Written by Rozanne Lanczak Williams

and

Stacey Faulkner

Editor: Collene Dobelmann

Illustrator: Darcy Tom

Production: Moonhee Pak and Carlie Hayashi

Designer: Moonhee Pak

Project Director: Sue Lewis

© 2006 Creative Teaching Press Inc., Huntington Beach, CA 92649

Reproduction of activities in any manner for use in the classroom and not for commercial sale is permissible.

Reproduction of these materials for an entire school or for a school system is strictly prohibited.

Table of Contents

Introduction 3–5

Addressing K–2 Writing Standards 6–7

8-page Learn to Write Titles and Writing Concepts

Th is Is My Story All-About-Me Stories 8–11

My Picture Story Who, What, Where 12–15

Monkey in the Story Tree Words Can Make a Story 16–19

I Love to Write! Reasons for Writing 20–23

Grandma’s Lists Writing Lists 24–27

Writing Dino-mite Poems Writing Poetry 28–31

Tess Builds a Snowman Writing Directions 32–35

Postcards from Barney Bear Writing Postcards 36–39

All About Real Bears Finding and Writing Facts 40–43

Writing About Books Responding to Literature 44–47

How Can I Get a Pet? Persuasive Writing 48–51

Seasons Writing with Patterns 52–55

16-page Learn to Write Titles and Writing Concepts

Two Stories, Two Friends Writing Friendly Notes/Cards 56–59

Cat Can’t Write: A Cat and Dog Story Generating Ideas 60–63

When You Go Walking Note Taking Using the Five Senses 64–67

Th e Author with the Fancy Purple Pen What Good Writers Do 68–71

Lost Puppy, Found Puppy Informational Writing—Posters 72–75

Cat’s Fairy Tale: A Cat and Dog Story Beginning, Middle, End 76–79

Little Monster Becomes an Author Th e Writing Process 80–83

Room 9 Writes a Report Informational Writing—Reports 84–87

Emily Santos, Star of the Week Writing a Friendly Letter—Voice 88–91

Fairy Tale Mail Writing a Friendly Letter—Point of View 92–95

Special Memories Personal Journal/Scrapbook 96–99

Captain Jack’s Journal Travel Journal 100–103

3

Introduction

It is my pleasure to introduce you to my new 24-book Learn to Write series. Each 8- or 16-page book features a writing concept that unfolds in the context of a fun and easy-to-read story perfect for K–2 students. Children learn how words make stories with a smart little monkey; how to write a beginning, middle, and end to a story with those lovable characters Cat and Dog; and how to write lots of poems with some cute and kooky dinosaurs.

On the last page of each book, a “Your Turn to Write” activity invites early writers to pick up a pencil and work on a writing piece of their own that models the writing done by the characters in the book.

The Learn to Write Resource Guide provides a wealth of ideas and activities for integrating and extending the writing concepts featured in each Learn to Write book. We hope this guide will help you create a supportive learning environment where children not only learn how to write but grow to love writing as well.

Best wishes!

Rozanne Lanczak Williams

4

Introduction

What’s Inside Learn to Write Resource Guide?Each four-page section in this guide presents high-interest activities that help

children practice a diff erent writing concept introduced in

the Learn to Write beginning reader series. In every

section, you will fi nd the following information:

• Book Title and Summary—A short sentence

describing the story.

• Writing Concept—Type of writing featured

in the story.

• Related Literature—A list of books that

will inspire writing in your classroom.

Th ese titles are related to the themes and

writing concepts presented in the story

as well as those tied to specifi c activities.

• Suggestions—Ideas to extend and

enhance children’s writing experience.

• Activities—Several detailed

writing ideas based on

the writing concept

presented in the book.

• Reproducible Pages—

Two blackline masters

tied to specifi c activities.

Introduction

My Picture Story

A Picture for Harold’s Room

by Crockett Johnson

(HarperTrophy)

Th e Dot and Ish

by Peter H. Reynolds

(Candlewick Press)

My Very Big Little World

by Peter H. Reynolds

(Atheneum Books)

Have each child draw and

color a picture. Th en have

them exchange their pictures

with a partner so that they

can write about each other’s

pictures.

Inspire even the youngest writers by encouraging them to

use pictures to write a story. Children can use copies of the

reproducible on page 14 to plan out their stories. First have

children draw who, what, where, and what happened in their

story. Have students use the parts of their plan to draw a

picture and write their story on a separate page.

Plan Your Story (page 14)

Story Cards (page 15)

Write a Picture Story

WRITING CONCEPT: Who, what, where

S U M M A R Y : A fl uff y bunny draws a picture and

writes a story to go with it.

Name _________________________________________________ Date____________________

Plan Your Story

What happened?

Who?When?

As a homework assignment, have children cut pictures of places, people or animals, and objects

from magazines. Or make several copies of the reproducible on page 15, and cut the cards apart.

Separate the pictures and/or cards into diff erent containers labeled Who? Where? and What hap-

pened? As a fun writing activity, have children pick a picture randomly from each container and

write a silly or serious story based on the pictures.

Pick Some Pictures

Ask children to bring a photo from home that they can use as a prompt to write a personal

narrative. Enlarge their photos to 8" x 10" (20 cm x 25.5 cm) size. Aft er children write a descrip-

tion to go with the photo, type and print out their writing in a large font. Use the photos and

writing to create a stunning display for open house.

Personal Narratives

The Dolphin Kiss by Alexandra One Sunday, I went to Hawaii. When I went on the plane, I had a purple Flurp and peanuts. I sat next to my mom. Next, we drove to a hotel to unpack. Then my mom said she had a big surprise for me. We were going to swim with dolphins! I was so excited. Did you know dolphins make chattering sounds? They are very friendly. I even got to give a dolphin a kiss!

Plan Your StoryName ______________________________ Date _________________

Story Cards

desert leprechaun weather machine

forestwolf treasure chest

castle space alien magic wand

birthday party funny monster magic pen

5

Using the Guide in Your ClassroomTo make lesson planning easy, refer to pages 6 and 7. Th is

chart shows how the content of the books, as well as the ac-

tivities in the guide, meet common writing standards. Keep

a copy of this chart in your lesson plan book or with your

writing materials for a quick and easy reference.

Refer to the Related Literature list and gather books with a

related theme from your classroom or school library. Th ese

books make great read-alouds, and will provide back-

ground knowledge as well as complement and extend the

writing activities.

Th e variety of activities provides many oppor-

tunities for authentic writing, as well as ways

to integrate writing throughout the school

day. In addition, the skill level of activities in

the guide can be easily adapted to meet the

individual needs of your students. Remember,

modeling is the key to getting kids to write!

Th ere are two blackline reproducible pages for each Learn to

Write book. Th ese pages are tied directly to activities and pro-

vide easy ways for students to plan and organize their writing.

Several are fun forms such as stationery, envelopes, postcards,

and poetry frames.

Note: For K–1 students, enlarge copies of the reproducible

pages to give little hands more room to write and illustrate

their ideas.

Introduction

Introduction

Addressing K–2 Writing Standards

16-Page Readers

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Two Stories, Two FriendsFriendly Notes/Cards ••

Cat Can’t Write: A Cat and Dog StoryGenerating Ideas • • • • • •• •

When You Go WalkingNote Taking Using the Five Senses • • • • • • • •

The Author with the Fancy Purple PenWhat Good Writers Do • • • • • • • • • •

Lost Puppy, Found PuppyInformational Writing—Posters • • • • • • •

Cat’s Fairy Tale: A Cat and Dog StoryBeginning, Middle, End • • • •Little Monster Becomes an AuthorTh e Writing Process • • • • • • • • • • • •

Room 9 Writes a ReportInformational Writing—Reports • • • • • • • • • • •

Emily Santos, Star of the WeekFriendly Letter—Voice •• • • •

Fairy Tale MailFriendly Letter—Point of View •

• • • •

Special MemoriesPersonal Journal/Scrapbook •

• • • • •

Captain Jack’s JournalTravel Journal•

• • • • ••

The Dolphin Kiss by Alexandra One Sunday, I went to Hawaii. When I went on the plane, I had a purple Flurp and peanuts. I sat next to my mom. Next, we drove to a hotel to unpack. Then my mom said she had a big surprise for me. We were going to swim with dolphins! I was so excited. Did you know dolphins make chattering sounds? They are very friendly. I even got to give a dolphin a kiss!

6

Addressing K–2 Writing Standards

8-Page Readers

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Th is Is My Story

All-About-Me Stories• • • • •

My Picture Story

Who, What, Where• • • • •

Monkey in the Story Tree

Words Can Make a Story• • • •

I Love to Write!

Reasons for Writing• • • • •

Grandma’s Lists

Writing Lists• • • •

Writing Dino-mite Poems

Writing Poetry• • • • •

Tess Builds a Snowman

Writing Directions• • •

Postcards from Barney Bear

Writing Postcards• • • •

All About Real Bears

Finding and Writing Facts• • • • • • •

Writing About Books

Responding to Literature• • • • • •

How Can I Get a Pet?

Persuasive Writing• • • • • •

Seasons

Writing with Patterns• • •

7

Addressing K–2 Writing Standards

16-Page Readers

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Two Stories, Two Friends

Writing Friendly Notes/Cards• •

Cat Can’t Write: A Cat and Dog Story

Generating Ideas• • • • • • • •

When You Go Walking

Note Taking Using the Five Senses• • • • • • • •

The Author with the Fancy Purple Pen

What Good Writers Do• • • • • • • • • •

Lost Puppy, Found Puppy

Informational Writing—Posters• • • • • • •

Cat’s Fairy Tale: A Cat and Dog Story

Beginning, Middle, End• • • •

Little Monster Becomes an Author

Th e Writing Process• • • • • • • • • • • •

Room 9 Writes a Report

Informational Writing—Reports• • • • • • • • • • •

Emily Santos, Star of the Week

Friendly Letter—Voice• • • • •

Fairy Tale Mail

Friendly Letter—Point of View• • • • •

Special Memories

Personal Journal/Scrapbook• • • • • •

Captain Jack’s Journal

Travel Journal• • • • • • •

8

This Is My Story

Th e One and Only Special Me by Rozanne L. Williams (Creative Teaching Press)

I Like Me by Nancy Carlson (Puffi n Books)

I’m Gonna Like Me: Letting Off a Little Self-Esteem by Jamie Lee Curtis (HarperCollins)

Draw the outline of your student of the week on a large sheet of butcher paper. Have the child fi nish it by adding facial features and clothes. Write facts about the child (e.g., favorite color) on the cutout, and display it all week long.

Use the reproducible on page 10 to help children list ideas for

writing about themselves. About once a month, have children

write and illustrate a paragraph using a diff erent idea from

the reproducible. Make sure the date is on each page. Have

children keep all of their work in a special folder. At the end of

the school year, bind the pages into a book and invite children

to design a fun cover. Children can take home the books as a

special keepsake as well as a record of their growth as writers

and artists. Th ey will be amazed at their progress! Here are

some other ideas for writing topics:

• How we spend family time

• My bedroom

• Places I like to go

• My favorite holiday

Who Am I? (page 10)

parent letter (page 11)

My Book about Me

WRITING CONCEPT: All-about-me stories

S U M M A R Y : A little girl writes about herself and invites the reader to write his or her own all-about-me story.

9

Have children brainstorm contents for a bag that Jill, the main character in Th is Is My Story,

might have fi lled. For homework, give each child a brown grocery bag and a copy of the parent

letter on page 11. Ask children to fi ll their bag with objects that describe just who they are. Model

this activity fi rst by bringing in your own bag, describing its contents, and writing a personal

narrative that mentions your props. Th en ask children to write about themselves, referring to the

objects in their bags. When the writing is complete, have children share their items and read their

stories.

It’s All in the Bag

Your students will enjoy writing Number

Poems about themselves and playing this

fun guessing game with classmates. Have

children write numbers in order up to their

age. Next to each number, ask children to

write something about themselves that cor-

responds to the number. Have children place

their fi nished poems in a box. (CTP 5999

Treasure Chest would work well for this.)

Be sure there are no names on the poems.

Have one child at a time choose a poem to

read and try to guess its author. When all

the poems have been read, display them on a

bulletin board with children’s photos.

1-2-3 All About Me!Guess Who!

This Is My S

tory

by Miss Ray

I have been a

teacher for s

ix

years. I like

to

read, and I li

ke to

write letters.

Cook-

ing is my hob

by.

Th is Is My Story

1—dog

2—sisters

3—favorite foods

4—chores a day

5—birthday on April 5th

6—states visited

7—favorite books

Lea

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Who Am I?I’m _______________________

Treasures Likes/Dislikes

My Friends What I Like to Do

My Family, My Pet

Th is Is My Story

Learn

to Write R

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00

6 C

reative Teach

ing P

ress

11

_____________________ (date)

Dear Parents,

We read a book in class called This Is My Story. In it, a young girl shares information about herself to help others know her better. The class has been assigned a similar activity called “It’s All in the Bag.”

Please help your child fill a brown grocery bag with objects that reveal something about him or her. For instance, if a child loves soccer, he or she may include a soccer jersey or a soccer ball in the contents of the bag. After gathering four or five items, your child will write a story explaining why each object was chosen. Encourage your child to decorate the grocery bag as a finishing touch.

These “It’s All in the Bag” reports will be shared in class on

________________________.

Thank you,

Th is Is My Story