assessment rubric sampler program - evan moorwrite and draw three topics. . draw: 2. draw: 3. draw:...

SAMPLER

Available for

Grades 1–6+ Correlatedto StateStandards

• 125 trait-based lessons in each book

• Weekly lessons include: teacher lesson plan, 4 reproducible student pages, writing prompt

• Assessment rubric

• Supports any writing program

“I love Daily 6-Trait Writing.

Every day, I appreciate that I

can skim over what I will do the

next day and that it is all set with

no prep. I’m also amazed how well

it naturally and easily integrates

into the curriculum. Thank you

for the opportunity to use this

resource with our students!”

—Marty B.,

First-Grade Teacher

Marina, CA

S A M P L E R

4

10 Daily 6-Trait Writing • EMC 6021 • © Evan-Moor Corp.IDEAS

Refer to pages 6 and 7 to introduce or review the writing trait.

WEEK

1

IDEAS

Name: Week 1 • Day 1

A topic is what something is about.

A. Trace the word.

topic

B. Read the sentences. Circle the topic.

The beach is fun.We swim in the water.We play in the sand.We love the beach. beach house

Are all the sentences about the same topic?

C. Read the sentences.Circle the topic.

Paws is a cat. Paws eats cat food. She sleeps with me. She is very soft. me Paws


Ideas

topic

IDEAS

Name:

Ideas

Week 1 • Day 2


Read the sentences. Look at the picture.Answer the questions.

What is the topic of the sentences?

Does the picture go with the topic?

Draw a picture that goes with the topic.

Convention

A sentence beginswith a capital letter.

Circle the capital letter.

The pizza is good.

pizza

DAY 1

Read the rule aloud to introduce students to the concept of topic. Then guide students through the activities. For example:

• Activity A: Write the word topic on the board. Say the word aloud and have students repeat after you. Then have students trace the word.

• Activity B: Read the sentences aloud. Then ask: Did the sentences tell about the beach or about a house? (the beach) The beach is the topic. Circle the word beach. Then read the question below the sentences. Return to each sentence and reread it, asking: Is this sentence about the beach? (yes) Say: All the sentences are about the same topic.

• Activity C: Repeat the process described for Activity B.

DAY 2

Read the rule aloud to remind students what a topic is. Then guide students through the activities. For example:

• Read the sentences aloud. Then ask: What are all the sentences about? (pizza) Pizza is the topic.

• Direct students’ attention to the bird. Say: The topic is pizza. The picture shows a bird. Does the picture go with the topic? (no)

• Ask: If you were writing about pizza, what could you draw? (a pizza)

Convention: Read the rule. Then say: I’ll read the sentence. Can you find the capital letter at the beginning? Have students point to and circle the capital T.

IDEASChoose a Topic

WEEK

1

© Evan-Moor Corp. • EMC 6021 • Daily 6-Trait Writing 11IDEAS

IDEAS

Name:

Ideas

Week 1 • Day 4

Choose a topic before you write.

Write and draw three topics.

.

Draw:

2.

Draw:

3.

Draw:

Convention


Read the sentence.Fix the missing capital letter.

here is my dad.

IDEAS



A. Read the story topics.Choose one to write about. Circle it.

Story Topics

B. Write a sentence about the topic.Start the sentence with a capital letter.

Ideas

Convention

A sentence begins with a capital letter.

Trace the sentence.Circle the capital letter.

The robot is nice.The robot is nice.

DAY 3

Read the rule aloud and explain why it’s important to choose a topic before writing. (e.g., Your topic tells you what to write about.) Then guide students through the activities. For example:

• Activity A: Point out the web and say: This is a web. Inside the circle it says “Story Topics.” The lines point to the topics we can write about. As a class, choose one to write about.

• Activity B: Say: Let’s think of sentences about our topic. What could we say about (the topic)? Have students tell a few ideas. Choose one to write as a complete sentence on the board. Have students copy the sentence onto their own papers.

Convention: Ask: Can you find the capital letter at the beginning of the sentence? Have students point to it before circling it.

DAY 4

Read the rule aloud. Explain that today the class will think of topics to write a sentence about. Then guide students through the activities. For example:

• Model thinking of a topic. (e.g., family) Write the topic on the board for students to copy ontothe first line. Have the class generate ideas of what you could draw to show the topic. (e.g., family members, trucks)

• For items 2 and 3, have students brainstorm topics as you write them on the board. As a class, choose one topic for each box.

Convention: Read the rule and sentence aloud. Ask: What letter should be capitalized? (h) Copy the sentence onto the board. Then show how to use proofreading marks to show that a capital letter is needed.

DAY 5 Writing Prompt• As a class, choose a topic from the list you made

yesterday. Then have students give ideas to help develop the topic. Write one or two sentences about the topic on the board. Then have students write their own sentence about the topic.

• Remind students to start each sentence with a capital letter.

Convention:Capitalizing sentences

How to Use This Book

Daily 6-Trait Writing contains 25 weeks of mini-lessons divided into five units. Each unit provides five weeks of scaffolded instruction focused on one of the following traits: Ideas, Organization, Word Choice, Sentence Fluency, and Voice. (See pages 6–9 for more information about each of these, as well as the sixth trait, Conventions.) You may wish to teach each entire unit in consecutive order, or pick and choose the lessons within the unit.

Each week of Daily 6-Trait Writing focuses on a specific skill within the primary trait, as well as one Convention skill. The weeks follow a consistent five-day format, making Daily 6-Trait Writing easy to use.

Teacher Overview Pages

Lesson PlansUse the lesson plans to teach the trait and Convention skills and guide students through the activities on Days 1– 4. The plans are structured to enable you to differentiate and tailor lessons for your own class, but still provide the explanation and support you need. You may choose to have students complete the activities as a class, in small groups, or independently.

Day 5 Writing PromptGive your students the writing prompt to apply the trait and Convention skills in their own writing. Provide students with paper, or use the page provided for Day 5 in the student practice book. You may also wish to expand the writing prompt into a more fully developed assignment that takes students through the writing process.

Convention SkillTrait SkillA specific writing skill for each trait is targeted.

Reduced PagesReduced student pages provide sample answers.

© Evan-Moor Corp. • EMC 6021 • Daily 6-Trait Writing 5




A. Trace the word.

topic

B. Read the sentences. Circle the topic.

The beach is fun.We swim in the water.We play in the sand.We love the beach. beach house


yes no

C. Read the sentences.Circle the topic.

Paws is a cat. Paws eats cat food. She sleeps with me. She is very soft. me Paws


yes no

Ideas


Name:

Ideas

Week 1 • Day 2


Read the sentences. Look at the picture.Answer the questions.

We like pizza.

Friday is Pizza Day.

Pizza is yummy!

What is the topic of the sentences?

Does the picture go with the topic?

yes no

Draw a picture that goes with the topic.

Convention


Circle the capital letter.

The pizza is good.

Trait and Rule (Skill Summary)




A. Read the story topics.Choose one to write about. Circle it.

Story Topics

a happy robot a scary monster a big fish

B. Write a sentence about the topic.Start the sentence with a capital letter.

Ideas

Convention

A sentence begins with a capital letter.

Trace the sentence.Circle the capital letter.

The robot is nice.© Evan-Moor Corp. • EMC 6021 • Daily 6-Trait Writing 15IDEAS

Name:

Ideas

Week 1 • Day 4


Write and draw three topics.

1.

Draw:

2.

Draw:

3.

Draw:

Convention


Read the sentence.Fix the missing capital letter.

here is my dad.

Day 4 ActivityThe Day 4 activity provides a prewriting form for the Day 5 writing prompt.

Ways to UseThere are many ways to integrate Daily 6-Trait Writing into your classroom:

• Teach the lessons trait by trait. • Use the lessons to enhance writing workshops.

• Target and practice specific skills • Incorporate the lessons into your other students need help with. writing programs.

Student Activity Pages

Days 1–3 ActivitiesThe activities on Days 1–3 provide models for students to analyze, revise, or add to. These models expose students to the traits in many forms of writing. They also provide opportunities for students to think critically about writing, enhancing students’ own proficiency.

Convention ActivitiesScaffolded activities throughout the week allow students to practice the convention before using it in their own writing on Day 5.

6 Daily 6-Trait Writing • EMC 6021 • © Evan-Moor Corp.

Introducing the Six Traits

Use these ideas to introduce or review the trait at the beginning of each unit.

IdeasExplain to students that good writing starts with good ideas.

Say: A good idea is clear, interesting, and original. It makes the reader say, “Wow!” or “I never would have thought of that!” Without good ideas, your writing would not have much of a point. Your reader would be bored!

OrganizationExplain to students that good writing is organized in a way that helps the reader understand the information and follow what the writer is saying.

Say: The organization of your writing is what holds everything together. It puts your ideas in an order that makes sense, and it gives your writing a strong beginning, middle, and end. When your writing is not organized, your reader can grow confused and lose interest.

Word ChoiceExplain to students that good writers choose their words carefully in order to get their ideas across.

Say: When you write, choose just the right words and use them correctly. Make them fun and interesting so they help your readers “see” what you are talking about. Try not to use the same words over and over again. If you don’t choose your words carefully, your reader may not understand what you’re trying to say.

Sentence FluencyExplain to students that good writers make their writing flow by using different kinds of sentences.

Say: You want your writing to be easy to read and follow. It should flow so smoothly and sound so interesting that people want to read it aloud! When your sentences don’t flow, your writing sounds choppy and flat. Your reader would not want to read it aloud.

VoiceExplain to students that when they write, their personality, or who they are, should shine through.

Say: You want your writing to sound like you, and no one else! When you write, you show who you are through words. No matter what type of writing you do, always make sure it sounds like you. Otherwise, your reader may not care about what you have to say. In fact, your reader may not even know who wrote it!

7

ConventionsExplain to students that good writers follow all the rules, or conventions, of writing, so their readers can easily read and understand the writing.

Say: Using correct grammar, spelling, and punctuation when you write is important. When you don’t follow the rules, your reader can become lost or confused. He or she may not know where one idea starts and another begins.

Using the Rubric

Use the rubric on pages 8 and 9 to evaluate and assess your students’ skill acquisition.

• Each week, evaluate students’ responses to the Day 5 writing prompt using the criteria that correspond to the skills taught that week.

• For review weeks, use all the trait criteria to assess students’ understanding of that trait as a whole.

• Use the entire set of criteria to occasionally assess students’ writing across the traits.

• In student- and parent-teacher conferences, use the rubric to accurately and clearly explain what a student does well in writing, as well as what he or she needs to improve.

Sentence

Fluency

• Does not write complete sentences.

• Has no variation in sentence structures and lengths.

• Has no variation in sentence beginnings.

• Has no cadence or fl ow in sentences.

• Has some incomplete sentences.

• Has little variation in sentence structures and lengths.

• Has little variation in sentence beginnings.

• Sentences fl ow somewhat.

• Has 1 or 2 incomplete sentences.

• Has some variation in sentence structures and lengths.

• Has some variation in sentence beginnings.

• Sentences fl ow fairly naturally.

• Has complete sentences.• Varied sentence structures

and lengths contribute to the rhythm of the writing.

• Varied sentence beginnings contribute to the fl ow of the writing.

• Sentences fl ow naturally.

Voice

• Writing is neither expressive nor engaging.

• Voice is not appropriate for the purpose, audience, topic, and/or genre.

• Little evidence of an individual voice.

• Writing has some expression.

• Voice is generally appropriate for the purpose, audience, topic, and/or genre.

• Voice comes and goes.

• Writing is expressive and somewhat engaging.

• Voice is appropriate for the purpose, audience, topic, and/or genre.

• The voice is unique.

• Writing is very expressive and engaging.

• Voice is consistently appropriate for the purpose, audience, topic, and/or genre.

• The voice is unique, honest, and passionate.

Conventions

• Has multiple errors in grammar, punctuation, and mechanics.

• Poor handwriting and/or presentation makes the writing hard to read.

• Illustrations, if present, donot accurately portray the main idea.

• Has some errors in grammar, punctuation, and mechanics.

• Handwriting and/or presentation is fairly clear.

• Illustrations, if present, portray the main idea but do not enhance it.

• Has few errors in grammar, punctuation, and mechanics.

• Handwriting and/or presentation is clear.

• Illustrations, if present, accurately portray the main idea and enhance it somewhat.

• Has minimal errors in grammar, punctuation,and mechanics.

• Handwriting and/or presentation of the piece is attractive and easy to read.

• Illustrations, if present, enhance the main idea signifi cantly.

TOTAL

Use this scoring rubric, based on the six -traits writing model, to assess your students’ writing.

Scoring RubricStudent’s Name

1 2 3 4 Score

Ideas

• Has few, if any, original ideas.

• Lacks or has a poorly developed topic; lacks a topic sentence.

• Has few, if any, details.• Has little or no focus.

• Has some original ideas.• Has a minimally

developed topic; may or may not have a topic sentence.

• Some details are present.• Focus strays.

• Has original ideas. • Has a fairly well-

developed topic stated in a topic sentence.

• Has some details that support the topic.

• Generally maintains focus.

• Has original ideas that tie in with each other.

• Has a fully developed topic and a clear topic sentence that expresses the main idea.

• Has carefully selected, interesting details that support the topic.

• Maintains focus throughout.

Organization

• Has little or no organization; lacks coherence.

• Lacks a beginning, middle, and/or end.

• Is diffi cult to follow.• Has no order words or

phrases.

• Some organization is present.

• Has a beginning, middle, and end, but may be unclear.

• Is diffi cult to follow at times.

• Has few or ineffective order words and/or phrases.

• Has logical organization.• Has a beginning, middle,

and end.• Is fairly easy to follow.• Has order words and/or

phrases.

• Has clear and logical organization.

• Has a complete beginning, middle,and end.

• Is very easy to follow.• Has appropriate order

words and/or phrases.

Word Choice

• Has a limited range ofwords.

• Words are not appropriatefor purpose and audience.

• Words are used incorrectly.• Word choice shows little

thought and precision.

• Uses passive verbs.• Uses few modifi ers.• Some words may not

be appropriate for the audience and purpose.

• A few words are used incorrectly.

• Word choice includes some clichés and “tired” words.

• Uses some strong verbs.• Uses some modifi ers.• Words are mostly

appropriate for the audience and purpose.

• Words are used correctly but do not enhance the writing.

• Words show thought and precision; clichés and “tired” words are avoided.

• Has many strong verbs.• Has many strong

modifi ers.• Words are consistently

appropriate for audienceand purpose.

• Words are used correctly and enhance the writing.

• Word choice is thoughtful and precise and includes some fi gurative language.

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Contents

How to Use This Book ............................................................................................ 4

Introducing the Six Traits ...................................................................................... 6

Comprehensive Teacher Rubric ............................................................................ 8

Unit 1: Ideas

Week 1: Choose a Topic ..................................................................................10Convention: Capitalizing Sentences

Week 2: Make Your Topic Better .....................................................................16Convention: Word Spacing

Week 3: Add Details ........................................................................................22Convention: Capitalizing Names

Week 4: Choose Better Details ........................................................................28Convention: Plural Nouns

Week 5: Review ...............................................................................................34Convention: Capitalizing I

Unit 2: Organization

Week 1: Beginning, Middle, and End .............................................................40Convention: Beginning Sentences with Capital Letters

Week 2: Put Things in the Right Order ..........................................................46Convention: End Punctuation

Week 3: Write a Complete Ending .................................................................52Convention: Spelling to and two

Week 4: Group by How Things Are the Same or Different ............................58Convention: Capitalizing Days and Months

Week 5: Review ...............................................................................................64Convention: Capitalizing Street Names

Unit 3: Word Choice

Week 1: Use Action Words .............................................................................70Convention: End Punctuation

Week 2: Use Words That Describe ..................................................................76Convention: Capitalizing Place Names

Grade 1

3

Week 3: Use Words to Tell How You Feel ..................................................... 82Convention: End Punctuation

Week 4: Use Just the Right Word .................................................................. 88Convention: Capitalizing Titles of People

Week 5: Review ............................................................................................. 94Convention: Plural Nouns

Unit 4: Sentence Fluency

Week 1: Write a Sentence .............................................................................100Convention: Plural Nouns

Week 2: Write a Sentence with Describing Words .......................................106Convention: Possessive Nouns

Week 3: Write Longer Sentences ..................................................................112Convention: Commas in a Series

Week 4: Connect Your Ideas .........................................................................118Convention: Contractions can’t and don’t

Week 5: Review .............................................................................................124Convention: Contraction I’m

Unit 5: Voice

Week 1: Tell How You Feel ............................................................................130Convention: Spelling hear and here

Week 2: Write How You Feel ........................................................................136Convention: Capitalization in Friendly Letters

Week 3: Create a Mood .................................................................................142Convention: End Punctuation

Week 4: Use Rhyme ......................................................................................148Convention: Capitalization and Punctuation in Poetry

Week 5: Review .............................................................................................154Convention: Commas in Friendly Letters

Proofreading Marks ..............................................................................................160

© Evan-Moor Corp. • EMC 6021 • Daily 6-Trait Writing 4040 Daily 6-Trait Writing • EMC 6021 • © Evan-Moor Corp.

Refer to pages 6 and 7 to introduce or review the writing trait.

© Evan-Moor Corp. • EMC 6021 • Daily 6-Trait Writing 42 42 Daily 6-Trait Writing • EMC 6021 • © Evan-Moor Corp.

Name:

Organization

A story has a beginning, a middle, and an end.

Read the story.Trace the words.Draw a line from the pictures to the words.

The Hat

• • beginning Jill had a new hat.

• • middle The hat flew away.

• • end Now the snowman has a hat.

Week 1 • Day 1

ORGANIZATION

Convention


Circle the correct letter.Write it on the line.

T t he wind blows.T

beginning

middle

end


Organization

Name:


A. Look at the pictures.They tell a story.Label the story parts.

Sam and Jen

B. Read the sentences. Match the sentence to the story part.

Here is Jen! • • beginning

Sam looks for Jen. • • middle

Sam counts. • • end

Week 1 • Day 2

ORGANIZATION

Convention

Start a name witha capital letter.

Copy each name.Start with a capital letter.

Sam Jen Sam Jen

beginning middle end

WEEK

1

DAY 1

Read the rule aloud to introduce the idea that a story has three parts. Then guide students through the activities. For example:

• Read the story title. Then have students look at each picture in order as you read aloud the story. Return to the first picture and say: This is the beginning of the story. It’s where the story starts. Ask: What does the beginning tell us? (that Jill has a new hat) Have students trace over the word beginning and draw a line from the picture to the word.

• Repeat the process for the second and third pictures. For the second picture, say: This is the middle of the story. The middle comes after the beginning. Ask: What happens in the middle? (Jill’s hat blows away.) For the third picture, say: This is the end of the story. It is the last part. Ask: How does the story end? (The hat lands on the snowman.)

Convention: Review the rule. Read the sentence aloud and point to the letter choices. Ask: Should the sentence start with a capital T or a small t? (capital T)

DAY 2

Read the rule aloud. Then guide students through the activities. For example:

• Activity A: Read the story title. Write the words beginning, middle, and end on the board. Guide students to label the pictures in order. Then point to the first picture and ask: What is Sam doing in the beginning? (He is counting.) For the second picture, ask: What is Sam doing in the middle? (He is looking around.) For the third picture, ask: What does Jen do in the end? (She comes out from behind the tree.)

• Activity B: Read the first sentence. Ask: Where did we see Jen—in the beginning, middle, or end? (end) Have students draw a line from the sentence to end. Repeat the process for each sentence.

Convention: Review the rule. Read aloud each name as students complete the activity.

ORGANIZATIONBeginning, Middle, and End

ORGANIZATION



Organization

Name:

Give your story a beginning, a middle, and an end.

Think of a story about a dog that lost its bone.Write or draw what happens in the beginning, middle, and end.

Beginning

Middle

End

Week 1 • Day 4

ORGANIZATION

Sample Answers:

Fido looked for his lost bone.

Rover had the bone.

Fido got the bone back from Rover.


Name:

Organization A story has a beginning, a middle, and an end.

Choose a story. Fill in the story map.Write what happens in the beginning, middle, and end.

Beginning

Middle

End

Week 1 • Day 3

ORGANIZATION

Convention

Use a capital I totell about yourself.

Finish the sentence.Write a capital I.

Ruby and love books.

Sample Answer: Little Red Riding Hood goes to her grandmother’s house.

Sample Answer: A wolf is there instead.

Sample Answer: A hunter saves Red and her grandmother.

I

Convention:Beginning Sentences with Capital Letters

DAY 3

Read the rule aloud. Then guide students through the activities. For example:

• Copy the story map onto the board. Point to the map and say: This is a story map. You fill it in to tell what happens in the beginning, middle, and end.

• As a class, choose a story that students are familiar with. Then invite volunteers to tell what happens in the beginning, middle, and end of the story. Jot notes on the story map. If students retell events out of order, use the parts of the story map to clarify what happened when.

• Have students help you form a sentence to tell what happens in the beginning of the story. Write the sentence on the board for students to copy onto their own maps. Repeat for the middle and end of the story.

Convention: Read the rule. Then read aloud the sentence before having students complete it witha capital I.

DAY 4

Read the rule aloud. Explain that today, students will create a story of their own. Then guide students through the activity. For example:

• As a class, brainstorm a story about a dog that lost its bone. Use questions to prompt students, such as: What is the dog’s name? Where did he or she lose the bone? How was it found?

• Help students work out what happens in the beginning, middle, and end of their own story. Then direct them to draw or write what happens in each part.

DAY 5 Writing Prompt• Model how to form sentences from the drawings.

Then have students write their own sentences that tell what happens in the beginning, middle, and end of the story they planned on Day 4.

• Remind students to capitalize sentences, names, and the word I.

ORGANIZATION

© Evan-Moor Corp. • EMC 6021 • Daily 6-Trait Writing 42 42 Daily 6-Trait Writing • EMC 6021 • © Evan-Moor Corp.

Name:

Organization


Read the story.Trace the words.Draw a line from the pictures to the words.

The Hat

• • beginning Jill had a new hat.

• • middle The hat flew away.

• • end Now the snowman has a hat.

Week 1 • Day 1

ORGANIZATION

Convention


Circle the correct letter.Write it on the line.

T t he wind blows.


Organization

Name:


A. Look at the pictures.They tell a story.Label the story parts.

Sam and Jen

B. Read the sentences. Match the sentence to the story part.

Here is Jen! • • beginning

Sam looks for Jen. • • middle

Sam counts. • • end

Week 1 • Day 2

ORGANIZATION

Convention

Start a name witha capital letter.

Copy each name.Start with a capital letter.

Sam Jen


Name:

Organization A story has a beginning, a middle, and an end.

Choose a story. Fill in the story map.Write what happens in the beginning, middle, and end.

Beginning

Middle

End

Week 1 • Day 3

ORGANIZATION

Convention

Use a capital I totell about yourself.

Finish the sentence.Write a capital I.

Ruby and love books.


Organization

Name:

Give your story a beginning, a middle, and an end.

Think of a story about a dog that lost its bone.Write or draw what happens in the beginning, middle, and end.

Beginning

Middle

End

Week 1 • Day 4

ORGANIZATION

2

Contents

How to Use This Book ..................................................................................... 4

Introducing the Six Traits ............................................................................... 6

Comprehensive Teacher Rubric ...................................................................... 8

Unit 1: Ideas

Week 1: Choose a Good Topic ........................................................................10Convention: Capitalizing Names of People and Pets

Week 2: Add Details .......................................................................................16Convention: Compound Words

Week 3: Choose Better Details ........................................................................22Convention: Plural Nouns That End in s

Week 4: Stick to the Topic ...............................................................................28Convention: Periods

Week 5: Review ...............................................................................................34Convention: Capitalizing Book and Song Titles


Week 1: Put Things in the Right Order ..........................................................40Convention: Complete Sentences

Week 2: Beginning, Middle, and End .............................................................46Convention: Possessive Nouns

Week 3: Group Together Ideas and Details ....................................................52Convention: End Punctuation

Week 4: Group by How Things Are the Same or Different ............................58Convention: Compound Sentences with but

Week 5: Review ...............................................................................................64Convention: Using is and are

Unit 3: Word Choice

Week 1: Use Strong Verbs ................................................................................70Convention: Irregular Plural Nouns

Week 2: Describe the Action ...........................................................................76Convention: Capitalizing Days of the Week

Grade 2

3

Week 3: Use Adjectives ................................................................................. 82Convention: Contractions

Week 4: Use Exact Nouns ............................................................................. 88Convention: Question Marks

Week 5: Review ............................................................................................. 94Convention: Using saw and seen


Week 1: Write a Sentence .............................................................................100Convention: Using I and me

Week 2: Write Longer Sentences ...................................................................106Convention: Commas in a List

Week 3: Fix Run-on and Rambling Sentences .............................................112Convention: Compound Sentences

Week 4: Combine Choppy Sentences ...........................................................118Convention: Compound Sentences

Week 5: Review .............................................................................................124Convention: Comparative and Superlative Words

Unit 5: Voice

Week 1: Use Formal and Informal Language ..............................................130Convention: Using was and were

Week 2: Use Different Writing Styles ............................................................136Convention: Articles

Week 3: Create a Mood ................................................................................142Convention: Words That End in ing

Week 4: Write from Different Points of View ...............................................148Convention: Exclamation Points

Week 5: Review .............................................................................................154Convention: Avoiding ain’t

Proofreading Marks .........................................................................................160

28 IDEAS

WEEK

1


Ideas


Stick to the topic to make your ideas clear.

A. Read the topic. Circle the pictures that stick to the topic.

Topic: Why I Like Blue Sky Elementary School

B. Why does the writer like Blue Sky Elementary School?Write two reasons from the pictures.

Thanks!

Yummy, yummy,in the tummy!

This is afun activity!


Ideas



A. Read each story. Cross out the detail that does not belong.

1. I read a good book.Megan is my friend.I took a quiz about the book.The quiz had ten questions.I answered them all correctly!

2. Trevor brings his lunch to school.He does not bring it on Fridays. He has pizza on Fridays.His teacher is Mrs. Sey.Pizza is his favorite lunch!

3. I was almost late for the bus.I ran out the door.Oh, no! I forgot my backpack.I went back to get it.My pink socks are new.

B. Add a detail to story 3. Write a telling sentence that sticks to the topic. Write a period where it belongs.

DAY 1

Read the rule aloud. Say: When we write, we need to be sure all our details stick to the topic. If we don’t stick to the topic and write about too many things, our reader may become confused. Read this paragraph and ask students to listen for a detail that doesn’t stick to the topic: Mercedes brought her lunch to school today. She brought an apple, crackers, and peanut butter. Last night, her baby sister had the hiccups. Mercedes packed a juice box, too. Ask: Which detail didn’t belong? (her baby sister having the hiccups) Then guide students through the activities.

• Activity A: Have a student describe the first picture. Ask: Does this picture stick to the topic of liking Blue Sky Elementary? (yes) Why? (It’s about eating lunch with friends at school.) Repeat for the remaining pictures.

• Activity B: Ask: Based on the pictures, why does the writer like Blue Sky Elementary? (eating lunch with friends; using computer lab) Have students write phrases describing the pictures.

Convention: To review the convention of end punctuation, take one of the phrases a student wrote in Activity B and turn it into a sentence. (e.g., It is fun to eat lunch with friends in the lunchroom.) Write it on the board. Then ask: What kind of sentence is this? (telling) What end punctuation does a telling sentence have? (a period) Circle the period in the sentence.

DAY 2

Review the rule. Then say: Remember that when you write, it is important to include only details that stick to the topic. If a writer doesn’t stick to the topic, the reader may become confused. Then guide students through the activities.

• Activity A: Read story 1 aloud. Ask: What is the topic of these sentences? (a quiz about a book) Which sentence doesn’t stick to the topic? (“Megan is my friend.”) Have students complete the activity on their own or in pairs.

• Activity B: To help students generate ideas, ask: What details could we add to story 3’s topic? (e.g., woke up late; caught the bus just in time) Then say: Write a telling sentence to add to story 3. Be sure to use a period at the end. Have students share their sentences.

IDEASStick to the Topic

WEEK

4

29IDEAS


Ideas



Add up the details. Think of things that make your school special.Write them in the boxes.

Detail:

+Detail:

+Detail:

+Detail:

=Topic:


Ideas



A. Read the story. Cross out the two sentences that do not stick to the topic.

New at School

My teacher says we will have a new student. Her name is Kamry. We talked about how to help her. We can show her where to put her coat. We can sit by her in the lunchroom. She can play with us on the playground. I liketo sing in music class. We can show her where to line up. She can sit with me on the bus. I like math best.

B. Write two new sentences to add to the story. Make sure that they stick to the topic. Put periods where they belong.

1.

2.

DAY 3

Review the rule. Set the stage for the activity by asking: What could we do to help a new student feel welcome in our class? (e.g., show how to buy lunch; point out the restroom; invite to sit with us) Write students’ ideas on the board. Then guide students through the activities.

• Activity A: Have students complete the activity independently and then share which sentences they crossed out and why.

• Activity B: To help students think of sentences, invite them to refer to the list of ideas on the board and use any that are not already in the paragraph. Remind students to place a period at the end of telling sentences. Then invite students to share their sentences.

DAY 4

Review the rule. Then say: Tomorrow’s writing activity is about our school. Can you name some details that make our school special? Encourage students to contribute ideas as you write them on the board. (e.g., class plays; art and music classes; uniforms)

• Then guide students to complete the graphic organizer for Day 4, using the ideas brainstormed by the class. Point out that the boxes on this page are stacked like a math problem. Direct students to write a detail in each box. Say: Make sure all your details “add up” to the topic “My School Is Special.” Model completing the organizer on the board. (e.g., nice teachers, fun art classes, big computer lab, many field trips)

• Then have students exchange their papers with a neighbor. Direct them to check their neighbor’s paper for details that stick to the topic.

DAY 5 Writing Prompt• Write about what makes your school special. Begin

with the topic. Then give details that stick to the topic. Use your ideas from the graphic organizer on Day 4.

• Be sure to write a period at the end of each telling sentence.

Convention:Periods

30 IDEAS

Ideas



A. Read the topic. Circle the pictures that stick to the topic.

Topic:

B. Why does the writer like Blue Sky Elementary School? Write two reasons from the pictures.

31IDEAS

Ideas



A. Read each story. Cross out the detail that does not belong.

. I read a good book.Megan is my friend.I took a quiz about the book.The quiz had ten questions.I answered them all correctly!

2. Trevor brings his lunch to school.He does not bring it on Fridays. He has pizza on Fridays.His teacher is Mrs. Sey.Pizza is his favorite lunch!

3. I was almost late for the bus.I ran out the door.Oh, no! I forgot my backpack.I went back to get it.My pink socks are new.

B. Add a detail to story 3. Write a telling sentence that sticks to the topic. Write a period where it belongs.

32 IDEAS

Ideas



A. Read the story. Cross out the two sentences that do not stick to the topic.

New at School

B. Write two new sentences to add to the story. Make sure that they stick to the topic. Put periods where they belong.

.

2.

33IDEAS

Ideas



Add up the details. Think of things that make your school special. Write them in the boxes.

Detail:

+Detail:

+Detail:

+Detail:

=Topic:

2

Contents




Unit 1: Ideas

Week 1: Choosing a Strong Idea ....................................................................10Convention: Periods

Week 2: Writing a Topic Sentence ..................................................................16Convention: Sentence Capitalization

Week 3: Using the “5 Ws” to Add Details .......................................................22Convention: Contractions

Week 4: Choosing Strong Details ...................................................................28Convention: Question Marks

Week 5: Sticking to Your Topic .......................................................................34Convention: Commas in Place Names


Week 1: Beginning, Middle, and End .............................................................40Convention: Exclamations

Week 2: Putting Things in the Right Order ....................................................46Convention: Commas After Introductory Words and Phrases

Week 3: Grouping Together Ideas and Details...............................................52Convention: Using Their, There, and They’re

Week 4: Grouping by How Things Are Alike or Different ..............................58Convention: Underline Book Titles

Week 5: Choosing Which Way to Organize Your Writing .............................64Convention: Comparatives and Superlatives

Unit 3: Word Choice

Week 1: Choosing Strong Verbs and Adverbs ................................................70Convention: Using To, Too, and Two

Week 2: Choosing Colorful Adjectives ...........................................................76Convention: Commas Between Adjectives

Grade 3

3

Week 3: Telling Exactly Who or What ......................................................... 82Convention: Singular Possessive Nouns

Week 4: Using Similes and Metaphors ......................................................... 88Convention: Possessive Pronouns

Week 5: Getting the Reader’s Attention ....................................................... 94Convention: Commas in Dates


Week 1: Varying Your Sentences ..................................................................100Convention: Using Saw and Seen

Week 2: Combining Sentences .....................................................................106Convention: Commas in Compound Sentences

Week 3: Revising Run-on and Rambling Sentences.....................................112Convention: Comma Usage

Week 4: More Ways to Combine Sentences .................................................118Convention: Commas in Complex Sentences

Week 5: Writing a Smooth Paragraph .........................................................124Convention: Irregular Past Tense Verbs

Unit 5: Voice

Week 1: Examining Different Writing Voices. ..............................................130Convention: Contractions

Week 2: Using Formal and Informal Language ..........................................136Convention: Quotation Marks in Dialogue

Week 3: Creating a Mood .............................................................................142Convention: Capitalization in Poetry

Week 4: Writing from Different Points of View ............................................148Convention: Prefi xes un- and dis-

Week 5: Developing Your Own Voice ...........................................................154Convention: Commas in Dialogue

Proofreading Marks ................................................................................................160

76 WORD CHOICE


Name:

Word Choice

WORD CHOICE

Make your writing sparkle! Use colorful adjectives to describe people, places, animals, and things.

Week 2 • Day 1

A. Read the adjectives in the box. Write two that describe each insect.

adjectives: adjectives:


B. Write a sentence about one of the bugs. Use two adjectives. Remember to use a comma between them.

Colorful Adjectives

wiggly spiky tiny squishy shiny

spotted hungry moist creepy fuzzy


Name:

Word Choice

WORD CHOICE

Make your writing sparkle! Use more than one adjective to describe something.

Week 2 • Day 2

A. Read the thank-you letter Jasmine wrote. Underline the two adjectives that describe each noun in bold. Write the comma between the adjectives.

B. Write a sentence about a special present you have received. Use two colorful adjectives to describe it. Be sure to use a comma between the adjectives.

DAY 1

Read the rule aloud. Remind students that adjectives are words that describe nouns. They tell what kind (scary moth), how many (six legs), how much (many ants), and which one (blue butterfly). Then guide students through the activities.

• Activity A: Read the adjectives in the box. Say: These are strong, colorful adjectives. They tell us more than “tired” adjectives such as big, gross, or pretty. Direct students to look at the pictures and labels. Help them select two appropriate adjectives for each picture. For example, ask: Which word could describe how a worm looks? (wiggly) What’s another word in the box that tells about the worm? (moist)

• Activity B (Convention): Write this sentence on the board: The fat, round beetle scurried away. Point out the comma and say: Sometimes, you need a comma between two adjectives. A comma helps us see that these are two separate words that tell about the beetle. Then have students complete the activity.

DAY 2

Read the rule aloud. Say: Sometimes, using just one adjective isn’t enough to fully describe something. Yesterday, we used pairs of adjectives to describe insects. Today, we’ll look at more ways to combine adjectives. Then guide students through the activities.

• Activity A: Read the letter aloud. Explain that amber is a hard, clear, yellowish-brown piece of fossilized tree sap. It sometimes contains an insect that was trapped in the sap before it hardened and fossilized.

Ask: What kind of word is each bold word in the letter? (noun) Direct students to the word present. Ask: What are the two words that describe present? (special, unique) Say: Those adjectives tell us more about the necklace. Not only is it special to Jasmine, but it is also one of a kind, or unique. Ask: What is missing between the adjectives? (a comma) Have students insert the comma and complete the activity.

• Activity B: Have students think of a special present they have received. Then have them write the sentence. Make sure they use a comma between the two adjectives.

WORD CHOICEChoosing Colorful Adjectives

WEEK

2

77WORD CHOICE


Name:

Word Choice

WORD CHOICE

Choose just the right adjectives to describe your topic.

Week 2 • Day 4

Imagine that you are a scientist who has just discovered a new bug! Draw it in detail and label its parts. Then list adjectives to describe it.


Name:

Word Choice

WORD CHOICE

Make your sentences super! Use colorful adjectivesto write longer sentences.

Week 2 • Day 3

A. Write colorful adjectives to complete the chart. Then put together the words in each row to write five super sentences. The first one is done for you.

Adjective Adjective What? Did What? Where?

1.

2.

3.

4.

5.

B. Look back at the chart. Write two more super sentences, using any of the words from each column.

1.

2.

DAY 3

Read the rule aloud. Say: Using colorful adjectives can make your sentences longer and more interesting. Then guide students through the activities.

• Activity A: Read aloud the words in the chart. Point out that six adjectives are missing. Help students brainstorm additional adjectives that could describe a butterfly. (e.g., yellow, unusual) Repeat for the remaining insects, making sure the first adjective in row 5 begins with a vowel.

After students have filled in their charts, read the example sentence aloud slowly. Have students point to the words in the chart as you read them. Then have students complete the activity.

Convention: Remind students to place a comma between the two adjectives in each sentence.

• Activity B: Direct students back to the chart. Model choosing one word or phrase from each column to write a new sentence. For example: The lovely, striped dragonfly flitted over the birdbath. Then have students write their own sentences and read them aloud.

DAY 4

Read the rule aloud. Then guide students through the activity.

• Brainstorm features of bugs with students. (e.g., how they eat, if they fly or walk, number of legs and wings, color, size, etc.) Then have students draw their made-up bug. When they finish drawing, demonstrate on the board how to label the parts of the bug. (e.g., wings, legs, antennae)

• Have students list adjectives to describe their bugs in as much detail as possible. Remind students to use strong, colorful adjectives.

DAY 5 Writing Prompt• Imagine that you are a scientist who has just

discovered a new bug! Write a letter to another scientist, describing your bug in detail. Use your drawing and adjectives from Day 4.

• Be sure to write commas between adjectives.

Convention:Commas between adjectives

78

Name:

Word Choice

WORD CHOICE

Make your writing sparkle! Use colorful adjectives to describe people, places, animals, and things.

Week 2 • Day 1

A. Read the adjectives in the box. Write two that describe each insect.



B. Write a sentence about one of the bugs. Use two adjectives. Remember to use a comma between them.

Colorful Adjectives

wiggly spiky tiny squishy shiny

spotted hungry moist creepy fuzzy

79

Name:

Word Choice

WORD CHOICE

Make your writing sparkle! Use more than one adjective to describe something.

Week 2 • Day 2

A. Read the thank-you letter Jasmine wrote. Underline the two adjectives that describe each noun in bold. Write the comma between the adjectives.

B. Write a sentence about a special present you have received. Use two colorful adjectives to describe it. Be sure to use a comma between the adjectives.

80

Name:

Word Choice

WORD CHOICE

Make your sentences super! Use colorful adjectivesto write longer sentences.

Week 2 • Day 3

A. Write colorful adjectives to complete the chart. Then put together the words in each row to write five super sentences. The first one is done for you.

.

2.

3.

4.

5.

B. Look back at the chart. Write two more super sentences, using any of the words from each column.

.

2.

81

Name:

Word Choice

WORD CHOICE

Choose just the right adjectives to describe your topic.

Week 2 • Day 4

Imagine that you are a scientist who has just discovered a new bug! Draw it in detail and label its parts. Then list adjectives to describe it.

2

Contents




Unit 1: Ideas

Week 1: Choosing a Strong Idea .....................................................................10Convention: Capitalizing Proper Nouns

Week 2: Writing a Topic Sentence and Supporting Details ............................16Convention: End Punctuation

Week 3: Developing Character, Setting, and Plot Ideas .................................22Convention: Punctuating Dialogue

Week 4: Elaborating on Ideas and Details ......................................................28Convention: Possessive Nouns

Week 5: Keeping Your Focus ...........................................................................34Convention: Capitalizing Proper Nouns


Week 1: Sequencing ........................................................................................40Convention: Verb Tense Consistency

Week 2: Grouping Together Ideas and Details ...............................................46Convention: Using its and it’s

Week 3: Describing Things by Position ..........................................................52Convention: Using their, there, and they’re

Week 4: Grouping by How Things Are Alike or Different .............................58Convention: Subject-Verb Agreement with is and are

Week 5: Choosing Which Way to Organize Your Writing .............................64Convention: Underlining Titles of Books and Movies

Unit 3: Word Choice

Week 1: Writing About Action .......................................................................70Convention: Subject-Verb Agreement

Week 2: Using Descriptive Language .............................................................76Convention: Commas with Adjectives

Grade 4

3

Week 3: Using Figurative Language .............................................................. 82Convention: Titles of Songs, Poems, and Short Stories

Week 4: Choosing Words for Your Audience ............................................... 88Convention: Using good and well

Week 5: Getting the Reader’s Attention ....................................................... 94Convention: Using your and you’re


Week 1: Revising Run-on Sentences .............................................................100Convention: End Punctuation

Week 2: Combining Sentences with Conjunctions .....................................106Convention: Commas in Compound Sentences

Week 3: More Ways to Combine Sentences .................................................112Convention: Conjunctions in Complex Sentences

Week 4: Beginning Sentences in Different Ways .........................................118Convention: Interjections

Week 5: Writing a Smooth Paragraph ..........................................................124Convention: Correcting Sentence Fragments

Unit 5: Voice

Week 1: Examining Different Writing Voices ..............................................130 Convention: Using can and may

Week 2: Using Your Voice to Persuade .........................................................136Convention: Double Negatives

Week 3: Writing from Different Points of View ...........................................142Convention: Indenting Dialogue

Week 4: Using Voice in Poetry .....................................................................148Convention: End Rhyme

Week 5: Developing Your Own Voice ...........................................................154Convention: Contractions

Proofreading Marks ................................................................................................160

154 VOICE


Name:

Voice

VOICE

Interest your reader by showing who you really are. Use your unique voice to explain your feelings.

A. Read what each student says. Choose the quotation that is more interesting. Underline the details that explain the character’s feelings.

B. Write a sentence about something you love to do. Use your own unique voice.

C. Reread the quotations in Activity A. Find the three different word pairs that could be made into contractions. Write them on the lines. Then write the contractions for those words.

Word Pairs Contractions

1.

2.

3.

Week 5 • Day 1


Name:

Voice

VOICE

Write honestly. Use your unique writing voice to let your readers get to know the real you.

Read each situation and complete the sentence. Be sure to useyour own unique voice.

1. If I won the Student of the Year award, I’d say:

2. If someone stole my lunch money, I’d say:

3. If I told my favorite joke, I’d say:

4. If my friend was sick, I’d say:

Week 5 • Day 2

DAY 1

Read the rule aloud. Then say: When you use your unique writing voice, you get your reader’s attention because you show your feelings and emotions. Your writing voice shines through in your words. Your reader might think, “Maybe that person feels the same way I do,” or “I wonder why the writer feels that way.” Then guide students through the activities.

• Activity A: Invite two students to read aloud both speech balloons. Ask: Which person do you feel you know better? Which person shows more emotion? Which person has a stronger voice? (Adriana) Say: Adriana reveals more about herself. Her excited voice interests the reader. She shows us what she wants to be, instead of just telling us.

• Activity B: Ask: What is something you love to do? How does it make you feel? What do you think about it? Have students write a sentence. Remind them to use their unique voice.

• Activity C (Convention): Review how contractions are formed. Then write the contraction I’d on the board. Say: I’d is special, because it can stand for either I could or I would.Have students complete the activity. Go over the answers as a class.

DAY 2


• Say: Everybody responds to situations in different ways. No two people do or say the exact same things. The way you respond is part of your own voice. Read aloud item 1 and ask: How would you feel if you won the award? Would you feel surprised, excited, or happy? How would you express your feelings?

• Have students write their own reactions in the speech balloon. Repeat the process for each item, emphasizing that there is no “right” answer; students should only worry about being honest and writing from their hearts.

Convention: Have students identify the contraction in the activity. (I’d) You may also want to mention other contractions that are formed with I. (I’m, I’ll, I’ve)

VOICEDeveloping Your Own Voice

WEEK

5

155VOICE


Name:

Voice

VOICE

Use your unique voice to tell about personal experiences.

If you had to write a journal entry about how this year has been, what would you tell about? Answer the questions to help you think of ideas.

1. What was the best thing that happened this year? What was good about it?

2. What was the worst thing that happened this year? What was bad about it?

3. Name three things you’ve done this year. Use a contraction in your answer.

4. If you could live this year over again, what would you do differently?Use I’ve or I’d in your answer.

Week 5 • Day 4


Name:

Voice

VOICE

Use your unique voice to tell about personal experiences.

Draw a comic strip that tells about a personal experience you’ve had. Use the ideas in the box to think of a good topic. Then draw what happened in the boxes.

• Use a speech balloon to show what was said.

• Use a thought bubble to show what was thought.

Week 5 • Day 3

Topic Ideas

a funny moment • a scary moment

an embarrassing moment • being proud of yourself

meeting a new friend • winning or losing a game

DAY 3


• Go through the topics in the box. For example, ask: Did something ever happen at home that’s made you laugh? Maybe a pet or a brother or sister did something unusual?

• Model turning an experience into a comic strip. For example, say: I can write about my dog chasing his tail. I can split the event into four parts: seeing the dog, telling my mom what happened, my mom laughing, and me laughing. Model writing a thought in a thought bubble and what was said in a speech balloon. Be sure to remind students that they may use stick figures as illustrations in their comics.

DAY 4

Review the rule. Then guide students through the activity.

• Read aloud the first question. Use the sample answers to model a response. For example, say: Reading a new book was great because my cousins and I had a contest to see who would finish it first, and I won! That’s what makes it special to me. Repeat for question 2.

• Give students time to answer questions 1 and 2 on their own. Circulate to assist students in giving reasons for their best and worst experiences.

• Convention: For questions 3 and 4, review the rules for the contractions. Use the sample answers to model forming a sentence for each question, using a contraction.

DAY 5 Writing Prompt• Use your unique voice to write a journal entry

about the best and worst parts of this year. Write about what you have done and what you would do differently. Use your ideas from Day 4.

• Be sure to spell contractions correctly.

Convention:Contractions

156

Name:

Voice

VOICE

A. Read what each student says. Choose the quotation that is more interesting. Underline the details that explain the character’s feelings.

B. Write a sentence about something you love to do. Use your own unique voice.

C. Reread the quotations in Activity A. Find the three different word pairs that could be made into contractions. Write them on the lines. Then write the contractions for those words.

Week 5 • Day 1

157

Name:

Voice

VOICE

Read each situation and complete the sentence. Be sure to use your own unique voice.

I I I

I I

I I I

I I

Week 5 • Day 2

158

Name:

Voice

VOICE

Draw a comic strip that tells about a personal experience you’ve had. Use the ideas in the box to think of a good topic. Then draw what happened in the boxes.

• Use a speech balloon to show what was said.

• Use a thought bubble to show what was thought.

Week 5 • Day 3

Topic Ideas

a funny moment • a scary moment

an embarrassing moment • being proud of yourself

meeting a new friend • winning or losing a game

159

Name:

Voice

VOICE

If you had to write a journal entry about how this year has been, what would you tell about? Answer the questions to help you think of ideas.

II I

Week 5 • Day 4

2

Contents




Unit 1: Ideas

Week 1: Choosing a Strong Idea ....................................................................10Convention: Capitalizing Proper Nouns

Week 2: Writing a Topic Sentence and Supporting Details ...........................16Convention: Subject-Verb Agreement

Week 3: Developing Character, Setting, and Plot Ideas ................................22Convention: Contractions with have, had, and would

Week 4: Elaborating on Ideas and Details .....................................................28Convention: Double Negatives

Week 5: Maintaining Your Focus ...................................................................34Convention: Plural Nouns


Week 1: Sequencing ........................................................................................40Convention: Homophones

Week 2: Organizing Information Logically ...................................................46Convention: Sentence Fragments

Week 3: Organizing Information to Compare and Contrast ........................52Convention: Commas in Place Names

Week 4: Organizing to Persuade ....................................................................58Convention: Interjections

Week 5: Choosing Which Way to Organize Your Writing .............................64Convention: Run-on Sentences

Unit 3: Word Choice

Week 1: Writing About Action .......................................................................70Convention: Verb-Tense Consistency

Week 2: Using Descriptive Language .............................................................76Convention: Using Articles Correctly; Using lie and lay

Grade 5

3

Week 3: Using Similes, Metaphors, and Personification.............................. 82Convention: Subject-Verb Agreement

Week 4: Choosing Words for Your Audience ................................................ 88Convention: Using whose and who’s; its and it’s

Week 5: Getting the Reader’s Attention ....................................................... 94Convention: Spelling Words Ending in the /er/ Sound


Week 1: Combining Sentences with Conjunctions ......................................100Convention: Commas in Compound Sentences

Week 2: Writing Complex Sentences ...........................................................106Convention: Commas in Complex Sentences

Week 3: Parallel Structure Within a Sentence ..............................................112Convention: Pronoun Usage

Week 4: Beginning Sentences in Different Ways .........................................118Convention: Punctuation in Dialogue

Week 5: Writing a Smooth Paragraph .........................................................124Convention: Sentence Fragments

Unit 5: Voice

Week 1: Examining Different Writing Voices ...............................................130Convention: Commas in a Series

Week 2: Using Different Voices for Different Purposes .................................136Convention: Possessive Nouns

Week 3: Using Voice in Poetry ......................................................................142Convention: Capitalization in Poetry

Week 4: Writing from Different Points of View ............................................148Convention: Using should have, could have, and would have

Week 5: Using Voice in Persuasive Writing ..................................................154Convention: Comma Review

Proofreading Marks .........................................................................................160

82 WORD CHOICE


Word Choice

Name:

WORD CHOICE

Using similes and metaphors makes your writing richer. A simile compares two things using like or as. A metaphor does not use like or as.

Week 3 • Day 1

A. Read the free-verse poem. Underline each simile, and circle each metaphor.

B. Pretend you are writing about a baseball game. For each subjectbelow, read the simile or the metaphor that has been written about it.Then write your own simile or metaphor.

1. Subject: baseball diamond before a game

Simile: The empty diamond is like a kite lying on the ground, waiting for the wind.

Metaphor:

2. Subject: the pitcher throwing a fastball

Simile:

Metaphor: The pitcher shoots a white bullet into the catcher’s glove.

3. Subject: the umpire making a call

Simile: The umpire watches the ball like an eagle eyeing its prey.

Metaphor:

4. Subject: runner stealing a base

Simile:

Metaphor: The runner is on fire, burning toward second base.


Name:

Word Choice

WORD CHOICE

Using personification, or giving nonliving things human form or characteristics, brings your writing to life.

Week 3 • Day 2

A. Read the description of the moon. Underline the words or phrases that make the moon seem human. Then use proofreading marks to correct any errors in subject-verb agreement.

B. Pretend you’re writing about a street scene. Describe each subject below by writing a sentence that includes personification.

Example:

Subject: stop sign

Description:

1. Subject: traffic light

Description:

2. Subject: bus shelter

Description:

3. Subject: mailbox

Description:

DAY 1

Read the rule aloud. Say: Similes and metaphors are tools that writers use to compare things. They create more interesting images. Then guide students through the activities.

• Activity A: Read the poem aloud. Say: The first line uses the word like to compare leaves and cornflakes, so it is a simile. What does the next line compare cheeks to? (red roses) Say: That comparison doesn’t use like or as, so it is a metaphor. Have students complete the activity.

• Activity B: Read aloud the simile for Subject 1. Say: This simile describes the shape of the diamond in an unusual way. What other things could the diamond be? (e.g., battlefield, stage) Model turning one idea into a metaphor: The diamond-shaped battlefield awaits soldiers armed with bats and gloves. Have students complete the activity.

Convention: Remind students that the subject of a sentence and its verb must “agree.” Point out the verb are in the fourth line of the poem. Say: The verb is plural because the subject, “Jen and Grandma Josie,” is plural—it’s two people. Have students check their similes and metaphors for subject-verb agreement.

DAY 2

Read the rule aloud. Then guide students through the activities.

• Activity A: Read aloud the description. Ask: Does the moon really “hide”? (no, that’s a human action) Say: It just changes position, so we can see only the parts that are lit up by the sun. The writer personified this action. Have students underline hides and complete the activity independently.

Convention: Read the sentence “Some nights you sees her...” Ask: Is this verb correct? (no) Explain that even though you can be singular or plural, it must always have a plural verb. Have students correct the other incorrect verbs.

• Activity B: Read aloud the example. Then have students complete the activity on their own or in pairs. Have students share what they wrote, and discuss the characteristics that were personified.

WORD CHOICEUsing Similes, Metaphors, and Personification

WEEK

3

83WORD CHOICE


Name:

Word Choice

WORD CHOICE

Use similes, metaphors, and personification to develop your ideas for a description.

Week 3 • Day 4

A. Think of the first time you did something. Plan a description of that event. Answer the questions to help you.

1. How did you feel before the event?

2. Write a simile that describes how you felt.

3. How did you feel during the event?

4. Write a metaphor that describes how you felt.

5. What verbs could describe the event or how you felt?

6. What adjectives could you use to describe the event?

7. Write an example of personification that describes the event or how you felt.

B. Have a partner check your answers for errors in subject-verb agreement. Fix any that are found.


Word Choice

Name:

WORD CHOICE

Use similes, metaphors, and personification to make your descriptions memorable.

Week 3 • Day 3

Read Jack’s description of his first roller coaster ride. Then:• Help him finish some of the similes, metaphors, and personification

by filling in the blanks.• Use proofreading marks to correct any errors in subject-verb agreement.

DAY 3


• Read aloud the description. Say: Jack did a great job of describing how he felt about the ride. Call students’ attention to the simile “like a pirate walking the plank.” Say: “Like a pirate walking the plank” describes Jack’s false face of bravery. He wasn’t really feeling brave, but he pretended to be.

• Ask: What are some other similes, metaphors, and personifications we can add to the description? Read the beginning of the second paragraph aloud and help students brainstorm things that the height of the coaster could be compared to. (e.g., mountain, Eiffel Tower)

• Guide students through the rest of the description, or have them complete the activity independently or in pairs.

• Convention: Review subject-verb agreement. Have students identify the errors and explain how they corrected them.

DAY 4

Read the rule aloud. Then guide students through the activities.

• Activity A: Help students brainstorm “first” events in their lives. (e.g., losing their first tooth, first day at a new school, riding a bike, giving a performance) Then discuss the feelings evoked by the event.

Have students complete the activity independently. Circulate to help students as necessary.

• Activity B (Convention): Have students exchange papers to proofread for errors in subject-verb agreement.

DAY 5 Writing Prompt• Write a description of the first time you did

something exciting or scary. Include similes, metaphors, and personification. You may use the ones you wrote on Day 4.

• Be sure that subjects and verbs agree with each other.

Convention:Subject-verb agreement

84

Word Choice

Name:

WORD CHOICE

Week 3 • Day 1

A. Read the free-verse poem. Underline each simile, and circle each metaphor.

B. Pretend you are writing about a baseball game. For each subject below, read the simile or the metaphor that has been written about it. Then write your own simile or metaphor.

85

Name:

Word Choice

WORD CHOICE

Week 3 • Day 2

A. Read the description of the moon. Underline the words or phrases that make the moon seem human. Then use proofreading marks to correct any errors in subject-verb agreement.

B. Pretend you’re writing about a street scene. Describe each subject below by writing a sentence that includes personification.

86

Word Choice

Name:

WORD CHOICE

Week 3 • Day 3

Read Jack’s description of his first roller coaster ride. Then:• Help him finish some of the similes, metaphors, and personification

by filling in the blanks.• Use proofreading marks to correct any errors in subject-verb agreement.

87

Name:

Word Choice

WORD CHOICE

Week 3 • Day 4

A. Think of the first time you did something. Plan a description of that event. Answer the questions to help you.

B. Have a partner check your answers for errors in subject-verb agreement. Fix any that are found.


Contents




Unit 1: Ideas

Week 1: Choosing a Strong Idea .....................................................................10Convention: Capitalizing Proper Nouns

Week 2: Writing a Topic Sentence and Supporting Details............................16Convention: Possessive Nouns

Week 3: Developing Character, Setting, and Plot Ideas .................................22Convention: Punctuating Dialogue

Week 4: Elaborating on Ideas and Details ......................................................28Convention: Commas Between Adjectives

Week 5: Maintaining Your Focus ....................................................................34Convention: Commas in Dates and Addresses


Week 1: Sequencing........................................................................................40Convention: Verb-Tense Consistency

Week 2: Organizing Information Logically ...................................................46Convention: Homophones

Week 3: Organizing Information to Compare and Contrast ........................52Convention: Noun-Pronoun Agreement

Week 4: Organizing to Persuade ....................................................................58Convention: Using good andd well

Week 5: Choosing Which Way to Organize Your Writing.............................64Convention: Commas in a Series

Unit 3: Word Choice

Week 1: Writing Precise Descriptions.............................................................70Convention: Commas After Introductory Words and Phrases

Week 2: Writing About Action .......................................................................76Convention: Using there, their, and they’re

Grade 6


Week 3: Using Figurative Language.............................................................. 82Convention: Subject-Verb Agreement

Week 4: Choosing the Right Words for Your Audience ............................... 88Convention: Correcting Run-on Sentences

Week 5: Getting the Reader’s Attention ....................................................... 94Convention: Plural Nouns


Week 1: Combining Sentences .....................................................................100Convention: Commas in Compound Sentences

Week 2: Writing Complex Sentences ...........................................................106Convention: Commas in Complex Sentences

Week 3: More Ways to Combine Sentences .................................................112Convention: Compound Subject-Verb Agreement

Week 4: Varying Sentence Beginnings .........................................................118Convention: Comma Review

Week 5: Writing a Smooth Paragraph ..........................................................124Convention: Correcting Run-on Sentences

Unit 5: Voice

Week 1: Identifying Different Writing Voices ..............................................130Convention: Double Negatives

Week 2: Using Different Voices for Different Purposes ................................136Convention: Commas in a Series

Week 3: Using Voice in Poetry .....................................................................142Convention: Homophones

Week 4: Writing from Different Points of View ...........................................148Convention: Using 1st-, 2nd-, and 3rd-Person Pronouns

Week 5: Using Voice in Persuasive Writing..................................................154Convention: Using could have, should have, and would have

Proofreading Marks ..............................................................................................160

112 Daily 6-Trait Writing • EMC 6026 • © Evan-Moor Corp.SENTENCE FLUENCSENTEN E F UE CY


Name:

SentenceFluency

SENTENCE FLUENCSENTEN E F UE CY

Make your writing flow by combining short, choppy sentences into sentences with compound subjects.

Week 3 • Day 1

A. Read this personal narrative. Then:

• Underline the sentences that could be combined into new sentences with compound subjects.

• Circle the subjects of the sentences you underlined.

• Rewrite the underlined sentences by combining their subjects.

In the Spotlight

Auditioning for our school musical, Grease, was one of the scariest things I have ever done. My sister has been in a play. My brother has beenin a play, too. But I am the shy one in the family! Still, I love to sing. So when auditions were announced, I decided to go for it.

My friend Marcos auditioned for a part. My friend Amy also auditionedfor a part. I thought the others were better than I was. Marcos and Amy thought the others were better than they were. The next day, the results were posted. As we approached the board, I saw my name. Marcos saw his, too. We both got parts! Amy didn’t get a part. I felt bad about that. Marcosdid, too. But then we found out that Amy is going to be the assistantdirector. She’ll be telling us what to do!

1.

2.

3.

4.

5.

B. Complete each sentence with the correct form of the verb.

1. (has / have) The actors and the director been rehearsing.

2. (is / are) Jorge and Samantha

. I felt bad about that. MarcosAs we approached the board, I saw my name. Marcos saw his,

d Marcos auditioned for a part. My friend Amy . I thought the others were better than I was. Marcos and Amy

My sister has been in a play. My brother has been

in charge of props.

My sister and brother have been in plays.y p y

My friends Marcos and Amy both auditioned for parts.y y p

We all thought the others were better than we were.g

As we approached the board, Marcos and I saw our names.pp ,

Marcos and I felt bad about Amy not getting a part.y g g p

Sample Answers:

havehave

areare


Name:

SentenceFluency

ENTENCE FLUENCYSE TENCE UE CY

Make your writing flow by combining sentences with the same subjects.

Week 3 • Day 2

Read this restaurant review. Then:

• Use proofreading marks to correct the two errors in subject-verb agreement.

• Underline five pairs of sentences with the same subjectthat could be combined into new sentences.

• Combine the pairs to write five new sentences.

Lulu’s Rocks Around the Clock!

If you haven’t been to Lulu’s, you should check out this old-fashioned1950s-style diner. Cars drive up to Lulu’s. Cars park outside. Then the customers wait in their cars as servers and the manager skates around thelot greeting people. When a customer rolls down the car window, a teenagegirl skates up to the car. She hooks a tray to the car door. She takes theorder. A few minutes later, the server returns. She brings the food.

Friday nights are especially fun at Lulu’s. Every week, the HowardMiddle School Drama Club performs to raise money. The students sing songs from the 1950s. The students also dance to the songs. Customers love singing along to “Rock Around the Clock.” They also enjoy “Hound Dog.”For the final song, a girl and a boy performs with the owner of Lulu’s. Thereisn’t a better show in town! Lulu’s is definitely the place to be on Fridaynights this summer.

1.

2.

3.

4.

ms

es

gy

5.

Cars drive up to Lulu’s and park outside.Cars drive up to Lulu s and park outside.

She hooks a tray to the car door and takes the order.She hooks a tray to the car door and takes the order.

A few minutes later, the server returns with the food.A few m nutes later, the server returns w th the food.

The students sing and dance to songs from the 1950s.The students sing and dance to songs from the 1950s.

Customers love singing along to “Rock Around the Clock” and Customers love s ng ng along to Rock Around the Clock and“Hound Dog.”

DAY 1

Read the rule aloud. Review the definition of subjectand explain that a compound subject is two or more subjects joined by a conjunction. Then guide students through the activities.

• Activity A: Read the narrative aloud. Havestudents identify the sentence that already has acompound subject. (“Marcos and Amy thought...)Then return to the second sentence. Ask: What is the subject? (My sister) rr What is the subject of the next sentence? (My brother) Say:rr Both sentences are about the same action, so they could be combined. What would the compound subject of the new sentence be? (My sister and brother)rr

Point out that there is often more than one wayto combine sentences by using words not in theoriginal sentences. Direct students to sentences 9and 10. Say: One of these already has a compound subject, but the sentences can still be combined.Brainstorm ways to do so, such as by changingthe subject to We all. Then have students complete the activity.

• Activity B (Convention): Point out sentences 2and 3 of the narrative. Say: If you combined these sentences to form a compound subject, the verb should have become plural to match. What should it be?(have been) Have students complete the activity.

DAY 2

Read the rule aloud. Then guide students through theactivity.yy

• Convention: Have students read the review. Thenpoint out the fourth sentence. Say: “...the manager skates...” may sound OK on its own, but remember, thewhole subject is servers and the manager. So, what should the verb be? (? skate)

• Reread the first three sentences aloud. Ask: Which sentences have the same subject? (2 and 3) Say:? Wecan combine these into one sentence with a compound predicate, or two actions joined by a conjunction.e(“drive up to Lulu’s and park outside”) Use the sample answers on the reduced page to discuss other ways to combine sentences. Then havestudents complete the activity.

WEEK

3SENTENCE FLUENCY

© Evan-Moor Corp. • EMC 6026 • Daily 6-Trait Writing 113ENTENCE FLUENCYSE TENCE UE CY


Name:

SentenceFluency


Use compound subjects, compound predicates,and other phrases with conjunctions to makeyour writing flow.

Week 3 • Day 4

A. Plan a review of a restaurant. Why do you like going there? Completethe web by filling in details about the food, the atmosphere, theservers, and any entertainment or other special features.

B. Write two sentences about the restaurant. Write one sentence with a compound subject. Write the other sentence with a compound predicate.

1.

2.

Restaurant:

Sample Answer:

The Chuckwagon

Different dining areas

can eat in covered wagon

can eat around fake campfire

Free stuff

adults get bandanas

kids get cowboy hats

Food

spicy baked beans

s’mores

served ontin plates

Entertainment

ervers singcowboy songsy

give square-dancinglessons on Fridays

Both kids and adults get special things to wear to make theirp j p pp j p p

experience more fun!experience more fun!

The servers sing songs and give square-dancing lessons.The servers sing songs and give square dancing lessons.

SampleAnswers:


Name:

SentenceFluency


Use compound subjects, compound predicates, and other phrases with conjunctions to make your writing flow.

Week 3 • Day 3

Read this interview about the drama club’s fundraiser. Then write a short article about the fundraiser, based on details given in the interview. Include sentences with compound subjects, compound predicates, and other phrases containing conjunctions.

Reporter: What is the Howard Middle School Drama Club doing this summer?

Troy: Every Friday night, we perform a fi fties revue at Lulu’s Drive-In. We singfisongs from the fi fties. We dance. It’s a lot of fun for us. It’s fun forfithe customers, too.

Reporter: Does everyone participate?

Troy: Of course! All of the boys sing “Earth Angel.” We also sing “Rock Around the Clock.” Then the girls dance on roller skates to “Hound Dog.” They singwhile they skate. Two standout performers are Kayli and Thalia. Kayli sings “Mr. Sandman.” Thalia sings with her. Our drama coach, Ms. Chandler, walks around the cars to collect donations. Ms. Stewart helps her.

Reporter: About how much money do you raise each night?

Troy: We raise about fi fty dollars a night. The money goes toward costumes.fiIt also helps pay production costs for our annual play.

Every Friday night, the Howard Middle School Drama ClubEvery Fr day n ght, the Howard M ddle School Drama lub

performs a fifties revue at Lulu’s Drive-In. Members of the club performs a f ft es revue at Lulu s Dr ve In. Members of the club

sing and dance to songs from the fifties. It provides a lot of fun fors ng and dance to songs from the f ft es. It prov des a lot of fun for

students and customers alike. The boys sing “Earth Angel” and “Rock students and customers al ke. he boys s ng Earth ngel and Rock

Around the Clock.” Then the girls sing “Hound Dog” while dancing on Around the lock. hen the g rls s ng Hound Dog wh le danc ng on

roller skates. Two standout performers, Kayli and Thalia, sing a duet ofroller skates. wo standout performers, Kayl and hal a, s ng a duet

“Mr. Sandman.” Throughout the performance, the drama coach and her Mr. Sandman. hroughout the performance, the drama coach and h

assistant collect donations from the audience. This raises about fifty ass stant collect donat ons from the aud ence. h s ra ses about f fty

dollars a night. The club then uses the money for costumes and other dollars a n ght. he club then uses the money for costumes and other

production costs for the club’s annual play.product on costs for the club s annual play.

Sample Answer:

DAY 3

Read the rule aloud. Then guide students through theactivity.

• To activate prior knowledge, you might wantto discuss different types of fundraisers thatstudents have seen or participated in, such as bake sales, car washes, or special performances.Then have two students read the interview aloud.

• Direct students to Troy’s first response. Ask: What verbs could you combine in Troy’s answer to form a compound predicate? (sing and dance) What nouns could you combine to form the object of this sentence: “It’s a lot of fun for ”? (students and customers)

• Have students imagine that they are writinga brief newspaper article to tell people about the fundraiser. Remind students that an articleshould have a serious, formal-sounding voice. Then have students complete the activity in pairs or individually.

• Convention: Have students check each other’sarticles for correct subject-verb agreement.

DAY 4

Review the rule. Guide students through the activities.

• Activity A: Brainstorm unique restaurants inyour area or ones that students have been to. For students who do not know any restaurants well enough to write about, have them work with apartner, asking questions to help the partner brainstorm details to write in the web.

• Activity B: Invite a volunteer to share the details from his or her web. Have the class brainstorm sentences that the student might write, usingcompound subjects and predicates. Then have students write their own sentences.

DAY 5 Writing Prompt• Write a review of a restaurant you like, using

compound subjects, predicates, and other combined phrases to make your sentences flow fluently.

• Make sure that your subjects and verbs agree.

Convention:Compound subject-verb agreement


Name:

SentenceFluency


Make your writing flow by combining short, choppysentences into sentences with compound subjects.

Week 3 • Day 1

A. Read this personal narrative. Then:

• Underline the sentences that could be combined into newsentences with compound subjects.

• Circle the subjects of the sentences you underlined.

• Rewrite the underlined sentences by combining their subjects.

In the Spotlight

Auditioning for our school musical, Grease, was one of the scariestthings I have ever done. My sister has been in a play. My brother has beenin a play, too. But I am the shy one in the family! Still, I love to sing. Sowhen auditions were announced, I decided to go for it.

My friend Marcos auditioned for a part. My friend Amy also auditionedfor a part. I thought the others were better than I was. Marcos and Amy thought the others were better than they were. The next day, the results were posted. As we approached the board, I saw my name. Marcos saw his,too. We both got parts! Amy didn’t get a part. I felt bad about that. Marcosdid, too. But then we found out that Amy is going to be the assistant director. She’ll be telling us what to do!

1.

2.

3.

4.

5.

B. Complete each sentence with the correct form of the verb.

1. (has / have) The actors and the director been rehearsing.

2. (is / are) Jorge and Samantha in charge of props.


Name:

SentenceFluency


Make your writing flow by combining sentenceswith the same subjects.

Week 3 • Day 2

Read this restaurant review. Then:

• Use proofreading marks to correct the two errorsin subject-verb agreement.

• Underline five pairs of sentences with the same subject that could be combined into new sentences.

• Combine the pairs to write five new sentences.

Lulu’s Rocks Around the Clock!

If you haven’t been to Lulu’s, you should check out this old-fashioned1950s-style diner. Cars drive up to Lulu’s. Cars park outside. Then the customers wait in their cars as servers and the manager skates around thelot greeting people. When a customer rolls down the car window, a teenagegirl skates up to the car. She hooks a tray to the car door. She takes the order. A few minutes later, the server returns. She brings the food. Friday nights are especially fun at Lulu’s. Every week, the Howard Middle School Drama Club performs to raise money. The students sing songs from the 1950s. The students also dance to the songs. Customerslove singing along to “Rock Around the Clock.” They also enjoy “Hound Dog.”For the final song, a girl and a boy performs with the owner of Lulu’s. There isn’t a better show in town! Lulu’s is definitely the place to be on Fridaynights this summer.

1.

2.

3.

4.

5.


Name:

SentenceFluency


Use compound subjects, compound predicates,and other phrases with conjunctions to make your writing flow.

Week 3 • Day 3

Read this interview about the drama club’s fundraiser. Then write a shortarticle about the fundraiser, based on details given in the interview. Include sentences with compound subjects, compound predicates, and other phrases containing conjunctions.

Reporter: What is the Howard Middle School Drama Club doing this summer?

Troy: Every Friday night, we perform a fi fties revue at Lulu’s Drive-In. We sing songs from the fi fties. We dance. It’s a lot of fun for us. It’s fun for the customers, too.

Reporter: Does everyone participate?

Troy: Of course! All of the boys sing “Earth Angel.” We also sing “Rock Around the Clock.” Then the girls dance on roller skates to “Hound Dog.” They singwhile they skate. Two standout performers are Kayli and Thalia. Kayli sings“Mr. Sandman.” Thalia sings with her. Our drama coach, Ms. Chandler, walks around the cars to collect donations. Ms. Stewart helps her.

Reporter: About how much money do you raise each night?

Troy: We raise about fi fty dollars a night. The money goes toward costumes. It also helps pay production costs for our annual play.


Name:

SentenceFluency


Use compound subjects, compound predicates, and other phrases with conjunctions to make your writing flow.

Week 3 • Day 4

A. Plan a review of a restaurant. Why do you like going there? Completethe web by filling in details about the food, the atmosphere, the servers, and any entertainment or other special features.

B. Write two sentences about the restaurant. Write one sentence with a compound subject. Write the other sentence with a compound predicate.

1.

2.

Restaurant:

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assessment rubric sampler program - evan moorwrite and draw three topics. . draw: 2. draw: 3. draw:...

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