Fetzer
Who is the
story about?
Setting Character Em
otion A
ction
What caused
that emotion?
When?
Where?
+H
ow did
you feel?
205 ©2006 Nancy Fetzer
Secret Formula: 2-Sentences N
arrative: Primary Level ©
2006 Nancy Fetzer
SC
TC
208 ©2006 Nancy Fetzer
Name: _____________________________________________ Date: __________________________________________________
3-6 Sentences Writing Organizer
211 ©2006 Nancy Fetzer
“AT-A-GLANCE” 3-Sentences Narrative: Actions LevelStep 1: Character: Who is in our story, a person, an animal, or is it about me?
Step 2: Get organized! Every story needs a beginning, middle and ending!(Teacher and students label the circles on the organizer with B-M-E.)
Step 3: Plan the story! Is this an imaginative story or true story?
Option 1: Planning an Imaginative Story:How will it end? (Happy, Silly, Sad, Frightening, or a Lesson?)
Plan the Ending: Close your eyes and see the ending? (First, see the charac-ter in the setting.) Next, plan the ending action. What happened at the end? What is the character doing that is (happy, silly, sad, frightening, or to learn a lesson)? Write down a key word on the ending line.
Plan the Beginning action. What was the character doing at the beginning?Write down a key word on the beginning line.
Plan the middle action, and it needs to make sense! What was the character doing in the middle? Write down a key word on the middle line.
Option 2: Planning a True Story (Personal Narrative):Tell the story.Separate the story into three parts: beginning, middle, and ending.To easily identify the parts identify them in this order:Ending: Write down a key word on the ending line.0Beginning: Write down a key word on the beginning line.Middle: Write down a key word on the middle line.
Step 4: Secret Formula! Label the beginning, middle and ending parts of the story with the secret formulas!
Beginning: Secret formula: S + C + Setting: When? and Where? Character: Who is driving the action in the beginning?Action: What is the character doing?
Middle: Secret formula: T + C + Transition: Sound Effect, Signal Word, or When/Where Phrase.Character: Who is driving the action in the middle?Action: What is the character doing?
Ending: Secret formula: T + C + Transition: Sound Effect, Signal Word, or When/Where Phrase.Character: Who is driving the action in the ending?Action: What is the character doing?
Step 5: Use the Secret Formulas to to construct the sentences, then add fancy words, to form more powerful sentences! Write!
221 ©2006 Nancy Fetzer
“AT-A-GLANCE” 6-Sentences Narrative: Actions & Reactions Level
Step 1: Character: Who is in our story, a person, an animal, or is it about me?
Step 2: Get organized! Every story needs a beginning, middle and ending!(Teacher and students label the circles on the organizer with B-M-E.)
Step 3: Plan the story! Is this an imaginative story or true story?Option 1: Planning an Imaginative Story:How will it end? (Happy, Silly, Sad, Frightening, or a Lesson?)Plan the Ending: Close your eyes and see the ending? (First, see the charac-ter in the setting.) Next, plan the ending action. What happened at the end? What is the character doing that is (happy, silly, sad, frightening, or to learn a lesson)? Write down a key word on the ending line.Plan the Beginning action. What was the character doing at the beginning?Write down a key word on the beginning line.
Plan the middle action, and it needs to make sense! What was the character doing in the middle? Write down a key word on the middle line.
Option 2: Planning a True Story (Personal Narrative):Tell the story.Separate the story into three parts: beginning, middle, and ending.To easily identify the parts identify them in this order:Ending: Write down a key word on the ending line.Beginning: Write down a key word on the beginning line.Middle: Write down a key word on the middle line.
Step 4: Secret Formula! Label the beginning, middle and ending parts of the story with the secret formulas!
Beginning: Secret formula: S + C + Setting: When? and Where? Character: Who is driving the action in the beginning?Action: What is the character doing?Reaction: What did the character say, feel, or think?
Middle: Secret formula: T + C + Transition: Sound Effect, Signal Word, or When/Where Phrase.Character: Who is driving the action in the middle?Action: What is the character doing?Reaction: What did the character say, feel, or think?
Ending: Secret formula: T + C + Transition: Sound Effect, Signal Word, or When/Where Phrase.Character: Who is driving the action in the ending?Action: What is the character doing?Reaction: What did the character say, feel, or think?
Step 5: Use the Secret Formulas to to construct the sentences, then add fancy words, to form more powerful sentences! Write!
233 ©2006 Nancy Fetzer
Follow the listed steps to write a personal narrative:
Step 1: Tell the Story: Is it memorable?
Step 2: Get Organize! Make the Personal Narrative Paragraph organizer.
Step 3: Plan: Separate the story into a beginning, middle, and ending, then label B-M-E.Write Story Opening.Write the Beginning, Middle, and Ending with actions and reactions.Write Story Closing.Add Fancy Words.
Step 4: Tell Story, then Write.
Personal Narrative Paragraph
© 2004 Nancy Fetzer
B EM
Story Opening Beginning, Middle and Ending (B-M-E)
Close the Book
Step 2 (continued): Get Organize! Using Total Physical Response to Teach the Organizer: Directions: Make copies of the pictures (below) and adhere them to organizer with tape, magnets or Velcro as each part of the organizer is introduced. For example, as the teacherintroduces the story opening for the personal narrative paragraph, she adheres the storyopening card at the top part of the organizer where the story opening will be written. Oncethe physical motions are learned and the students have mastered the parts of the paragraph,then the visuals no longer need to be posted.
Personal Narrative Paragraph
240 ©2006 Nancy Fetzer
Nam
e: ______________________________________________ Date: _____________________________________________________
1-Paragraph Organizer: Prim
ary Level © 2004 N
ancy Fetzer
241 ©2006 Nancy Fetzer
Paragraph or 5-Paragraph Brainstorm O
rganizer © 2004 N
ancy Fetzer
Nam
e: ______________________________________ Date: ___________________________________________________
253 ©2006 Nancy Fetzer
Name: ____________________________________ Date: ___________________________________
Publishing Page with Title Line
254 ©2006 Nancy FetzerPublishing Page
265 ©2006 Nancy Fetzer
271 ©2006 Nancy Fetzer
Multiple Paragraph Narrative
Terrific Transitions Card for the Descriptive Writing
under..., over..., through..., around..., above...,
across..., between..., beside..., outside..., in back
off..., near..., down..., in the middle..., in between...,
off in the distance..., beyond..., deep under...,
along the side of... up..., sticking out from...,
Spaceor
Direction
to begin, first, after..., before..., during...,
in the beginning, while..., previously, furthermore,
suddenly, immediately, evidently, ultimately,
finally, at last, in conclusion, the following...,
subsequently, in the final part, also, once...,
Sequenceor
Time
Terrific Transitions Chart: This chart displays signal words and phrases specifically fordescriptive writing. Once students decide how they will organize their descriptions, they thenrefer to this chart as a resource for space or direction, sequence or time, and major featurestransitions.
one of the most important attributes of...,
the biggest..., the smallest..., first, next, lastly,
the most impressive part of...,
another interesting feature of...,
the most noticeable characteristic of...,
MajorFeatures
277 ©2006 Nancy Fetzer
Multiple Paragraph Narrative
Narrative Writing: Terrific Transitions Card following the..., then, when I..., before they..., since our...,
throughout..., until I..., upon my..., furthermore, shortly after...,finally after the..., next, to begin, during the..., last, then,
at that time, until, while we..., soon, immediately after the...,after we..., now, while they..., on (date), earlier that..., within the, from that moment on, after a little while,
at the same time, the morning after, afterward, immediately,quickly, suddenly, at once, after a bit, after a few days,
as long as..., in the meantime, in the past, lately,
Time: When?
crackle, zap, poof, creak, whoosh, plop, kerplunk, ka-boom, wham, splish,
splash, buzz, beep, crash, whirr, bang, bong, bonk, burp, clang, hiss, purr, squeak, mumble, murmur,
hush, shush, boom, bang, smash, whack, tippy-tap, click, clatter, pop, crunch, munch, snap, thump, thud,
rattle, sizzle, gurgle, fizz, flitter, twitter, swish,
SoundEffects
downstairs, inside, uptown, outside,above the..., across the..., against the..., along the..., among the...,around the..., at the..., behind the..., below the..., beneath the...,beside the..., between the..., beyond the..., by the..., down the...,from... to..., in the..., inside the..., into the..., near the..., off the...,
on the..., outside the..., over the..., past the..., through the...,throughout the..., toward the..., under the..., underneath the...,
up..., in the middle of the..., in front of..., next to the...,
Location:Where?
Purpose: Narrative transitions typically move the reader from one action/reactionto the next action/reaction in the story. The types of transitions that work well forthis function are transitions for time (When?), location (Where?), sound effects.Students decide what type of transition they need to use in their writing, they thenchoose from the selection of transitions for that function.
Categorize to tell......parts of:
...types or kinds of:
...characteristics or features of:
...things that:
...ways that:
293 ©2006 Nancy Fetzer
Who or Whatis the
Information About?
What about _________?
Why is it important?
When? Where?
Expository Text
To Inform To Explain To Describe To AnalyzeOrganize Using
Categories:Code: 1-2-3
Organize Usinga Sequence:
Code:F-N-L or B-M-E
Organize Using Space
or Importance:Code: 1-2-3
Organize Using Cause & Effect,
Compare & Contrast, or
Problem & Solution:
Compare or Contrast:to make a claim.
Problem & Solution:to propose a solution
to a problem.
(the purpose)
Setting (Optional) Subject Big Idea Topic Sentence or Thesis Statement:
Purpose: The Reason for the Information
Cause & Effect:to explain the results of an action or condition
Describe by using......space:
...importance:similarities
differences
before after
What happened:
problem solution
1)_____ 2)______ 3)______ 4)______roots stem leaves flower
1)________ 2)_________ 3)__________ flowers trees vegetables
1)________ 2)_________ 3)__________ 3-points oily red vine
1)________ 2)_________ 3)__________ sun water oxygen
1)________ 2)_________ 3)__________ makesfood
drinkswater
bends tosunlight
(plants)
(a plant survives)
Sequence to explain......how to:
...steps to:
...a cycle or process:
...the events of:
...the summary of:
F)_______ N)________ L)_________ pick cut squeeze
F)_______ N)________ L)_________ start life grow die
B)_______ M)________ E)_________ hike swim BBQ
B)_______ M)________ E)_________ left
homewolf
destroyspigssafe
(make orange juice)
(a story)
(summer vacation day)
F)_______ N)_________ L)_________ dig hole plant seed water
(plant a seed
(poison ivy)
(a plant needs)
(plant life cycle)
(a plant)top
bottom
left right
most important
least important
inside outside
core
mantlecrust
295 ©2006 Nancy Fetzer
Terrific Transitions Chart: Once students have identified the purpose for theirinformation, they then can use their purpose to select transitions for their sen-tences and paragraphs. Below are transition words specific to the purpose for writ-ing: To inform (categories); To explain (sequence); To describe (illustrate); To ana-lyze (compare & contrast, cause & effect, problem & solution). When studentswrite about information, they refer to this chart as a resource for transitions thatare commonly used in this type of writing.
Terrific Transitions Card for Expository Writing
specifically, in addition, one, two, first, second, third, to begin,next, finally, most importantly, one kind of..., furthermore,another type of..., likewise, when, also, then, for example,
for instance, in fact, in particular,
Inform
first, second, the following, then, additionally, another, whenfurthermore, finally, several steps, also, next, likewise, besides,
to begin, during, finally, first, second, last, then, at that time,next, until, while, soon, immediately, after, now, while, afterwards, When...ended, in the end, on (date), earlier.
Explain
under, over, through, around, above, across, between, beside, outside, in back of, as (size) as ____, looks like (shape), also,but, however, appears to be, near, down, in the middle of...,
Describe
similarly, different from, compared to, as well as, same as, incontrast, yet, otherwise, despite, not only...but also, either...or,
unless, if...then, because, since, therefore, as a result, this leadto, for this reason, in order to, so that, on account of, conse-
quently, so that, according to, then...so, nevertheless,
Analyze
Expository Text: Writing Transitions
299
Secr et Formula-Expository: Em
er gent Level ©2006 N
ancy Fetzer
Who or W
hatis the
Information
About?
Setting Subject Big Idea
What about ______?
Why is it im
portant?
When?
Where?
301
Who or W
hatis the
Information
About?
Setting Subject Big Idea
What about ______?
Why is it im
portant?
When?
Where?
Secret Formula-Expository: Prim
ary Level ©2006 N
ancy Fetzer
303
Who or W
hatis the
Information
About?
Setting Subject Big Idea
What about ______?
Why is it im
portant?
When?
Where?
Secret Formula-Expository: Interm
ediate Level ©2006 N
ancy Fetzer
306
Nam
e: ___________________________________________________________________
1-Sentence Organizer: Prim
ary Level © 2004 N
ancy Fetzer
308
Nam
e: __________________________________________ Date: _________________________________________
1-Sentence Organizer: Interm
ediate Level © 2004 N
ancy
310
Nam
e: __________________________________________ Date: _______________________________________
2-Sentence Organizer: Prim
ary Level © 2004 N
ancy Fetzer
311
Nam
e: __________________________________________ Date: _______________________________________
2-Sentence Organizer: Interm
ediate Level © 2004 N
ancy
320
Nam
e: ____________________________________________________________ Date: _____________________________________________________________
3-Sentence Organizer: Prim
ary Level © 2004 N
ancy Fetzer
321 3-Sentence Organizer: Intermediate Level ©2006 Nancy Fetzer
Name: _____________________________________________ Date: __________________________________________________
Name: ____________________________________________________________ Date: ___________________________________
4-Sentence Organizer: Primary Level © 2004 Nancy Fetzer
Name: ____________________________________________________________ Date: ___________________________________
4-Sentence Organizer: Intermediate Level ©2006 Nancy Fetzer
343 ©2006 Nancy Fetzer
Introduce the Topic Sentence (T)
Give Three Supporting Details (1-2-3)
Write the Conclusion (C)
Blackline Masters for Total PhysicalResponse Expository Paragraph: Directions:Xerox the five visuals below and tape orVelcro to adhere them next to the organizer aseach part of the paragraph is introduced. Forexample, as the teacher introduces the hookfor the expository paragraph, she adheres thehook card to the top part of the organizerwhere the hook will be written. Once thephysical motions are learned and the studentshave mastered the parts of the paragraph,then the visuals no longer need to be posted.
Hook in the Reader (H)
End It with a Snap!
Expository Paragraph
347 ©2006 Nancy Fetzer
388 ©2006 Nancy Fetzer
423 ©2006 Nancy Fetzer
Terrific Transitions Card for the Descriptive Writing
under..., over..., through..., around..., above...,
across..., between..., beside..., outside..., in back
off..., near..., down..., in the middle..., in between...,
off in the distance..., beyond..., deep under...,
along the side of... up..., sticking out from...,
Spaceor
Direction
Sequenceor
Time
Terrific Transitions Chart: This chart displays signal words and phrases specifically fordescriptive writing. Once students decide how they will organize their descriptions, they thenrefer to this chart as a resource for space or direction, sequence or time, and major featurestransitions.
Descriptive Writing: Transitions
one of the most important attributes of...,
the biggest..., the smallest..., the most impressive part of...,
another interesting feature of...,
the most noticeable characteristic of...,
MajorFeatures
following the..., when..., before..., since..., throughout..., until...,then, upon..., furthermore, shortly after...,
finally after the..., next, to begin, during the..., last, then, at that moment, until, while..., soon, immediately after the...,
after..., now, while they..., on (date), earlier that..., within the, from that day on, after a little while,
at the same time, the morning after, afterward, immediately,quickly, suddenly, at once, after a bit, after a few days,
as long as..., in the meantime, in the past, lately,
437 ©2006 Nancy Fetzer
Character’s Physical Features Word BankHAIRtidyfierylavishruffledorderlystraightspikedbleachedcroppedfinestringywavyshortlongunkemptdrabshimmeringglossyshinyflowingcurlyneatmessyglistening silky
EYESslyirresistibletantalizingwildboldapprehensivehystericalshyterrifiedfearfuldramaticenergeticdefeatedcalculatingfieryfrightenedtimidnervoustearfultranslucentradiantopulentfreshjeweledovalvividglassybrightkeenperkysparkledintelligentwidebeadybloodshotsoulfulmysterioussuspiciousdazzlingdull animated
LIPSsupplefullwideredpinkchappedcrackedglossyshinypuckeringpouty
SKINpleasanthandsomescrubbedsplotchyflushsicklypastybruisedpalegrimyglisteningtautyouthfulsmoothroughtanweatheredblotchediridescentwrinkledclearfreckledglowingspottedsensitive
BODYstoutrigidchubbywiderobuststurdystronghealthyfrailcrookedawkwarderecttallshortleanslenderstretchedathleticweakmassiveweightyobesebulkycumbersomeslightsquattystumpycompactstubbyplumpbloateddaintypunypetite
LEGS/ARMSspindlymuscularlankystretchedtinyshapelylumpyskinnycrookedlitheshort
NOSEpointyround flat widetinybulbousbumpy
MY OWN DESCRIBING WORDS:
438 ©2006 Nancy Fetzer
Setting Word Bank: Country
WEATHERbreezysunnycalmmuggyariddrydampfrostycrispcoolcoldchillyslushyicysnowyrainydrizzlingquietcrashingdeafeningharshgrowlingthunderous
TREESbehemothbigcolossalenormoustoweringnarrowshadygiganticimmensetallcolorfulfragrantnuttywispypointybushythickstoutwide
SKYbluepurpledarkbrightwideopenvastlargemassiveimmense
LANDrockyruggedsandysmoothgrassymajesticgrandvastrollingsnow-capped
PLANTSvibrantthick emeraldgreenswayinganchoredfreshwetdryparched
WATERgleamingsparklingbrightshinyflowingbluefoamingbubblingbrightsapphirehazymurkyicychillyfresh saltystalequietmoaningmelodiccooingdeafeningpoundingrushing
WEATHERsunnylovelybrightscorchingboilingaridhoticyslickslushybreezychillycoldcoolcrispdampfrostysnowystormycloudyrainymistymuggyhumid
MY OWN DESCRIBING WORDS:
439 ©2006 Nancy Fetzer
Setting Word Bank: City
VEHICLESabundantcrowdedshinygleamingsparklingcolorfullargesmalldirtyuncleandustyfilthyracinggrowlinghonkingscreechingswerving
BUILDINGSsteelybehemothabundantcolossaltoweringgiganticheavyimmenseamplehugemammothlargeimpressivegreattitanicvastmassivefat plumpportlystout
polishedshinyglossygleamingflashybrightglowingblindingbrilliantvibrantagedantiquetime-worn
SOUNDShonkingbuzzingblaringboomingclatteringcrashinglouddeafeningscreechingbusy
PEOPLEloudquietbusyaggravatedannoyedharshimpatientsnarlingsavoryrotten
singingdancingpreachingyelling
chubbywiderobuststurdystronghealthyfrailcrookedawkwarderecttallshortleanslenderstretchedathleticweakmassiveweightyobesebulkycumbersomeslightsquatty
WINDOWScleanspotlessimmaculatepurifiedtidyfreshsterileimmaculatescrubbed
uncleandustyfilthysqualidsordidfoulimpurepolluteddingymessy
SMELLSchokingputridrottensmokystiflingstaleripe
savorytangysweetpepperyspicystrongfragrant
STREETSpolluteddingymessyhotswelteringhardgraybusynoisy
MY OWN DESCRIBING WORDS:
440 ©2006 Nancy Fetzer
5-Senses Word Bank
BRIGHTNESSpolishedshinyglossygleamingflashybrightglowingblindingbrilliantvibrant
foggyhazymistyshadydrabcloudydimmuddyshadowymurkyobscuresooty
SIZEbigbehemothabundantcolossaltoweringgiganticheavyimmenseamplehugemammothlargeimpressivegreattitanicvastmassivefat plumpportlyblubberystout
narrowmeagerlittletinyscantysmallminiaturepetiteslightshortskinnygauntscrawnyleanlankybonythinslender
COLORblackjetebonyinkyravencoaldark
brownamberbrunettesepiatawnycafehennarustychocolatecinnamontopazumbercoffeesandyalmond
bluepeacockaquamarineindigoseaazurenavyturquoiseroyalcobaltsapphire
SPEEDfastspeedyrapidlyquicklyaccelerated
slowleisurelydraggingsluggishpokylaggardslacken
SHAPEcrookedbenttwistedcurvedhookedzig-zaggedangularsquarecirculartriangularwavylumpy
TEXTUREtoughwiryleatheryrockyrubberystonyirregularcraggyraggedshaggygnarledscragglycorrugatedcoarsesplinterybumpyunlevelgrittyruggedbrokenruffledknottyscalyharshgrittysharpcrinkleddimpled
brittletwiggyfragilesoftfeatheryfuzzywispydelicate
slickflatsatinyvelvetycreamyslippery
COLORwhitemilkybleachedcolorlesssnowyblanchedalabasterivorychalkycreamypearly
redrubycoralscarletsalmoncherrycardinalrustflametomatowine
grayashsteel
greenemeraldapplemossjademintcelerylimechartreuse
TEXTUREoilydrenchedmistydrippingsaturatedsoakedrainyhumidmuggydewydampwet
441 ©2006 Nancy Fetzer
5-Senses Word Bank
TEMPERATUREdryparchedaridmoisturelessscorchingdehydratedhotheatedboilingfierytoastysizzlingsearingflamingburningthermalscaldingsimmeringparchingincandescent
frostyicybitterlybreezychillycoldcrispfreezing
FLEXIBILITYfirmrigidsolidsteelystiff
softlimpflexiblerelaxedfeatherytenderpliable
SOUNDbangingdeafeningbuzzingboomingclatteringcrashingloudhissingscreechinghigh-pitchedcrunchypoppingslurpingsnappingsplashingsplatteringrustlingsquawkingroaringpiercingexplodingthunderouspatteringstompinghissinggurglingclappingcracklingswishingnoisywhirring
fainthushedsilentpurringtippy-tappinghummingmelodicstillquietlowsofthushedmuffled
FLAVORpepperyspicyburntbitterbutterycrispyjuicysaltysoursweettarttinglytangy
stringyrottenbittersweetripeblandrancidearthydecayedoldusedstalemoldy
SMELLspoiledrancidsicklygamydankreekingstrongodorousfishychokingstalegaseousmustymildewed
freshfragrantscentedcleantangysweetantisepticmildnuttyspicypepperytartsaltysavorysmokyminty
442 ©2006 Nancy Fetzer
Emotions or Feelings Word Bank
SNOTTYaloofpretentioussmugarrogantself-centeredsnobbishhaughtyconceitedpompousvain
SCAREDfrightenedpanickedalarmedshockedfearfulpetrifiedfaintheartedpanickyterrifiedhorrifiedstartledafraidapprehensive
SADsorrowfulgloomycheerlessgravemelancholydesolateunhappyanguishedmournfuldejecteddistresseddispairinghopeless
MEANnastyvileterriblewretchedcruelunkindthoughtlessdastardlyrude
DIFFICULTtoughburdensomeuphillrougharduous
MADangrycallousfumingwickedaggravatedannoyedharshimpatientdisagreeableprovokedenragedindignantsnarlingirate
BADviciouswickedprofaneawfuldreadfulabominableatrociousnaughtyunpleasant
MOODYglummopishsulkysullentestytouchycrankytiredexhaustedsleepy
GOODsmoothbenevolentexcellentsufficientcompetentusefulrightmeritoussuperiorworthyuprightpropitiousconscientiousoptimistic
NICEsweetadorabledelightfulcharmingculturedfastidioustastefulgenteeldelicatepleasantamiablecordialpleasingenjoyablepropermeticulousappealing
BRAVEcourageousfearlessdauntlessintrepiddaringheroicvalorousaudaciousboldgallantvaliant
CALMquietpeacefulstilltranquilmildserenesmoothcomposedrelaxedmellowcoollaid-back
FUNNYamusingludicrouscomicalwittycuriouslaughablecheerfulhumorouswhimsicaljocular
HAPPYgladjoyousmerryecstaticelatedjollycontentedexultant
SILLYridiculoussimpleunwisenonsensicalabsurdgiddyludicrousfoolishsenselesswitless
STRANGEweirdmysticaloddunfamiliarexoticmysteriousunusualalienabnormaleccentricoutlandish
MY OWN DESCRIBING WORDS:
443 ©2006 Nancy Fetzer
Personalities & Styles Word Bank
CLEANspotlessimmaculatepurifiedtidyfreshsterileimmaculatescrubbed
AMAZINGincredibleunbelievablefabulouswonderfulfantasticastonishingastoundingextraordinary
INTERESTINGcleverengagingfascinatingabsorbingengrossingcaptivatingappealingenthralling
SMARTastutesparkingbrightcleverquickwittysharpintelligentshrewdbrilliantgenius
PRETTYattractiveexquisiteelegantstrikingdazzlingbeautifulpleasinghandsomeappealinglovelygorgeoussplendidmagnificentfairravishinggracefulfinedelicatestunningglowingdaintycharming
DUMBdullinactiveobtusesluggishunwittyunintelligentslowstupid
UGLYgrotesquerepulsivegruesomeghoulishhideousunsightly
SNEAKYsecretivedishoneststealth-likequietly
WILDuncontrollablehypercrazednoisyactivenervousenergeticvigorousdynamictireless
EMBARRASSINGashameduncomfortableguiltysquirming
OLDagedantiquetime-worncrumblingtireduseddecayingantiquatedelderlyancientweathereddilapidated
DIRTYuncleandustyfilthysqualidsordidfoulimpurepolluteddingymessy
MY OWN DESCRIBING WORDS:
444 ©2006 Nancy Fetzer
Actions Word Bank
LOOKsurveyedspottedspiedgazedglancedexaminednoticedsquintedobservedstaredviewedpeekedgawkeddetectedglimpsedconcentratedponderedwondered
RUNboltedraceddartedhastenedspurtedchargedscuttledrushedwhizzedgallopeddashedscurriedhustledstampededscamperedtrottedboundedskippedrushedchasedplungedswervedhurledsprintedboltedflewzippedwhiskedsailedpropelledplummetedsprungswoopedrippedrammed
WALKstruttedstrolledhikedprancedtreadedmarchpromenadedtrekkedjourneyedparadedtrampedtoddledrambledwanderedtrudgedmeanderedtouredsnuckcrawlededgedswayedslunkwaddledstaggeredlumberedcreptdraggedfluttereddroopedloitered ploddeddriftedslouchedstrayedtiptoed
SAIDdemandedfumedgrumbleddared mutteredmumbledstammeredstuttereddenied disrupted grunted noti-fied sneeredtauntedteasedarguedclaimed contestedhaggledargued bickered lecturedscoldedsobbed wept admittedrambled con-fessed debat-ed gossiped lied revealedmoanedsnickeredaccusedbabbled
Movesqueezedtickledexercisedtwirledtwistedliftedbouncedflippedrolled
scratchedblistereddisobeyedbulliedsnatchedwhackedwallopedswattedsmashedheavedcapturedmissed
SAIDassuredexplainedpredictedreasonedsuggestedgiggledchuckledinformedlaughedprayed reassuredstatedaddressedagreedexpressedgranted jested mentionedquotedcalledadvised advocated
affirmedansweredapologizedcommentedcheered
YELLscreamedshoutedshriekedsqualledscreechedbarkedrantedbellowedhootedyelpedroaredravedexclaimedboomedordered
MY OWN DESCRIBING WORDS:
The Big Bad Wolf and the Friendly Letter
Once upon a time, in a faraway land, the Big Bad Wolf decided to change his evil ways. Hewanted to become the Fabulous, Friendly Wolf. The wolf needed help. He had no idea howto become friendly, so he visited the Friendly Fairy.
Written and Illustrated by: Nancy Fetzer
He asked the Friendly Fairy to turn him into the Fabulous, Friendly Wolf. TheFriendly Fairy was quite pleased the wolf wanted to change his evil ways, but she wouldonly grant him the wish if he was able to earn it. She proclaimed, “In order to becomefriendly, you need to write a friendly letter to one of the three pigs.”
Poof! The Friendly Fairy presented the wolf with the friendly letter page. She said,“Many different characters from the kingdom will come to help you learn how to write thefriendly letter. You must learn the rules they teach you, or you won’t become the FabulousFriendly Wolf!”
60 ©2006 Nancy Fetzer
Word spread quickly throughout the kingdom. Many different characters gathered to help the wolf learn how to write a friendly letter.
Prince Heading was the first to arrive. He said, “I’m so happy to help you write your letter. Of course you know that the the heading is the date. The heading is very important, so Mr. Pig will know when you wrote the letter.” Next, Prince Heading told the wolf the heading rule: “You capitalize the month, write the date with a comma, then the year. Good luck with your letter filled with news and good cheer!”
June 13, 2005
After Prince Heading left, in pounced Dear Lion. He roared, ”Some call me King ofthe Jungle, but I am really Dear Lion, in charge of the greeting! Your greeting needs to letMr. Pig know the letter is for him.” Next, Dear Lion told the wolf the greeting rule:“Capitalize dear and the name, then end it with a comma. Keep the greeting simple, without the drama!”
After Dear Lion left, in waltzed Queen Manners. She declared, “I am in charge of theopening to make sure you have good manners. Ask Mr. Pig how he is feeling, before yougive him your news.” Next, Queen Manners told the wolf the opening rule: “Indent, thenwrite ‘How are you?’ with a capital and question mark; that’s all you do.”
June 13, 2005Dear Mr. Pig,
June 13, 2005Dear Mr. Pig,
How are you? I hope youare feeling well this time of year.
After Queen Manners left, in charged King Idea. He bellowed, ”As King, I am theruler of big ideas! The topic sentence is the big idea of the letter. In a friendly letter, thetopic sentence is the news you want to share with a friend or a question you ask a friend.You have news to tell Mr. Pig. He needs to hear you are now a fabulous, friendly wolf.”Next, King Idea stated the topic sentence rule: “Ask a question or tell some news! Make it important and you won’t lose.”
After King Idea left, in marched the Duke of Details. He announced, “Details,details, details! You need to write details about the topic sentence. You told Mr. Pig youwant to be friendly, so write three different things you can do to be friendly.” Next, theDuke of Details told the wolf the details rule: “Write one, two, three details that tell about your news. Make sure you stick to the topic - don’t get confused!”
June 13, 2005Dear Mr. Pig,
I have great news I am sending to you. I want to be your friend!
How are you? I hope youare feeling well this time of year.
June 13, 2005Dear Mr. Pig,
I have great news I am sending to you. I want to be your friend!
How are you? I hope youare feeling well this time of year.
Can you come to my cozy caveAfter we play,
After the board games and songs,
and play checkers?I’ll sing you some silly songs that will may you snort and laugh.
we can roll in a puddle of mud!
After the Duke of Details left, in sauntered Sir Gallant of Goodbyes. He stated, ”Ioffer my advice, since I am known for my goodbyes. End your letter with nice words andask Mr. Pig to write you back.” Next, Sir Gallant of Goodbyes told the wolf the goodbyerule: “Write a sweet ending, make it polite. ‘Write me back soon’ may sound just right.”
After Sir Gallant of Goodbyes left, the Knight of Closing charged in. He demanded,“Now that you said your goodbyes, you need a closing. The closing is an honorable way to end your letter. You may close with ‘Your friend,’ since you will now be Mr. Pig’sfriend!” Next, The Knight of Closing told the wolf the closing rule: “Capitalize the firstword and place a comma at the end. This is my closing rule that no one shall bend!”
June 13, 2005Dear Mr. Pig,
I have great news I am sending to you. I want to be your friend!
How are you? I hope youare feeling well this time of year.
Can you come to my cozy caveAfter we play,
After the board games and songs,
and play checkers?I’ll sing you some silly songs that will may you snort and laugh.
we can roll in a puddle of mud!I hope you want to be friends. Write me back and let me know.
June 13, 2005Dear Mr. Pig,
I have great news I am sending to you. I want to be your friend!
How are you? I hope youare feeling well this time of year.
Can you come to my cozy caveAfter we play,
After the board games and songs,
and play checkers?I’ll sing you some silly songs that will may you snort and laugh.
we can roll in a puddle of mud!I hope you want to be friends. Write me back and let me know.
Your friend,
Poof! At the end of the letter, the Friendly Fairy appeared. She announced,“Congratulations! I officially declare you Mr. Fabulous, Friendly Wolf!” After that, theFriendly Fairy sang the signature rule: “Your letter was perfect, so please sign your name. You have won friendly letter fame!”
From that day on, Mr. Pig and Mr. Fabulous, Friendly Wolf were best friends!
THE END
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________________
________________
June 13, 2005
Dear Mr. Pig,How are you? I hope you are
feeling well this time of year. I havegreat news I am sending to you. Iwant to be your friend! Can youcome to my cozy cave and playcheckers? After we play, I’ll singyou some silly songs that will mayyou snort and laugh. After the boardgames and songs, we can roll in apuddle of refreshing mud! I hopeyou want to be friends. Write meback and let me know.
Your friend,
Friendly Letter Writing Lesson Book
Name:________________________________
459 ©2006 Nancy Fetzer
HEADING:Prince Heading giggled: “First you capitalize the month, write the date with a common, then the year. Good luck with your letter, filled with news and good cheer!”
H
GREETING:Dear Lion roared: “Capitalize Dear and the name, then end it with a comma. Keep the
Greeting simple, without the drama!”
G
OPENING:Queen Manners declared: “Indent, then write ‘How are you?’ with a capital and question mark, that’s all you do.”
O
TOPIC SENTENCE:King Idea bellowed: “Ask a question or tell some news! Make it important and you won’t lose.”
T
DETAILS:The Duke of Details announced: “Write one, two, three details that tell about your news. Make sure you stick to the topic, don’t get confused!”
GOODBYE:Sir Gallant of Goodbyes stated: “Write a sweet ending, make it polite. ‘Write me back soon.’may sound just right.”
G
CLOSING:The Knight of Closing demanded: “Capitalize the first word and place a comma at the end. This is my Closing rule that noone shall bend!”
C
SIGNATURE:Friendly Fairy sang: “Your letter was perfect,
so please sign your name. You have won Friendly Letter fame!”
S
1-2-3
FRIENDLY LETTER RULES
Letter Parts MenuOctober 12, 2006
Oct. 12, 2006
10-12-06
Dear Sammy,
My Darling Sara,
Hello Marty,
How are you? I hope you are well.
Thank you for your delightful letter.
What a pleasure to hear about...
I have (wonderful, exciting, hilarious) news.
You will never believe what happened.
Will you...? Are you...? Can you...? Did you...?
First, During..., On Friday/ Last week..., While...,
Next, Then, Since..., Afterward..., Later...,
Finally, In the end, Consequently,
Please write me back soon.
I am looking forward to your response.
I miss you and hope too hear from you soon.
Yours truly,
Sincerely,
Your friend,
461 ©2006 Nancy Fetzer
462 ©2006 Nancy Fetzer
Letter Parts Menu
Friendly Letter Brainstorm Page
465 ©2006 Nancy FetzerFriendly Letter Page
474 ©2006 Nancy Fetzer
Head
ing
Glue
“Heading”
label here.
475 ©2006 Nancy Fetzer
Greetin
g
Glue
“Greeting”
label here.
476 ©2006 Nancy Fetzer
Op
enin
g
Glue
“Opening”
label here.
477 ©2006 Nancy Fetzer
Top
ic Glue
“Topic”here.
478 ©2006 Nancy Fetzer
I have (wonderful, exciting, hilarious) new
s.
You will never believe w
hat happened.
Willyou...? A
reyou...? C
an you...? Did you...?
Glue Topic sentence starters
(left) here. Staple this strip to
the “Topic” cover page.T
hese ideas are suggestedsentence stem
s that ask aquestion or tell som
e news
for the topic sentence.
479 ©2006 Nancy Fetzer
Details G
lue “D
etails” label here.
480 ©2006 Nancy Fetzer
Firs
t, Du
ring
..., On
Frid
ay, A
lso
,
La
st w
ee
k..., W
hile
...,Ne
xt, T
he
n,
Sin
ce
..., Afte
rwa
rd..., L
ate
r...,
Fin
ally, In
the
en
d, C
on
se
qu
en
tly,
Glue D
etails’transitions (left)here. S
taple this strip to the“D
etail” cover page.T
hese transitions are useful to sm
oothly connect the detail sentences
481 ©2006 Nancy Fetzer
Go
od
bye
Glue
“Goodbye”
label here.
482 ©2006 Nancy Fetzer
Clo
sing G
lue “C
losing” label here.
483 ©2006 Nancy Fetzer
Signature
Glue
“Signature”
label here.
485 ©2006 Nancy Fetzer
Friendly Letter Brainstorm O
rganizer©
2002 Nancy Fetzer
,
,
495 ©2006 Nancy Fetzer
Terrific Transitions Chart: This chart displays signal words and phrases specifically for a nar-rative summary. When students transition to different events in the story, they refer to thischart as a resource for transitions that are commonly used in this type of writing. The transi-tions are sorted for the beginning, middle, and ending parts of the story, as well as examplesand proof.
Terrific Transitions Card for the Narrative Summary
to begin, first, after, before, during,
in the beginning, during, in the introduction.The
Beginning
in the middle, next, later, while, after,
previously, after, furthermore, in addition,
suddenly, immediately, evidently.
The Middle
ultimately, finally, at last, in conclusion,
subsequently, the results, likewise, in the final part,
however, yet, possibly, therefore.
The Ending
to illustrate, for example, for instance,
the author demonstrated, also.
Examplesand
Proof
Narrative Summary: Writing Transitions
500 ©2006 Nancy Fetzer
509 ©2006 Nancy Fetzer
525 ©2006 Nancy Fetzer
Terrific Transitions Chart: Summarizing expository text requires students identifyhow the author organized the information in the text. Below are transition wordsspecific to these different types of organizational structures: To inform (categories);To explain (sequence); To describe (illustrate); To analyze (compare & contrast,cause & effect, problem & solution).
When students write their expository summaries, they refer to this chart as aresource for transitions that are commonly used in this type of writing.
Terrific Transitions Card for the Expository Summary
specifically, in addition, one, two, first, second, third, to begin,next, finally, most importantly, when, also, then, for example,for instance, in fact, in particular.
Inform
first, second, the following, then, additionally, another, furthermore, finally, several steps, also, next, likewise, besides,to begin, during, finally, first, second, last, then, at that time,next, until, while, soon, immediately, after, now, while, on(date), earlier.
Explain
under, over, through, around, above, across, between, beside, outside, in back of, as (size) as ____, looks like (shape), also,but, however, appears to be, near, down, in the middle.
Describe
if...then, because, since, therefore, as a result, this leads to, for this reason, in order to, so that, on account of, consequently,so that, according to, then...so, nevertheless similarly, different from, compared to, as well as, same as, in contrast,yet, otherwise, despite, not only...but also, either...or, unless.
Analyze
Expository Summary: Writing Transitions
530
© 2004 N
ancy Fetzer
539 ©2006 Nancy Fetzer
554 ©2006 Nancy Fetzer
Prove It! Character Traits, Setting, Plot, Theme, Topic, Ideas
Opinion:__________________________________
CCoonnnneeccttiioonnss!!Connections! Connections! Does this remind you of a character from another story,
or someone you know, or someone in the world?
WWhhaatt ddooeess tthhaatt mmeeaann??What does that mean? Explain how the evidence (point to top box) supports your opinion.
PPrroovvee iitt!!Prove it! Prove it! Prove it! Back it up with evidence!
556 ©2006 Nancy Fetzer
Step 1 (continued): Opinion Charts: Developing an opinion or making a judgement requiresthe students to make judgments: about a character's traits, setting or theme of the story.Displayed below are lists of ideas students may use if they need support developing an opin-ion for the response paragraph.
Response to Literature: Prove It!
Character Traits Themes and Morals Impact of Setting
honest trustworthy
expert leaderbrave thoughtful
intelligent lovable kindstrong wiseadventurous
loyal popular responsible
silly light-hearted
funnyimaginative wild
crazy thrilling excited
daringmischievousstrange/odd
mean-spiritedangry
ugly deviouscruel bossy
gossipy petty
humble gratefulwitty
pleasing friendly
love hate fear
greed hopefriendship
relationshipsterror
communityhome
patriotismempathy death
life humor grat-itude
kindness perseverance
trust determination
abandonmentprejudice
evil goodnesshonesty
compassiondedication
Tell the truth. Never give up. You are special.
Be kind.
dangerousfrightening
unpredictabledeadly
treacherous bewildering
harmfullethal
soothing calming
safe lovely
majestic homey
peaceful solemn
fruitful exciting adventurousmelancholy
boring antiseptic grim
stoic unfriendlyconfusing
overwhelming
562 ©2006 Nancy Fetzer
Response to Literature: Three C
irclesD
irections: Record the opinion w
ord in the box below. U
se the ovals to record a detailed description of the word.
Opinion W
ord
What Effects?
What A
ction?W
ho?/What?
573
At-A
-Glance Response to Literature D
irection Chart © 2006 N
ancy Fetzer
585 ©2006 Nancy Fetzer
Response to Literature Writing TransitionsTerrific Transitions Chart: Provides students with a selection of transitions for the variousparts of the response: evidence, analysis, connections, and reflections. When students transi-tion in the response, they may find this chart to be helpful resource to build sentences thatflow cohesively and coherently.
Terrific Transitions Card for the Response to Literature
This opinion is supported by the following evidence: “ ........”.
A key selection of the text that backs-up my opinion is “..........”.
The author’s painted a picture of (opinion),when she wrote: “.......”.
(Opinion) was demonstrated when...
Prove It!Evidence
These words and phrases show (opinion) because...
This supports my opinion because...
This text is evidence that (opinion) because...
This clearly reveals (opinion) because...
What doesthat mean?Analysis
This reminded me of...
The (character, setting, plot or theme) is similar to...
This passage connects to(my life,another text,the world) because...
The (character, setting, plot or theme) is just like...
Connections
After reading the (book, short story, passage), I (felt, wished, realized, understood)...
The (book, short story, passage) deeply affected me because...
Once I finished the (book, short story, passage), I reflected...
Reflection
595
At-A
-Glance 5-Paragraph Persuasive D
irections Chart © 2006 N
ancy Fetzer
5-Paragraph: Persuasive
Audience
Argum
entThree Benefits or R
easonssofor to
because
Hook: Em
otional Statement Q
uestion Interesting Fact Anecdote
Who is being
persuaded?State w
hat the subjectshould think/do.
need(s)should
are(1) , (2) , and (3) .
Body: Label a Benefit in Each of the Paragraphs (1-2-3). Talk and Write D
etails for Each Paragraph.
Transition SubjectA
rgument
Who?/W
hat? What about_______________?
These benefits proveThe advantages showN
ow it’s obvious that
These arguments prove
Transition Rebuttal
Counter-A
rgument
You may argue
Opponents argue
My opposition claim
s
butyet
HThC 1
State three benefits the audience would gain if they agree to the argum
ent.
23
Paragraph Transition:
Explain/Describe Benefit #3:
Advantages of Benefit #3:
Paragraph Transition:
Explain/Describe Benefit #3:
Advantages of Benefit #3:
Paragraph Transition:
Explain/Describe Benefit #3:
Advantages of Benefit #3:
Conclusion: Restate Your Argum
ent. Add a Rebuttal and Counter-A
rgument. Finish w
ith a Snappy Ending.
Introduction: Write the H
ook and the Thesis Statement.
Snappy Ending: Warning
Insight/Discovery
Question
Emotional R
esponse
600 ©2006 Nancy Fetzer
Benefits/Advantages: What are thebenefits of agreeing?
Rebuttals: Reasons not to agree!Counter-argument: The comeback!
Argument:
5-Paragraph Persuasive: Argument, Benefits, Rebuttals and Counter-argument
Audience:
609 ©2006 Nancy Fetzer
Persuasive Writing TransitionsStudents use these transitions to smoothly move from sentence to sentence or paragraph intheir persuasive essays.
Terrific Transitions Card for the Persuasive Essay
In my opinion, I think, I believe, This means,
In addition, Certainly, Unquestionably, Therefore,
Equally important, Evidently, Possibly,
Argument
Another reason why..., An additional benefit for...,
While _________ is an excellent benefit, __________ will...,
The next factor for __________ is...,
ParagraphTransitions
As a result, Consequently, For that reason, so, then,
Furthermore, Otherwise, Therefore, Accordingly,
To begin, Next, The benefits of this action are...
ExplainBenefits
This is beneficial because...,
This is advantageous because...,
The advantages of this benefit include...,
Advantagesof Benefits
To illustrate, For example, For instance,
The author illustrates..., specifically, In fact,
This remind me of..., Moreover, Additionally,
GiveExample
622 ©2006 Nancy Fetzer
The Who/What ChartTravelers: The green section is colored-coded to alert students, Green light, go! The green partscan travel in the sentence. The teacher may ask, What part of the sentence tells me when? The stu-dent answers, During his camping trip. The teacher responds, That's a green light part of yoursentence. Let’s travel, ‘during his camping trip’ to the front of the sentence. Now the sentence reads“During his camping trip, my silly brother swallowed a fly.”
Directions: To make a small student mat of the Who/What chart, duplicate the small flap(below) and the chart (next page). Cut-out noun flap (below), and staple it over the adjectivesbox on the chart.
623 ©2006 Nancy Fetzer
The Who/What Chart
StartSay
Hop
Choose ?
StartSay
Hop
Choose ?
© 2004 Nancy Fetzer© 2004 Nancy Fetzer
630
As Fastas a
Snap!
Expert Words
Expert Word Classroom Chart ©2006 Nancy Fetzer
632 Expert Word Student Chart ©2006 Nancy Fetzer
As Fast as a
Snap!
Expert Words
667
Nam
e: ___________________________________________________________________
1-Sentence Organizer: Prim
ary Grades ©
2004 Nancy Fetzer
©2006 Nancy FetzerFancy Words: Deck of Cards
©2006 Nancy FetzerFancy Words: Deck of Cards
©2006 Nancy Fetzer
©2006 N
ancy Fetzer
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for Higher Level WritingUse Powerful Parts of Speech
Sensational Sentences
Facts
ExamplesProof
DefinitionsDescriptionsStatisticsEvents
FeelingsIdeas
Why?How?
WishesThoughts
Sensational Sentences PBP-11-C © 2002 Nancy Fetzer
Use Voice & Style to Express Ideas
QuotesDialogue
WhatHappenedNext?
WhatElse?
Sequence to Stay on Topic
Taste
SmellSee
TouchHearRevealing Observations
When?Where?
Add/Move Modifiersor
Ask a Question
Hook BookInteresting Fact
Hook BookDialogue or Thoughts
Hook BookActions & Anecdotes
Hook BookHumor
Hook BookVivid Description
Hook BookOnomatopoeia
Hook BookEmotional Statement
Hook BookQuestion
?
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