Visual Learning Tools

3-6 English

languagE arts

learning Module activity guide

reading & Writing 2

VocabularyPunctuation

reading & Writing

learning Module activity guide

reading & Writing 2

VocabularyPunctuation

reading & Writing

Visual Learning Tools

3-6 English

languagE arts

Learning Activities developed by

Keys to Learning, LLC

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c o n t e n t s

Table of Contents

the Foundation of VariQuest Learning Modules . . . . . . . . . . . . . . . . . . . 4

overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Activity 1: Rules Rule! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Activity 2: Homophone confusion . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Activity 3: You said It! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Activity 4: Punctuation safari 1: Hyphen and Dash . . . . . . . . . . . . . . . . . 12

Activity 5: Punctuation safari 2: colon and semicolon . . . . . . . . . . . . . . 14

Activity 6: obviously, Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Activity 7: Main Idea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Activity 8: Research Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Activity 9: compare and contrast . . . . . . . . . . . . . . . . . . . . . . . . . 22

Activity 10: timed essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Additional Activity Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

content List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Work order template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

4

The FOUNdATION OF VArIQUeST LeArNINg MOdULeS

VariQuest supports educators by providing countless opportunities to introduce a variety

of visuals and hands-on manipulatives into their classrooms. The use of visuals in the

classroom helps students understand and retain information, specifically abstract concepts.

Visuals can also help bridge the gap for students who struggle with vocabulary and/or language

barriers. hands-on manipulatives create learning experiences in which students interact with

knowledge kinesthetically. research shows that exposing students to a variety of learning

experiences, including visual and kinesthetic, will increase student retention and help students

learn to construct meaningful knowledge from information. The VariQuest Visual Learning Tools

enhance classroom teachers’ ability to provide learning experiences that meet the learning styles

of all students.

The aim of the following Learning Activities is to coordinate the VariQuest Visual Learning Tools

with lessons and activities that incorporate visual and hands-on learning strategies to reinforce

basic skills and provide fun and motivational activities that will supplement your school’s

curriculum. For best practices and additional information on how to customize VariQuest posters,

banners, flashcards, awards, cutouts and manipulatives, review the VariQuest Implementation

guide prior to use.

For the following learning activities, use construction paper for all cutouts unless otherwise

specified. Pre-laminating construction paper using a cold laminator adds durability to cut out

letters, shapes, numbers and collections.

5

reAdINg & WrITINg 2 OVerVIeW

In this module students will use general skills and strategies of the writing process, including

grammatical and mechanical conventions in written composition. Students will explore word

meanings and use often-confused words correctly, both orally and in writing. Using graphic

organizers and prior knowledge, students will organize, compare, analyze and plan writing tasks,

including research reports, summaries, and opinions. Students will incorporate visuals, such as

word and thought bubbles, to add impact and enhance meaning. The learning activities in this

VariQuest learning module are designed to meet educational standards in innovative and creative

ways. Before turning to the learning activities, familiarize yourself with general information that will

guarantee ease of use and flexibility.

ASSeSSMeNTFollowing the learning activities, you will find a rubric that can be used to guide you in making

observational assessments of students’ abilities related to the objectives outlined in the learning

activities. It is recommended that you make a copy for each student to guide your ongoing

informal assessments, making anecdotal notes on the back when appropriate

VArIQUeST CONTeNTYou will find a complete list of all of the content included in this module between the rubric

and Work Order template. The content Id #s (ex. VIS001) for content referenced in the learning

activities are listed in the materials section for each activity and are color-coded to help distinguish

between templates for the Poster Maker (red) and Awards Maker (purple) and cutouts and

collections for the Cutout Maker (gold).

WOrK OrderSYou will also find a work order template on the last page of the Activity guide. This template

can be photocopied and used for placing orders for customized VariQuest posters, banners,

stickers, awards, cutouts and collections. It is designed to be submitted to the primary user of the

VariQuest Visual Learning Tools by those who may not have direct access to them.

A c t I V I t Y o n e

6

ACTIVITY ONe

Rules Rule! objectives Students will use spelling patterns and generalizations in writing words.

Students will observe grade level appropriate conventions of spelling.

Materials

Preparation Print Spelling rules poster and cut into five pieces, one for each rule.

Tape each rule to its own poster board.

Cut out five circle word bubbles, custom-sized to largest possible on

page.

Note: complete this step after the class has had a chance to add

examples to the rules posters. edit Spelling Award Plaque to show

the name of the student who has added the most examples over the

course of two weeks, print and attach to a plaque.

Spelling rules Vis167

Capitalization rules 1 Vis282

Using Italics Vis166

Writing Numbers Vis169

Spelling Award Plaque

aWD068

Spelling Award Plaque 1

aWD114

POSTer MAKer:

Spelling rules: Vis167

Capitalization rules 1: Vis282

(optional)

Using Italics: Vis166 (Basic/optional)

Writing Numbers: Vis169 (Basic/

optional)

AWArdS MAKer:

Spelling Award Plaque: aWD068

(Basic)

Spelling Award Plaque 1: aWD114

OTher:

Poster board

Scissors

Tape

Markers

Whole class

display the individual Spelling rules posters somewhere easily accessible

to students. review each rule and have students volunteer an example

for each rule. record one example for each rule on each word bubble and

post it next to the rule.

Individualduring independent reading time or between subjects, invite students to

add an example to each poster followed by their initials in parentheses.

display rules posters for 2-3 weeks, allowing students time to add

examples. recognize the student with the most examples with a Spelling

Award Plaque.

repeat with other rules posters, such as Capitalization rules 1, Writing

Numbers, Using Italics, or create your own.

7

R u L e s R u L e !

MoDIFIcAtIon

have students focus on finding

examples of one rule at a time.

extensIon

have students research additional

rules, find examples for each rule and

then teach the new rule to the rest of

the class.

8

A c t I V I t Y t W o

ACTIVITY TWO

Homophone Confusion objectives Students will determine the meanings of easily confused words

encountered in a text relevant to grade level topic.

Students will use the correct spelling of easily confused words in

written work, observing the conventions of capitalization, punctuation,

and spelling

Materials

POSTer MAKer:

Confused Words: Vis036

OTher:

dry erase markers

dictionaries

Content area text and trade books

Preparation Print, laminate and display Confused Words poster. Make 8 ½” x 11”

copies, one for each student.

8

Confused Words Vis036

9

HoMoPHone conFusIon

Whole class

hand out copies of Confused Words, then review what homophones are

-- words that are pronounced the same but have different spellings, such

as there, their, and they’re. Point out that the root word phone means

sound. have students read the word pairs (and triplets) and identify the

ones that are homophones.

Use a dry erase marker to circle these words on the poster. have students

circle the words on their copies. Then have them find and circle the other

homophones on the list (principle-principal, buy-by, it’s-its, to-too-two,

their-there-they’re, threw-through, weather-whether, and your-you’re, past-

passed, all ready-already).

Partnershave students work with partners to write sentences for each pair (or

triplets) of homophones on the list. give them dictionaries to use. Tell them

their sentences should convey meaning.

MoDIFIcAtIon

have students work with partners to

write sentences for the following sets

of homophones only: all ready-already,

buy-by, it’s-its, their-there-they’re, to-

too-two and your-you’re.

extensIon

give students 8 ½” x 11” copies of

Common Confusing Words 1: VIS164

(Basic) or Common Confusing Words

2: VIS165 (Basic). have them circle

the homophones and write sentences

for 10 sets of them.

9

10

A c t I V I t Y t H R e e

ACTIVITY Three

You Said It! objectives Students will incorporate visuals, such as word and thought bubbles,

to add impact and enhance meaning.

Students will use grammatical and mechanical conventions in written

compositions.

Materials:

Preparation Print and display Capitalization rules 1 and Punctuation posters.

Cut out Flare, Circle, Cloud, heart, Oval, Square and Starburst Word

Bubbles, custom-sized to 6”, one of each for each student.

have comic books that use several different word bubble formats and

magazines available, one for each pair of students.

have magazines with photographs that show people interacting.

Capitalization rules 1 Vis282

Punctuation Vis100

Circle Word Bubble Wri052

Cloud Word Bubble Wri053

Flare Word Bubble Wri054

heart Word Bubble Wri055

Oval Word Bubble Wri056

Square Word Bubble

Wri057

Starburst Word Bubble

Wri058

POSTer MAKer:

Capitalization rules 1: Vis282

Punctuation: Vis100

CUTOUT MAKer:

Circle Word Bubble: Wri052 (Basic)

Cloud Word Bubble: Wri053

Flare Word Bubble: Wri054

heart Word Bubble: Wri055

Oval Word Bubble: Wri056

Square Word Bubble: Wri057

Starburst Word Bubble: Wri058

OTher:

dry erase markers

Writing materials

Magazines and comic books

Students’ independent reading

books

drawing paper

Scissors

Tape

11

Y o u s A I D I t !

Whole class Use the posters to review capitalization and punctuation rules for quotation

marks. have students look through their independent reading books to find

a quotation. Ask volunteers to share a quotation orally, by saying “open

quote” for (“), naming the end punctuation, and “closed quote” for (”).

read a short quoted statement from a current newspaper. have students

write the quotation down using the correct capitalization and placement of

quotation marks and end punctuation. repeat for a quoted question and

exclamation. Use the correct intonation to indicate a query and surprise.

distribute comic books. give pairs of students a few minutes to read the

story. Then have them notice the different shapes of the speech bubbles.

discuss what comic books use in place of quotation marks to show who

is speaking. have volunteers describe a bubble shape and then read the

quote using the correct intonation.

Pass out word bubble cutouts to students. have them find the Circle, Oval

and Cloud Word Bubbles and explain how they are used differently (circle

or oval for spoken words, cloud for thoughts). have them find examples of

each in their comic books.

have students find the heart, Square and Starburst Word Bubbles and

brainstorm what types of text would go in these shapes. Then have them

look for examples in their comic books. Students might find, not quotes,

but transition or explanatory sentences in phrases in rectangular or square

word bubbles. Point out that starburst bubbles often contain exclamations

and onomatopoeias (sound words: roar, brrr, crack).

Individualdistribute magazines, scissors, and tape. have students cut out

photographs of two or more people interacting and tape the pictures on

drawing paper. Then have students use their word bubble cutouts to write

one or more appropriate phrases to show what the two individuals in the

photo are saying and/or thinking and attach them to the drawing paper.

have students write two or more paragraphs below the photo, or on

another piece of notebook paper, that includes the quote, using the correct

punctuation. remind students to begin a new paragraph for each speaker.

MoDIFIcAtIon

Preselect appropriate magazine

photographs for students to use and

attach to drawing paper. help them

come up with the phrases the people

might say. encourage them to use

both a speech and a thought bubble

for at least one person in the picture.

extensIon

Challenge students to find

photographs of groups of three or

more people and to use four or more

speech bubbles. Then have them

write two or more paragraphs below

the photo, or on another piece of

notebook paper, that include the

quote, using the correct punctuation.

remind students to begin a new

paragraph for each speaker.

12

A c t I V I t Y F o u R

ACTIVITY FOUr

Punctuation Safari 1: Hyphen and Dash objectives Students will identify conventions of capitalization, punctuation, and

spelling.

Students will use the correct conventions of capitalization, punctuation,

and spelling mechanics to record and write sentences.

Materials

Preparation Print and display Punctuation and Punctuation 2 posters. Make

8 ½” x 11” copies of Punctuation poster, one for each pair of students.

Print dash and hyphen stickers for Flap Facts or

to attach to cardstock to make flashcards, one for

each student. (Note: Students will add Colon and

Semicolon stickers in Activity Five.)

Cut Flap Facts 4 out of cardstock, custom-sized to

largest possible on page. (optional)

Cut out dash, custom-sized to 10”, and

hyphen, custom-sized to 5”, on cardstock.

Write the name on each and display near the

Punctuation posters.

POSTer MAKer:

Punctuation 2: Org059

Punctuation: Vis100

AWArdS MAKer:

hyphen Punctuation Sticker: stK206

dash Punctuation Sticker: stK202

CUTOUT MAKer:

hyphen Symbol: Wri036

dash Symbol: Wri067

Flap Facts 4: siW184 (Basic/

optional)

OTher:

Writing materials

Classroom or school library

Student independent reading

and text books

Stopwatch or Timer

Punctuation 2 Org059

Punctuation Vis100

hyphen Punctuation Sticker

stK206

dash Punctuation Sticker

stK202

hyphen Symbol Wri036

dash Symbol Wri067

Flap Facts 4 siW184

13

PunctuAtIon sAFARI 1

Whole classUse Punctuation posters to review quotation marks, commas, apostrophes,

periods, exclamation points and question marks. have students suggest

sample sentences for each or provide samples from text books or grade

level novels. Write the sentences on a chalk or white board and invite

students to add the missing punctuation.

Introduce the hyphen and dash. distribute hyphen and dash flashcards or

Flap Facts and stickers for students to assemble. have a volunteer read the

information on the hyphen sticker. Write a sample sentence that is missing a

hyphen on the board, then have a volunteer add the missing hyphen.

repeat for the dash, explaining that a dash is twice a long as a hyphen.

have students find a sentence using a dash and one using a hyphen in a

book and record on the back of the flashcard or on the inside of the flap fact.

Partnershave a Punctuation Safari in the classroom or school library. distribute an

8 ½” x 11” copy of the Punctuation poster to partners. have them record

the following point values for each mark:

explain the rules:

Teams will have 10-15 minutes to copy sentences from textbooks or

independent reading books. At the end of the time allowed, teams will add

up the punctuation score for each sentence, using the point values they

recorded on their charts. Write this sample sentence on the board and score

it with the class:

Carla’s sister-in-law asked, “Who’s meeting us in the park?”

Score:

1 comma: 2 points

2 apostrophes: 2 points

1 question mark: 3 points

2 hyphens: 6 points

1 set of quotation marks: 4 points

Total score: 17 points

MoDIFIcAtIon

give students one or more prepared

sentences for them to score. Focus

on end punctuation, commas, and

apostrophes.

extensIon

Challenge students to compose their

own 15-, 20-, and 25-point sentences.

Question Mark: 3

Period: 1

exclamation Mark: 4

Comma: 2

Quotation Marks: 2

Apostrophe: 1

hyphen: 3

dash: 6

14

A c t I V I t Y F I V e

ACTIVITY FIVe

Punctuation Safari 2: Colon and Semicolonobjectives Students will identify conventions of punctuation.

Students will use the correct conventions of capitalization, punctuation,

and spelling mechanics to record and write sentences.

Materials

Preparation Print and display Punctuation poster or use

the Punctuation poster created in Activity

Four. Use the copies of Punctuation poster

from Activity Four or make 8 ½” x 11” copies

of Punctuation poster, one for each pair.

Print Colon and Semicolon Stickers for the

Flap Facts students began in Activity Four, or

attach to cardstock to create flashcards, one

for each student.

Cut out Colon and Semicolon Symbols

on cardstock, custom-sized to largest

possible on page. Write the name on

each and display near the Punctuation

posters.

POSTer MAKer:

Punctuation: Vis100

AWArdS MAKer:

Colon Punctuation Sticker: stK200

Semicolon Punctuation Sticker: stK220

CUTOUT MAKer:

Colon Symbol: Wri033

Semicolon Symbol: Wri041

Flap Facts 4: siW184 (from

Activity Four)

OTher:

Writing materials

Classroom or school library

Stopwatch or timer

Punctuation Vis100

Colon Punctuation Sticker

stK200

Semicolon Punctuation Sticker

stK220

Colon Symbol Wri033

Semicolon Symbol Wri041

Flap Facts 4 siW184

15

PunctuAtIon sAFARI 2

Whole class

review using commas, then introduce how to use colons and semicolons

by writing sample sentences on the board.

The list of needed camping supplies included sleeping bag canteen

hiking boots and flashlight.

(The list of needed camping supplies included: sleeping bag,

canteen, hiking books, and flashlight.)

Our soccer game was cancelled half the team has the measles.

(Our soccer game was cancelled; half the team has the measles.)

Partnershave a Punctuation Safari 2 in the classroom or school library. have

students add point values to their 8 ½” x 11” copies of Punctuation from

Activity Four, or distribute another copy to partners. have them record the

following point values for each mark:

explain the rules:

Teams will have 10-15 minutes to copy sentences from textbooks or

independent reading books. At the end of the time allowed teams will add

up the punctuation score for each sentence, using the point values they

recorded on their charts. Write this sample sentence on the board and

score it with the class:

Kim’s email to the parent said: “In addition to sleeping bag and canteen,

your child will need hiking boots that are broken in, not new; a flashlight,

with new batteries; and bug spray.”

Score:

3 commas: 6 points

1 apostrophe: 1 point

1 set of quotation marks: 4 points

1 colon: 5 points

2 semicolons: 12 points

Total score: 28 points

MoDIFIcAtIon

give students one or more prepared

sentences for them to score. Focus

on end punctuation, commas, and

apostrophes.

extensIon

Challenge students to compose their

own 20-, and 25-point sentences.

Question Mark: 3

Period: 1

exclamation Mark: 4

Comma: 2

Quotation Marks: 2

Colon: 5

Semicolon: 6

Apostrophe: 1

hyphen: 3

dash: 6

16

A c t I V I t Y s I x

ACTIVITY SIX

Obviously, Adverbs objectives Students will use reading skills to understand parts of speech.

Students will use mechanical and grammatical conventions to write

sentences using different types of adverbs.

Materials

Preparation Print and display Types of Adverbs poster. Make 8 ½” x 11” copies,

one for each student.

Cut out reading Newspaper 1 Boy, reading Newspaper 2 girl, and

reading Newspaper 3 Boy and display on bulletin board.

Cut out font letters to spell the word “AdVerBS” and add to the

bulletin board display.

POSTer MAKer:

Types of Adverbs: Vis168

CUTOUT MAKer:

reading Newspaper 1 Boy: PPl146

reading Newspaper 2 girl: PPl147

reading Newspaper 3 Boy: PPl148

Font letters: a-Z

OTher:

Newspaper sections for each

student

Scissors

Tape

Types of Adverbs Vis168

reading Newspaper 1 Boy

PPl146

reading Newspaper 2 girl

PPl147

reading Newspaper 3 Boy

PPl148

Font lettersa-Z

17

o b V I o u s LY, A D V e R b s

MoDIFIcAtIon

Work with students to find a single

kind of adverb per lesson time. Begin

with adverbs formed by adding –ly:

such as: quietly, carefully, quickly,

correctly, easily, proudly, etc.

extensIon

have students record only sentences

that have both adjectives and

adverbs. have them underline the

adjectives and circle the adverbs.

Whole class

review adjectives (words that describe nouns) and adverbs (words that

describe verbs). remind students that words can be both adjectives and

adverbs, depending on how they’re used. For example:

1. diana has a terrible cold.

2. her cough sounds terrible.

In sentence 1, terrible is an adjective. It describes diana’s cold. In sentence

2, terrible is an adverb describing how her cough sounds. Invite students

to write their own sentences with describing words on the board. have

them underline the adjectives and circle the adverbs.

review the Types of Adverbs poster and examples and check for student

understanding.

Individualdistribute 8 ½” x 11” copies of Adverb poster to students. have them cut

up the poster and tape each numbered box and its list of examples to a

separate piece of notebook paper. Students will have five pages of types

of adverbs.

When students have their adverb pages ready, distribute newspaper

sections. Tell students to read their section of newspaper, looking for

sentences with adverbs. Let students work independently to record the

sentence on the appropriate adverb page and circle each adverb. Also

have them write a sentence of their own for each kind of adverb.

cooperative GroupsWhen students have a least one sentence for each type of adverb, have

them meet in small groups to share their findings. Tell students to add the

sample sentences other students found to their own lists. Once students

have shared in groups, compile a class list for each type of adverb and

display on the bulletin board.

18

A c t I V I t Y s e V e n

ACTIVITY SeVeN

Main Ideaobjectives Students will identify the main idea and supporting details and

summarize text.

Students will identify, paraphrase and/or summarize key ideas and

supporting details presented graphically.

Materials

Preparation Print and display Main Idea graphic organizer. Make 8 ½” x 11” copies

for students.

edit the text boxes of Blank Layout 10 poster by adding sentences

from curriculum text and trade books with strong main ideas and clear

supporting details. When adding text, be sure to start a new line for each

sentence, then print. Cut the paragraphs into sentence strips. group

together the sentence strips for each cut up paragraph, then attach a

paper clip. Make one set of sentence strips with a different paragraph for

each small group and one for the whole class activity. See the sample

robinson Crusoe paragraph below.

POSTer MAKer:

Main Idea: Org021 (Basic)

Blank Layout 10: laY010 (Basic)

OTher:

Teacher-selected paragraphs from different

curriculum textbooks with strong main

ideas and clear supporting details

dry erase markers

Large paper clips

Scissors

Tape

Main Idea Org021

Blank Layout 10 laY010

19

M A I n I D e A

MoDIFIcAtIon

Use paragraphs from books on their

independent reading level, texts they

have already successfully read.

extensIon

give these students paragraphs,

rather than sentences, from a short

chapter to organize and use to

complete the Main Idea organizer.

Then have students write a paragraph

to summarize the chapter.

Whole classreview main idea – what a paragraph, chapter, or book is about. Tell

students that a well-written paragraph also has a main idea. Often the

main idea is the first sentence. The rest of the sentences in a paragraph

tell more about the main ideas through supporting ideas. Usually there is

also a closing or conclusion sentence that summarizes the main idea of the

paragraph as well.

display the sample sentences for the paragraph about Robinson Crusoe

(or other sample paragraph) on the board in random order. have volunteers

read individual sentences aloud. Then have the class decide which sentence

would make the best main idea introduction for the paragraph. Place it

at the top of the board. Then have them name the supporting details and

decide on the way to order them. Try different combinations until the class is

happy with the result. Talk about the concluding sentence. how is it like the

introductory sentence? Point out that the closing or concluding sentence

often restates the main idea.

display Main Idea organizer poster. have the class use the Robinson Crusoe

paragraph (or other sample paragraph) to fill in the main idea and supporting

details on the poster.

When the Main Idea organizer is complete, ask students to identify key

words in the organizer. Circle each key word on the poster, then have the

class write a sentence that summarizes the paragraph. have students use

the key words in their summary sentences.

cooperative Groupsgive small groups of students the sentence strips from one of the cut

up paragraphs, an 8 ½” x 11” copy of the Main Idea graphic organizer,

notebook paper and tape. have students arrange the sentences to make a

paragraph, and tape them together. Then have students each complete the

organizer for the paragraph.

Once students have arranged the sentence strips in the proper order and

completed the Main Idea organizer, have them circle the key words from the

paragraph. Then have students write a summary sentence using the key

words. Call on groups to share their summary sentences.

20

A c t I V I t Y e I G H t

ACTIVITY eIghT

Research Project objectives Children will participate in shared research and writing projects.

Children will write and illustrate informative texts with main topic, facts

and closing.

Materials

Preparation Print and display research Project organizer. Make 8 ½” x 11” copies,

one for each student.

Print and display Paragraph Topic, Supporting and Closing posters.

Print Writing Lines posters, one for each group.

Whole classSelect a topic from your science or social studies curriculum for this

activity. have a variety of related trade books and other reference materials

available. display the research Project organizer

poster and hand out copies to students. Write the

topic in the first space. Then work with the class to

list questions about the topic. have children copy

information on their copies of the research Project

organizer. Show students the trade and reference

books. Briefly tell them what each is about, by

POSTer MAKer:

research Project: Org075

Paragraph Closing: Org055

Paragraph Supporting: Org056

Paragraph Topic: Org057

Writing Lines: Vis259 (Basic)

OTher:

Trade and reference books on

research project topic

Writing and drawing materials

drawing paper

research Project Org075

Paragraph Closing Org055

Paragraph Supporting Org056

Paragraph Topic Org057

Writing Lines Vis259

21

R e s e A R c H P R o j e c t

MoDIFIcAtIon

Some children will use their materials

in their small groups just to answer

one of their questions and write a topic

sentence.

extensIon

have children write individual research

reports on topics of their own

choosing.

reading the back cover copy or the introduction aloud. List the resources

on the chart. have students copy the titles on their organizers. display

reference books.

Add additional questions and sources to the back of the research Project

organizer if necessary. explain that children will work in small groups to

research one of the questions on the list.

cooperative GroupsSeat small groups of three or four students together, give them one

question to research for the class report and the appropriate trade book

or reference materials. give students time to read and talk about the

information in their references.

Whole classdisplay Paragraph Topic organizer poster. review with or explain to the

class that the first sentence in a research report paragraph is the topic

sentence. The topic sentence, like the main idea, tells what the rest of the

paragraph is about. To write a topic sentence, students can restate the

question they are researching. repeat with Paragraph Supporting and

Paragraph Closing organizers.

cooperative Groupshave students work with their small groups to write a paragraph for their

research question. Circulate around the room, helping with spelling, etc.,

as needed. Ask a volunteer from each group to read their paragraph. Then

give each group a Writing Lines poster to write their paragraph. give them

art materials and drawing paper to illustrate it as well. display the poster-

sized research paragraphs and art work.

22

A c t I V I t Y n I n e

ACTIVITY NINe

Compare and Contrast objectives Students will compare and contrast plots, settings, and themes.

Students will compare and contrast information from two texts on

the same subject and describe and integrate information to provide a

coherent picture of subject matter.

Materials

Preparation Before preparing materials for the activity, have students select

classroom or library books about topics of interest, fiction or nonfiction,

two titles on each topic. Place a rubber band around the pairs of books.

Print and display Compare Contrast Map poster. Make 8 ½” x 11”

copies, one for each student and one for each group.

Make 8 ½” x 11” copies of the Compare Contrast Outline, one for each

student.

Cut out read 2 Bookmarks, one for each topic/genre, number and

label them with topics and genres of the books students selected,

such as: 1 Sports, 2 history, 3 Current events, 4 Animals, 5 Space,

etc. Slip labeled read 2 bookmarks under the rubber

band of the books they go with.

Cut out read 1 bookmarks and number them 1 – 12

(or as many topics/genres as books collected for the

activity). Cut out enough bookmarks, so that there

is one for each student, duplicating numbers as

necessary. (Students with the same number bookmark

will work together.)

Compare Contrast Outline

Vis283

Compare Contrast Map

Org062

read 1 Bookmark BKM098

read 2 Bookmark BKM099

POSTer MAKer:

Compare Contrast Outline: Vis283

Compare Contrast Map: Org062

(Basic)

CUTOUT MAKer:

read 1 Bookmark: BKM098

read 2 Bookmark: BKM099

OTher:

Marker

Student selected books, fiction

and nonfiction, two titles for

each topic

Bag or hat

23

coMPARe AnD contRAst

MoDIFIcAtIon

Provide topics and books students

have already read and can read

independently for this activity.

extensIon

If students wish to select their own topic

to compare and contrast, have them

submit a request in writing, explaining

what they want to compare and why.

Whole classreview what it means to compare and contrast.

To compare means to find ways things are alike.

To contrast means to find ways things are different.

display Compare Contrast Map and review how to

use it. The center circles that are connected to both

of the larger circles are for similarities. The circles on

the left and right sides that are only connected to

one of the larger circles are for differences.

Work through an example, comparing

basketball and baseball, as a class.

display the Compare Contrast Outline

and review how to use it to write a three-

paragraph essay. If necessary, work through an example together.

cooperative GroupsTell students they will use the Compare Contrast Map to help them identify

the similarities and differences using two books on the same topic. display

the collection of books students will use.

Place numbered read 1 Bookmarks in a hat or bag. have each student

pick a bookmark at random. Students with the matching number

bookmark (two or more students) take the bookmark and go to the

book table to find their books with the matching number. repeat until all

students have their topics, groups or partners and books.

distribute copies of the Compare Contrast Map to each student and an

extra one for each group. give students time to preview the books and

select topics to compare and contrast. Circulate among groups and pairs

to help them decide what to compare and contrast.

have students complete the Compare Contrast Map, then distribute the

Compare Contrast Outline to students. have students use this outline to

write their report.

24

A c t I V I t Y t e n

ACTIVITY TeN

Timed Essayobjectives Students will write over extended time frames and shorter time frames

for a range of tasks, purposes and audiences.

Students will write opinions using an organizing structure including a

concrete issue or topic, facts and details to support main idea and

concluding statement.

Materials

Preparation Print and display essay Tips poster.

Print and display Main Idea poster. Make 8 ½” x 11” copies, one for

each student.

Collect articles from grade-level news magazines and/or articles from

local newspapers. Be sure that the articles are about a topic that

students can form an opinion or take a stance on. Make enough copies

for each student to have one article.

Paperclip an 8 ½” x 11” Main Idea organizer and writing paper to each

article. Place pages face down so students cannot see the articles.

For older or more advanced students, print Timed essay poster and

display.

essay Tips Vis037

Main Idea Org021

Timed essay Vis101

POSTer MAKer:

essay Tips: Vis037

Main Idea: Org021 (Basic)

Timed essay: Vis101

(Basic/optional)

OTher:

Teacher-selected grade-level

news magazine articles and

local newspapers articles of

about the same length

Writing paper

Timer, bell or clicker

25

t I M e D e s s AY

MoDIFIcAtIon

distribute articles appropriate for

students who need extra help to them.

extensIon

distribute more challenging and/or longer

articles to students who need an extra

challenge.

Whole classTell students they will practice writing about something they know well –

their opinions. explain that they will read an article, think about it, and then

write a 3-5 paragraph opinion essay about it. To make this a test-practice

activity, explain that the writing portion of it will be timed. Students will

have 10-15 minutes to read and then (however many minutes you think

appropriate) minutes to write. explain that you will distribute pencils when

it is time to begin writing.

review Main Idea organizer poster. Tell students they will each get a copy

of the organizer to use for their essay. They should use this to organize the

main idea for their introduction paragraph (their opinion) and supporting

details (topics for each of the supporting paragraphs).

Then read through the essay Tips poster. Point out the items on the list

that refer to the Main Idea organizer: Prepare an outline, thesis statement

and introduction (main idea), body (supporting details).

Use Timed essay for older or more advanced students. Identify the

amount of time students will have to write, and go over that section of the

Timed essay poster with them. For a 30-minute timed essay, tell students

that when they begin writing, your will ring a bell or clicker after five

minutes of prewriting, after 20 minutes for writing, and when time is up.

Individualdistribute Main Idea organizer, article and writing paper clipped together

randomly to students. Begin the reading and organizing portion by setting

the timer to 10-15 minutes. When the timer goes off, explain to students

that it is now time to write. distribute pencils and reset the timer for the

appropriate amount of time. Tell students that they should be sure to

plan 5-10 minutes at the end to proofread their essay and make any

appropriate revisions.

repeat this activity for other types of essays, such as comparison and

informative/explanatory.

26

ADDIt IonAL ActIV It Ies

ADDITIONAL ACTIVITIES

reAdINg reCOMMeNdATIONSPrint readers Are Leaders: BAN026 and get Caught reading: rCg005

and display them on a bulletin board or wall over the classroom library.

Place index cards titled: I Recommend It! in a basket with pens or pencils

and pushpins nearby. each time a student reads a book they think others

will like, have them complete an I Recommend It! card. On each card,

students should include: title and author (and illustrator, if appropriate),

a brief summary and a sentence or two about the author. After checking

their work for spelling, grammar, and punctuation, let them pin the card to

the bulletin board.

ANALOgIeS Print, laminate and display Analogy 2: Org064. explain that analogies

compare one pair of related words with another. The trick is to figure out

the relationship between the given pair of words. For example: fire is to

hot, as ice is to _____ (cold). Pairs of words in analogies can be related

in many ways. have student volunteers fill in the poster with the following

types of analogies:

Opposites: high/low, hard/soft, happy/sad, running/strolling.

Object and its classification: dog/mammal, chair/furniture, robin/bird,

sweatshirt/clothing; pizza/food.

Object and what it’s used for: pen/write; hoe/dig; ax/chop; refrigerator/

chill, telephone/talk, airplane/fly.

Object and the whole it is part of: foot/toe; hand/fingers, violin/string,

leaf/plant, branch/tree; student/class.

Object and the group it belongs to: horse/herd, lion/pride; puppy/litter,

fish/school, bird/flock.

NOTeS

27

ADDIt IonAL ActIV It Ies

reWrITe – COPYedITINg MArKS Towards the beginning of the year, print and display editor’s Marks:

VIS099 poster. review what each symbol means. enlarge a copy of

student’s writing (without the student’s name) or other sample text, using

the scanner on the Poster Maker. display the poster and the appropriate

editor’s marks symbols. have students come up to the board and add the

editor’s marks where appropriate. Then have them write a revised draft,

making the corrections you’ve shown with the editor’s marks.

Choose the appropriate editor’s mark symbols from the following: Insert

Symbol: WrI001, delete Symbol: WrI002, Capitalize Symbol: WrI003,

Make Lowercase Symbol: WrI004, Insert Period Symbol: WrI005, Insert

Comma Symbol: WrI006, Insert Apostrophe Symbol: WrI007, Insert

Quotation Marks Symbol: WrI008, Insert Space Symbol: WrI010, Close

up Space Symbol: WrI011, Transpose Symbol: WrI012, Start New

Paragraph Symbol: WrI013, Add Word Symbol: WrI059, Add Question

Mark Symbol: WrI060, Add Quotation Marks Symbol: WrI061, Insert

Space 2 Symbol: WrI062, Make Lowercase 2 Symbol: WrI063, New

Paragraph Symbol: WrI064, Spell Out Symbol: WrI065, and Transpose

Order Symbol: WrI066.

TrACKINg reAdINg PrOgreSS Track the number of books students read over the course of a quarter,

semester or school year using Book report Chart: VIS005 (Basic). At the

end of the term, customize and print reading Award Plaque: AWd110,

reading Achievement Award Plaque: AWd065 or World Class reader

Award Plaque: AWd080 and attach to a wooden plaque, then present to

the student(s) who has read the most books.

NOTeS

28

R u b R I c

cate

gorie

sc

riteria

Valu

eM

inim

al

basic

Pro

ficie

nt

Adva

nced

use

s gra

de-

appro

pria

te sp

ellin

g

patte

rns a

nd

genera

lizatio

ns in

w

riting w

ord

s

Student’s use of

spelling patterns and generalizations in w

riting w

ords is below grade level.

Student uses som

e grade-appropriate spelling patterns and generalizations in w

riting w

ords.

Student consistently uses

grade-appropriate spelling patterns and generalizations w

hen writing w

ords.

Student uses above grade-

appropriate spelling patterns and generalizations in w

riting words.

use

s gra

de-

appro

pria

te

mechanic

al

conve

ntio

ns in

writte

n

com

positio

ns

Student uses gram

matical

and mechanical

conventions in writing

inconsistently and with

frequent errors.

Student uses som

e grade-appropriate gram

matical and

mechanical conventions

in writing w

ith few

errors.

Student uses grade-

appropriate gramm

atical and m

echanical conventions in w

riting consistently.

Student consistently uses

at and above grade-appropriate gram

matical

and mechanical conventions

in writing.

obse

rves g

rade-

appro

pria

te

conve

ntio

ns o

f gra

mm

ar a

nd u

sage

Student show

s a limited

knowledge of parts of

speech and appropriate usage.

Student identifies and

uses some grade-

appropriate parts of speech.

Student consistently

identifies and uses grade-appropriate parts of speech.

Student consistently

identifies and uses at and above grade-appropriate parts of speech.

Identifi

es a

nd

sum

marize

s the m

ain

poin

t and su

pportin

g

deta

ils of a

text

Student needs assistance

identifying the main point

and relevant details of a text.

Student can identify the

main point and provide

a few supporting details

of a text.

Student can identify the

main point, give supporting

details and briefly summ

arize a text.

Student can identify the

main point, give supporting

details, summ

arize and analyze text.

com

pare

s and

contra

sts info

rmatio

n

dra

wn fro

m o

ne o

r m

ore

texts

Student has difficulty

comparing and contrasting

two different texts.

Student can draw

a few

comparisons betw

een tw

o different texts.

Student can com

pare and contrast inform

ation from

two different texts and

draw conclusions from

the com

parisons.

Student can com

pare and contrast inform

ation from

more than tw

o texts and draw

conclusions about the com

parisons.

Perfo

rms sh

ort,

focuse

d re

searc

h

Student needs assistance to

perform research.

Student can research

specific questions related

to a given topic.

Student can research

and briefly summ

arize key

information related to a given

topic.

Student can research and

summ

arize key information

related to one or more topics

of choice.

tota

l:

re

Ad

INg

& W

rIT

INg

2 r

UB

rIC

Nam

e

(Please note that all have perm

ission to reproduce this rubric page.)

29

c o n t e n t L I s t

reAdINg & WrITINg 2 CONTeNT LIST

Poster Maker ID name Activities

BAN026 readers are Leaders Banner Additional

BAN096 Wonderful Writers Banner

Org055 Paragraph Closing 8

Org056 Paragraph Supporting 8

Org057 Paragraph Topic 8

Org059 Punctuation 2 4

Org064 Analogy 2 Additional

Org073 Project Planning

Org075 research Project 8

rCg005 get Caught reading Additional

rCg022 reading Star

rCg025 Spelling Bee

rCg061 reading Star 2

VIS036 Confused Words 2

VIS037 essay Tips 10

VIS099 editor's Marks

VIS100 Punctuation 3, 4, 5

VIS101 Timed essay

VIS167 Spelling rules 1

VIS168 Types of Adverbs 6

VIS282 Capitalization rules 1 1, 3

VIS283 Compare Contrast Outline 9

Awards Maker ID name Activities

AWd065 reading Achievement Award Plaque Additional

AWd080 World Class reader Award Plaque Additional

AWd110 reading Award Plaque Additional

AWd114 Spelling Award Plaque 1 1

AWd144 research report Award Plaque

AWd192 Writer 1 Award Plaque

STK200 Colon Punctuation Sticker 5

STK202 dash Punctuation Sticker 4

STK206 hyphen Punctuation Sticker 4

STK214 Quotation Marks Punctuation Sticker

STK220 Semicolon Punctuation Sticker 5

cutout Maker ID name Activities

BKM098 read 1 Bookmark 9

BKM099 read 2 Bookmark 9

PPL146 reading Newspaper 1 Boy 6

30

c o n t e n t L I s t

reAdINg & WrITINg 2 CONTeNT LIST (cont.)

cutout Maker ID (cont.) name Activities

PPL147 reading Newspaper 2 girl 6

PPL148 reading Newspaper 3 Boy 6

SAe190 Child 1 girl reading

WrI001 Insert Symbol Additional

WrI002 delete Symbol Additional

WrI003 Capitalize Symbol Additional

WrI004 Make Lowercase Symbol Additional

WrI005 Insert Period Symbol Additional

WrI006 Insert Comma Symbol Additional

WrI007 Insert Apostrophe Symbol Additional

WrI008 Insert Quotation Marks Symbol Additional

WrI010 Insert Space Symbol Additional

WrI011 Close up Space Symbol Additional

WrI012 Transpose Symbol Additional

WrI013 Start New Paragraph Symbol Additional

WrI030 Quotation Marks Symbol

WrI033 Colon Symbol 5

WrI036 hyphen Symbol 4

WrI037 Parentheses Symbol

WrI041 Semicolon Symbol 5

WrI053 Cloud Word Bubble 3

WrI054 Flare Word Bubble 3

WrI055 heart Word Bubble 3

WrI056 Oval Word Bubble 3

WrI057 Square Word Bubble 3

WrI058 Starburst Word Bubble 3

WrI059 Add Word Symbol Additional

WrI060 Add Question Mark Symbol Additional

WrI061 Add Quotation Marks Symbol Additional

WrI062 Insert Space 2 Symbol Additional

WrI063 Make Lowercase 2 Symbol Additional

WrI064 New Paragraph Symbol Additional

WrI065 Spell Out Symbol Additional

WrI066 Transpose Order Symbol Additional

WrI067 dash Symbol 4

WrI068 Period 2 Symbol

WrI069 Quotation Marks 2 Symbol

*Indicates Cutout Maker collection

31

W o R k o R D e R

VArIQUeST WOrK Order TeMPLATeThis template can be photocopied and used for placing orders for customized posters, banners, stickers, awards, cutouts and collections.

date Order Placed: __________________________________ Order #: _________________________________________

date Order Needed By: ______________________________ date Completed: _________________________________

Staff Name: ___________________________________________________________________________________________

room #: _________________________ Phone #: ___________________________________________________________

e-mail: ________________________________________________________________________________________________

special Instructions:

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

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Visual Learning Tools

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