daily 6 trait writing grade 4

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2 Daily 6-Trait Writing • EMC 6024 • © Evan-Moor Corp.

Contents

How to Use This Book 4 Introducing the Six Traits 6 Comprehensive Teacher Rubric 8

Unit 1: Ideas

Week 1: Choosing a Strong Idea 10

Convention: Capitalizing Proper Nouns

Week 2: Writing a Topic Sentence and Supporting Details 16

Convention: End Punctuation

Week 3: Developing Character, Setting, and Plot Ideas 22

Convention: Punctuating Dialogue

Week 4: Elaborating on Ideas and Details 28

Convention: Possessive Nouns

Week 5: Keeping Your Focus 34

Convention: Capitalizing Proper Nouns

Unit 2: Organization

Week 1: Sequencing 40

Convention: Verb Tense Consistency

Week 2: Grouping Together Ideas and Details 46

Convention: Using its and it’s

Week 3: Describing Things by Position 52

Convention: Using their, there, and they’re

Week 4: Grouping by How Things Are Alike or Different 58

Convention: Subject-Verb Agreement with is and are

Week 5: Choosing Which Way to Organize Your Writing 64

Convention: Underlining Titles of Books and Movies

Unit 3: Word Choice

Week 1: Writing About Action 70

Convention: Subject-Verb Agreement

Week 2: Using Descriptive Language 76

Convention: Commas with Adjectives

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Week 3: Using Figurative Language 82

Convention: Titles of Songs, Poems, and Short Stories

Week 4: Choosing Words for Your Audience 88

Convention: Using good and well

Week 5: Getting the Reader’s Attention 94

Convention: Using your and you’re

Unit 4: Sentence Fluency

Week 1: Revising Run-on Sentences 100

Convention: End Punctuation

Week 2: Combining Sentences with Conjunctions 106

Convention: Commas in Compound Sentences

Week 3: More Ways to Combine Sentences 112

Convention: Conjunctions in Complex Sentences

Week 4: Beginning Sentences in Different Ways 118

Convention: Interjections

Week 5: Writing a Smooth Paragraph 124

Convention: Correcting Sentence Fragments

Unit 5: Voice

Week 1: Examining Different Writing Voices 130

Week 2: Using Your Voice to Persuade 136

Convention: Double Negatives

Week 3: Writing from Different Points of View 142

Convention: Indenting Dialogue

Week 4: Using Voice in Poetry 148

Convention: End Rhyme

Week 5: Developing Your Own Voice 154

Convention: Contractions

Proofreading Marks 160

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Daily 6-Trait Writing • EMC 6024 • © Evan-Moor Corp.

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

Choose a strong idea before you write.

It’s easier to write about what you know.

A Read each paragraph about a city Fix the names of places that need a capital letter Then answer the questions

Bevington

by Jacob bevington is a great town At Lake jasper, you can rent a boat and have a cookout on the shore There are also many places to eat a cold ice-cream cone on a hot day The people are friendly

in town They love showing visitors around.

New Delway

by Michael New delway is in Monitor county Highway 4 goes there

My friend went there once There is a gas station I heard they’re getting a new grocery store.

1 Which writer has probably been to the town he wrote about?

Give one reason why.

2 Which writer has more interesting things to say about his topic?

B Answer the questions with ideas you can write about.

1 Name a place you’ve visited

2 What is one interesting thing you can say about that place?

Your purpose is the reason you’re writing.

A strong idea is one that fits your purpose.

A Begley Bookstore gave Emily’s class free books Her class decided to write thank-you letters Read Emily’s letter and answer the questions

Fix the names that need a capital letter.

Dear Begley Bookstore, Leonard Saves the Day was the book I got Leonard is the main character He is a bear that rides a scooter around town He helps people In the end, leonard saves mayor Jones from Mr badman,

an evil wizard.

Sincerely, Emily

1 Did Emily’s writing fit the purpose? Why or why not?

2 What should Emily have said in her letter? Write one or two sentences.

B Pretend you are writing about your favorite restaurant

For each purpose, write a strong idea.

1 Purpose: to describe something at the restaurant

My Idea:

2 Purpose: to tell a funny story about the restaurant

My Idea:

Week 1 • Day 2

No, because she did not thank Begley Books for the book.

Sample Answer: Thank you for Leonard Saves the Day I liked the part where Leonard saves Mayor Jones.

the best dessert when my baby sister threw food at the server

Sample Answers:

DAY 1

Read the rule aloud Ask: Why do you think it is better

to write about what you know? (e.g., You know all the

details; it’s easier to form ideas.) Guide students through the activities.

• Activity A (Convention): Read aloud each

paragraph Ask: Do you notice anything that is wrong or missing? (capital letters) Say: Remember to use capital letters in proper nouns, such as names of people and places Model making a correction with

proofreading marks

For question 1, point out how Jacob’s paragraph has many details that he could probably only know if he had been to Bevington, whereas Michael’s paragraph tells about things he heard from someone else Have students write their answers Then ask volunteers to share their opinions in response to question 2 Summarize by

saying: If your idea is something you know a lot about, it’s easy to say many interesting things about it.

• Activity B: Say: Let’s think of some ideas of our

own Remember, it’s better to write about what you know Have students share their answers.

DAY 2

Read the rule aloud Say: Every piece of writing has a

• Activity A (Convention): Have students read

the letter silently and mark capitalization errors

Then go over the corrections.

For question 1, ask: What was Emily’s purpose for writing? (to thank Begley Books) Ask: Did she thank Begley Books? (no) Explain that while she told

about the book, she did not express thanks, so her writing did not fit the purpose For question 2, invite volunteers to share their ideas

• Activity B: Say: You have the big idea to write

about your favorite restaurant, but you have to narrow that big idea to fit your purpose Have students

brainstorm ideas for items 1 and 2 independently

or in pairs Ask students to share their ideas, confirming that their ideas match each purpose.

Choose a strong idea.

A strong idea fits your purpose and audience.

A Think of events that have happened at school What ideas can you write about? Write them in the web.

B Pretend you are a reporter for the local newspaper You will write a newspaper article about a school event Answer the questions below.

1 What is the purpose of the article?

2 Who is your audience?

3 Which of your ideas in Activity A best fits the purpose and audience?

Make a checkmark (√) next to it.

Sample Answers:

Name:

Ideas

IDEAS

Your audience is who will read your writing.

Make sure your idea fits your audience.

A Imagine you are going to write about a neighborhood carnival

Who is the best audience for each idea below? Draw a line to connect each idea to the correct type of writing.

1 a list of businesses that donated supplies to the carnival a a letter to a friend

2 why your friend should come with you b a journal entry that only you will read

3 your secret fear of falling off the Ferris wheel c a news article for a local newspaper

B Read this news article Fix the words that need a capital letter Then follow the directions below

Officer Saves Boy and Dog

Officer Sarah Goldman made a brave rescue last Sunday night Josh Hogan of Rose Valley was walking his dog by the Pitt river when it began to rain very hard The boy and his dog were quickly swept into the rising river Officer goldman was on The mayor called officer Goldman a hero.

Imagine you are Josh You are going to write some letters about what happened Tell what you would write about in each one.

1 To: Officer Goldman Idea:

2 To: your best friend Idea:

Week 1 • Day 3

how thankful I am that she saved me how I’ll never walk by the river on a rainy day again Sample Answers:

• Activity A: For item 1, read aloud the

choices and ask: Would a friend care about a list of businesses? (no) Say: That is something the community would want to know, so it is a good idea for a newspaper Have students draw a line to the

answer Continue to discuss each item and its appropriate answer.

• Activity B (Convention): Point out the

headline and read the article aloud Review the rules for capitalizing proper nouns Have students find and correct the capitalization errors.

For item 1, ask: If Josh were writing a letter to Officer Goldman, would he need to explain the details of the rescue? (no) Why? (the officer was there; she already knows the details) What would he probably say? (thank you) Have students complete item 2

independently, sharing responses when finished.

DAY 4

Read the rule aloud Then guide students through the activities.

• Activity A: Have volunteers name a few school

events that have taken place, such as fairs, performances, or contests Then have students complete the web.

• Activity B: For question 1, remind students of

the news article they read on Day 3 Ask: Was the purpose to tell a funny story or to tell the facts about

an event? (tell the facts) Have students write their

answers and complete questions 2 and 3 Discuss students’ responses.

DAY 5 Writing Prompt

• Write a news article about an event at your school

Use the idea you chose on Day 4 Then write a headline for your article.

• Be sure to capitalize the names of people and places.

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 units.

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 Plans

Use 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 Prompt

Give 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 Skill Trait Skill

A specific writing skill for

each trait is targeted.

Reduced Pages

Reduced student pages provide sample answers.

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Name:

Ideas

IDEAS

A Read each paragraph about a city Fix the names of places that

need a capital letter Then answer the questions

Bevington

by Jacob bevington is a great town At Lake jasper, you can rent a boat

and have a cookout on the shore There are also many places to

eat a cold ice-cream cone on a hot day The people are friendly

New Delway

My friend went there once There is a gas station I heard

they’re getting a new grocery store.

an evil wizard.

Sincerely,

My Idea:

Week 1 • Day 2

Trait and Rule (Skill Summary)

Name:

Ideas

IDEAS

Who is the best audience for each idea below? Draw a line to

connect each idea to the correct type of writing.

Idea What to Write

1 a list of businesses that donated

2 why your friend should come

3 your secret fear of falling

B Read this news article Fix the words that need a capital letter

Then follow the directions below

Officer Sarah Goldman made a brave rescue last Sunday

night Josh Hogan of Rose Valley was walking his dog by the

Pitt river when it began to rain very hard The boy and his dog

were quickly swept into the rising river Officer goldman was on

her way home when she saw Josh struggling to stay afloat She

jumped into the river and carried the boy and his dog to safety

The mayor called officer Goldman a hero.

Imagine you are Josh You are going to write some letters about

what happened Tell what you would write about in each one.

1 To: Officer Goldman

A Think of events that have happened at school What ideas can you write about? Write them in the web.

B Pretend you are a reporter for the local newspaper You will write a newspaper article about a school event Answer the questions below.

Make a checkmark (√) next to it.

Week 1 • Day 4

School Events Idea: Idea:

Idea: Idea:

Day 4 Activity

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

Ways to Use

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

Student Activity Pages

Days 1–3 Activities

The 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 The Convention skill is integrated into the activities.

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Daily 6-Trait Writing • EMC 6024 • © Evan-Moor Corp.

Introducing the Six Traits

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

Ideas

Explain 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!

Organization

Explain 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 introduction,

body, and conclusion When your writing is not organized, your reader can grow

confused and lose interest

Word Choice

Explain 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 Fluency

Explain 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.

Voice

Explain 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!

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Conventions

Explain 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 Week 5, 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

• Has no variation in sentence beginnings.

• Has no cadence or flow

• Has little variation in sentence beginnings.

• Sentences flow somewhat.

• Has 1 or 2 incomplete sentences.

• Has some variation in sentence structures and lengths.

• Has some variation in sentence beginnings.

• Sentences flow fairly naturally.

• Has complete sentences.

• Varied sentence structures and lengths contribute to the rhythm of the writing.

• Varied sentence beginnings contribute to the flow of the writing.

• Sentences flow naturally.

7PJDF

• 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 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.

$POWFOUJPOT

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

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

• Illustrations, if present, do not 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 and mechanics.

• Handwriting and/or presentation of the piece

is attractive and easy

to read.

• Illustrations, if present, enhance the main idea significantly.

• 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 developed topic stated in

well-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.

throughout.

0SHBOJ[BUJPO

• Has little or no organization; lacks coherence.

• Lacks an introduction, body, and/or conclusion.

• Is difficult to follow.

• Has no order words or phrases.

• Some organization is present.

• Has an introduction, body, and conclusion, but may

be unclear.

• Is difficult to follow at times.

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

• Has logical organization.

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.

• Words are used incorrectly.

• Word choice shows little thought and precision.

• Uses passive verbs.

• Uses few modifiers.

• Some words may not

be appropriate for the audience and purpose.

incorrectly.

• Word choice includes some clichés and “tired”

words.

• Uses some strong verbs.

• Uses some modifiers.

• Words are mostly 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 modifiers.

• Words are consistently appropriate for audience and purpose.

• Words are used correctly and enhance the writing.

• Word choice is thoughtful and precise and includes some figurative language.

Trang 12

Use this scoring rubric, based on the six

some clichés and “tired” words.

appropriate for the audience and purpose.

but do not enhance the writing.

precision; clichés and “tired” words are avoided.

appropriate for audience and purpose.

and precise and includes some figurative language.

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

A Read each paragraph about a city Fix the names of places that need a capital letter Then answer the questions

Bevington

by Jacob bevington is a great town At Lake jasper, you can rent a boat and have a cookout on the shore There are also many places to eat a cold ice-cream cone on a hot day The people are friendly

New Delway

My friend went there once There is a gas station I heard they’re getting a new grocery store.

Sample Answer: Mammoth Cave

Sample Answer: have to slide on your belly through parts of the cave

Name:

Ideas

IDEAS

an evil wizard.

Sincerely,

My Idea:

Week 1 • Day 2

No, because she did not thank Begley Books for the book.

Sample Answer: Thank you for Leonard Saves the Day I liked the part where Leonard saves Mayor Jones.

the best dessert

when my baby sister threw food at the server

Sample Answers:

DAY 1

Read the rule aloud Ask: Why do you think it is better

to write about what you know? (e.g., You know all the

details; it’s easier to form ideas.) Guide students

through the activities.

• Activity A (Convention): Read aloud each

paragraph Ask: Do you notice anything that is

wrong or missing? (capital letters) Say: Remember to

use capital letters in proper nouns, such as names of

people and places Model making a correction with

proofreading marks

For question 1, point out how Jacob’s paragraph

has many details that he could probably only

know if he had been to Bevington, whereas

Michael’s paragraph tells about things he heard

from someone else Have students write their

answers Then ask volunteers to share their

opinions in response to question 2 Summarize by

saying: If your idea is something you know a lot about,

it’s easy to say many interesting things about it.

• Activity B: Say: Let’s think of some ideas of our

own Remember, it’s better to write about what you

know Have students share their answers.

DAY 2

Read the rule aloud Say: Every piece of writing has a

purpose Then guide students through the activities.

the letter silently and mark capitalization errors

Then go over the corrections.

For question 1, ask: What was Emily’s purpose for

writing? (to thank Begley Books) Ask: Did she thank

Begley Books? (no) Explain that while she told

about the book, she did not express thanks, so

her writing did not fit the purpose For question 2,

invite volunteers to share their ideas

• Activity B: Say: You have the big idea to write

about your favorite restaurant, but you have to narrow

that big idea to fit your purpose Have students

brainstorm ideas for items 1 and 2 independently

or in pairs Ask students to share their ideas,

confirming that their ideas match each purpose.

IDEAS

Choosing a Strong Idea

WEEK

1

Trang 15

A Think of events that have happened at school What ideas can you

write about? Write them in the web.

B Pretend you are a reporter for the local newspaper You will write a

newspaper article about a school event Answer the questions below.

Make a checkmark next to it.

Week 1 • Day 4

School Events

to tell about an event

everyone in the community

Answers will vary.

Sample Answers:

spelling bee book fair

ﬁ eld day bake sale

Name:

Ideas

IDEAS

off the Ferris wheel c a news article for a local newspaper

The mayor called officer Goldman a hero.

Idea:

2 To: your best friend

Idea:

Week 1 • Day 3

how thankful I am that she saved me

how I’ll never walk by the river on a rainy day again

Sample Answers:

DAY 3

Read the rule aloud Ask: Why would it be important to

think about who will read your writing? (e.g., so you know

what to say, how to say it, and what words to use) Then guide students through the activities.

• Activity A: For item 1, read aloud the

choices and ask: Would a friend care about a

list of businesses? (no) Say: That is something the community would want to know, so it is a good idea for a newspaper Have students draw a line to the

answer Continue to discuss each item and its appropriate answer.

• Activity B (Convention): Point out the

headline and read the article aloud Review the rules for capitalizing proper nouns Have students find and correct the capitalization errors.

For item 1, ask: If Josh were writing a letter to Officer

Goldman, would he need to explain the details of the rescue? (no) Why? (the officer was there; she

already knows the details) What would he probably

say? (thank you) Have students complete item 2

independently, sharing responses when finished.

DAY 4

• Activity A: Have volunteers name a few school

events that have taken place, such as fairs, performances, or contests Then have students complete the web.

• Activity B: For question 1, remind students of

the news article they read on Day 3 Ask: Was the

purpose to tell a funny story or to tell the facts about

an event? (tell the facts) Have students write their

answers and complete questions 2 and 3 Discuss students’ responses.

• Write a news article about an event at your school Use the idea you chose on Day 4 Then write a headline for your article.

• Be sure to capitalize the names of people and places.

Trang 16

Name:

Ideas

IDEAS

Choose a strong idea before you write

It’s easier to write about what you know

A Read each paragraph about a city Fix the names of places that

need a capital letter Then answer the questions

Bevington

by Jacobbevington is a great town At Lake jasper, you can rent a boat

and have a cookout on the shore There are also many places to

eat a cold ice-cream cone on a hot day The people are friendly

in town They love showing visitors around

New Delway

by MichaelNew delway is in Monitor county Highway 4 goes there

My friend went there once There is a gas station I heard

they’re getting a new grocery store

Give one reason why

Week 1 • Day 1

Trang 17

Name:

Ideas

IDEAS

Your purpose is the reason you’re writing

A strong idea is one that fits your purpose

A Begley Bookstore gave Emily’s class free books Her class decided to

write thank-you letters Read Emily’s letter and answer the questions

Dear Begley Bookstore,

Leonard Saves the Day was the book I got Leonard is the main character He is a bear that rides a scooter around town He helps

people In the end, leonard saves mayor Jones from Mr badman,

an evil wizard

Sincerely,

2 What should Emily have said in her letter? Write one or two sentences

My Idea:

Week 1 • Day 2

Trang 18

Name:

Ideas

IDEAS

Your audience is who will read your writing

Make sure your idea fits your audience

supplies to the carnival a a letter to a friend

with you b a journal entry that only you will read

off the Ferris wheel c a news article for a local newspaper

The mayor called officer Goldman a hero

Idea:

2 To: your best friend

Idea:

Week 1 • Day 3

Trang 19

Name:

Ideas

IDEAS

Choose a strong idea

A strong idea fits your purpose and audience

A Think of events that have happened at school What ideas can you

write about? Write them in the web.

B Pretend you are a reporter for the local newspaper You will write a

newspaper article about a school event Answer the questions below.

Make a checkmark next to it

Week 1 • Day 4

School Events

Trang 20

1 IDEAS Daily 6-Trait Writing • EMC 6024 • © Evan-Moor Corp.

A Read this paragraph about a dog Underline the topic sentence.

Sammy was the best dog in the neighborhood When her owners wanted to play, she played When her owners were sad, Sammy made them feel better She liked to visit everyone

on her street All her neighbors were glad to see her.

B Read both paragraphs about people Fix the sentences that do not

have end marks Then write an X next to the paragraph that does

not have a topic sentence Underline the topic sentence in the other paragraph.

First, Chris moved to Water Street Then, he lived on Baker Hill After that, he moved across town to Knowles Ridge

Now, Chris is leaving for Bay Avenue Grandma Marie makes delicious cakes She knits blankets for us What else can she do She likes to use her power drill, and she built our bookshelves Grandma Marie can do many things!

C Reread the paragraph you wrote an X next to in Activity B Write a

topic sentence for it.

A Read each persuasive paragraph Which paragraph has details that

support its underlined topic sentence? Write an X next to it Then ﬁ x

the sentences in both paragraphs that do not have correct end marks.

When you vote for student council, vote for Elizabeth!

She helped put on the ice-cream party last year She asked

us what kind of field trips we wanted? Then she talked to the principal He listened to her, and we got to visit the Space Museum! Elizabeth can help us have a good year

When you vote for student council, vote for Daniel

He has a new bike He has a lizard named Jinks I go to his house on Saturdays He is on my basketball team We carpool

to the games because he lives down the street His dad knows

my dad And do you know what Daniel’s birthday is in March.

B Imagine that your city or county has an award for the best school

What details would you use to persuade the judges that your school

is the best in town? Write as many as you can think of below.

Read the rule aloud Say: Remember that a topic sentence

expresses the main idea of the paragraph It is often at the

beginning or end of the paragraph Then guide students

through the activities.

• Activity A: Read aloud the paragraph Ask:

Which sentence tells what the whole paragraph is

about? (the first) Explain that each of the other

sentences explains why Sammy was the best dog,

supporting the main idea

• Activity B (Convention): Say: Every sentence

needs a period, question mark, or exclamation point

Ask: In the paragraph about Chris, which sentence is

missing an end mark? (the last one) Model adding

a period Then have students insert the end

marks in the other paragraph

tell what the whole paragraph is about? (no) Have

students find and underline the topic sentence

in the other paragraph

• Activity C: Ask: What is the first paragraph about?

(Chris moving a lot) Form a topic sentence as a

class or have students write their own

DAY 2

Read the rule aloud Ask: What do details do in a

paragraph? (e.g., tell more about the topic) Then guide

students through the activities.

• Activity A: Say: In persuasive writing, you try to

make someone else agree with you It’s important to

give good reasons, or details Read each paragraph

aloud and have students mark the more

persuasive one that supports the topic Then

have students identify each reason why Elizabeth

would be a good student council member Ask:

In the second paragraph, what do the details say? Do

they tell why you should vote for Daniel? (no) They do

not support the topic sentence, so they are not good

details.

Convention: Have students find and correct the

errors in punctuation.

• Activity B: After students complete the activity,

have them share what they wrote Affirm that

each detail supports the main idea.

IDEAS

Writing a Topic Sentence and Supporting Details

Trang 21

Think of a favorite book you read last year Plan a summary

the top box Write supporting details in the other boxes.

By the Shores of Silver Lake by Laura Ingalls Wilder

The Ingalls family moved from Plum Creek to the Dakota Territory.

The family helped start a new town on the shores of

Silver Lake.

Sample Answers:

Pa went out west first.

The rest of the family followed by train.

It was the girls’ first train ride.

A Read each group of sentences Write TS next to the topic sentence

Write D next to each supporting detail.

1 He travels in an envelope.

Stanley can fit into small spaces.

Stanley wakes up flat one day.

He has been crushed by a bulletin board!

Flat Stanley is an unusual book.

2 The pictures help you learn the words.

G is for Googol is a fun alphabet book about math words

You can learn 26 new words

There are many pictures in G is for Googol.

Did you know that a googol is a very large number?

B Choose a group of sentences above Write the sentences in

a paragraph Make sure each sentence ends with the correct

Paragraph structure will vary, but sentences should

have correct end punctuation.

DAY 3

Review the rule Guide students through the activities.

• Activity A: Read aloud the sentences in item 1

You may need to explain that “Stanley” is the

name of a character in a funny book called

Flat Stanley Have students complete item 2

independently

• Activity B: Say: Now, we’ll turn the sentences into

a paragraph This kind of paragraph is a summary

It tells what a book is about Some people like to start their paragraphs with the topic sentence so the reader immediately knows what it is about However, the topic sentence can go anywhere You must find the best place for it You may want to have students

read aloud the sentences in various orders to determine which “sounds” better before they write their paragraphs.

DAY 4

Review the rule Then say: Yesterday, we turned a

topic sentence and details into a summary paragraph A summary paragraph includes the most important parts of

a topic Today, you’ll think of a topic sentence and details about your own favorite book in order to write a summary paragraph Then guide students through the activity.

• Have students think of a favorite book and write

it above the chart Then ask prompting questions

to spark ideas for a topic sentence, such as: What

is the book mainly about? Have students formulate

a topic sentence and write it in the top box.

• Invite a volunteer to share his or her topic

sentence Elicit supporting details with questions,

such as: What happened in the book? What

characters, actions, or words were memorable?

Explain that these details go in the boxes below the topic sentence

• Write a summary paragraph about a favorite book Remember to include a topic sentence with details that support it Use your diagram from Day 4.

• Be sure to use correct end marks.

Trang 22

A Read this paragraph about a dog Underline the topic sentence.

Sammy was the best dog in the neighborhood When her

owners wanted to play, she played When her owners were sad,

Sammy made them feel better She liked to visit everyone

on her street All her neighbors were glad to see her

B Read both paragraphs about people Fix the sentences that do not

have end marks Then write an X next to the paragraph that does

not have a topic sentence Underline the topic sentence in the other

paragraph.

First, Chris moved to Water Street Then, he lived on Baker Hill After that, he moved across town to Knowles Ridge

Now, Chris is leaving for Bay Avenue

Grandma Marie makes delicious cakes She knits blankets for us What else can she do She likes to use her power drill, and

she built our bookshelves Grandma Marie can do many things!

C Reread the paragraph you wrote an X next to in Activity B Write a

topic sentence for it.

Topic Sentence:

Week 2 • Day 1

Trang 23

A Read each persuasive paragraph Which paragraph has details that

support its underlined topic sentence? Write an X next to it Then fi x

the sentences in both paragraphs that do not have correct end marks.

When you vote for student council, vote for Elizabeth!

She helped put on the ice-cream party last year She asked

us what kind of field trips we wanted? Then she talked to the

principal He listened to her, and we got to visit the Space

Museum! Elizabeth can help us have a good year

When you vote for student council, vote for Daniel

He has a new bike He has a lizard named Jinks I go to his

house on Saturdays He is on my basketball team We carpool

to the games because he lives down the street His dad knows

my dad And do you know what Daniel’s birthday is in March

B Imagine that your city or county has an award for the best school

What details would you use to persuade the judges that your school

is the best in town? Write as many as you can think of below.

Week 2 • Day 2

Trang 24

A Read each group of sentences Write TS next to the topic sentence

Write D next to each supporting detail.

1 He travels in an envelope

Stanley can fit into small spaces

Stanley wakes up flat one day

He has been crushed by a bulletin board!

Flat Stanley is an unusual book

2 The pictures help you learn the words

G is for Googol is a fun alphabet book about math words

You can learn 26 new words

There are many pictures in G is for Googol

Did you know that a googol is a very large number?

B Choose a group of sentences above Write the sentences in

a paragraph Make sure each sentence ends with the correct

end mark.

Week 2 • Day 3

Trang 25

Think of a favorite book you read last year Plan a summary

paragraph about it Write a topic sentence about the book in

the top box Write supporting details in the other boxes.

My Favorite Book: Topic Sentence:

Trang 26

Name:

Ideas

IDEAS

Details tell what your main character is like.

They help the character seem like a real person.

Look at the pictures of the characters Pretend you are writing

a story about each one Answer the questions to add details

1 What is the character’s name?

2 What does he look like?

3 What does he like to do?

4 What would he say if his bike were stolen?

6 What does she look like?

7 What does she like to do?

8 What does she say when she looks in the mirror?

“I’m going to ﬁ gure out who did it!”

wears a lot of jewelry; is always seen with her poodle

walk her poodle

1 Spaceships battle for control

of a planet. a America’s western states in the year 1850

2 Letter carriers ride horseback

3 A family takes an adventurous

4 A sad dragon searches for

B Choose a story idea and a setting from Activity A Imagine what the setting is like Then answer the questions.

1 What can you see, hear, touch, taste, and smell in this place?

Use adjectives to describe your answers.

2 What would a character say about this place? Finish the sentence

Use a comma and quotation marks in the dialogue.

Week 3 • Day 2

rainforest, even the flowers!”

see the enormous trees, hear loud birds, feel warm rain on my face, taste exotic fruit, smell the giant flowers

Sample Answers:

WEEK

3

DAY 1

If necessary, review what a main character is: the

person or animal a story is about Then read the rule

aloud and guide students through the activity

• Invite students to share a favorite storybook

character Ask: What does the character look like?

What does the character do? How does the character

speak? Explain that students “know” their favorite

characters because the author gives many details.

• Read aloud question 1 Ask: What does this person

look like? (a detective) What would be a good name

for a detective? Invite students to discuss names

Then have students choose their own answers

You may want students to brainstorm and answer

the remaining questions in small groups or as

a class

Convention: For questions 4 and 8, explain that

dialogue, or a speaker’s words, go inside quotation

marks Model the correct placement of quotation

marks (e.g., “I love to solve mysteries!”) Have students

use the marks in their answers.

DAY 2

If necessary, review what a setting is: the place and

time in which a story takes place Then read the rule

aloud and guide students through the activities.

• Activity A: Read aloud story idea 1 and the

answer choices Ask: Which setting makes sense for

this story? (d) What would happen if you set this story

in the Amazon River? (It wouldn’t make sense.)

Have students complete the rest of the activity

independently Ask volunteers to explain their

answers

• Activity B: Choose a story idea and a setting

from Activity A and model thinking of details

For example: If I were in the Amazon, I might see

tall trees, hear loud birds squawking, and feel water

dripping on my face Then have students complete

the activity.

Convention: For Activity B, item 2, explain that if

dialogue is in the middle or at the end of a sentence,

a comma goes before the quotation marks Model

completing the sentence, pointing out the placement of

the comma and quotation marks Then have students

complete their own sentences.

IDEAS

Developing Character, Setting, and Plot Ideas

Trang 27

To develop a good story, plan your characters, setting,

and plot before you write.

Answer the questions to plan a story about someone who rescues

an animal.

1 Who is the main character?

2 Describe your character.

3 Where and when is the setting?

4 List two things to describe in the setting.

5 Tell two things that happen in the story.

Week 3 • Day 4

Jerome

10 years old, doesn’t like cats, loves to hike

in the woods

today, in the woods behind Jerome’s house

hears the rushing creek and many birds,

sees the tall trees and bushes

Jerome hears a strange sound He sees a stray

cat hanging onto a branch He wades through the

water to rescue it.

The plot is the order of events in a story A plot has

an introduction, a turning point, and a conclusion

A Read this story Fill in commas and quotation marks where they are

needed for dialogue.

Leo and the Bird

John and Brianna were at home, doing homework Their cat,

Leo, was fast asleep at John’s feet.

All of a sudden, there was a bang! A bird had ﬂ own into the

glass door and was lying motionless on the porch In a ﬂ ash, Leo

woke up and darted across the room and through his cat door

“He’s going to catch the bird! John yelled.

Brianna and John quickly opened the door and ran outside

But Leo already had the bird in his mouth!

If you hold him down, I’ll try to rescue the bird Brianna told

John Together, the two of them pounced on Leo Brianna gently

pried the bird from his mouth It was still alive!

Quickly, she ran to the front yard while John brought Leo

inside and locked the cat door The bird was still at ﬁ rst, but then

it ﬂ ew away Brianna came back into the house and told John that

the bird was OK “Nice try, Leo she said But don’t try that again!”

B Put these events in order Write the letter of each sentence on its

part of the plot diagram.

a A bird crashes into the window.

b Brianna tells Leo to never try that again.

c John and Brianna are doing homework.

d John and Brianna take the bird from Leo.

e Leo catches the bird.

Read the rule aloud and draw a plot diagram on

the board Explain each part For example: The

introduction sets up the situation and introduces the characters and setting At the top is the turning point, where the main action happens It is usually the most exciting part of the story The conclusion is what happens

at the end of the story Then guide students through

the activities.

• Activity A (Convention): Say: When you listen

to the story, listen for the different parts But first, we’ll focus on using punctuation in dialogue Read

the story aloud Then have students insert the missing punctuation marks Go over the corrections as a class.

• Activity B: Say: Now, we’ll figure out the parts of

the story The first part is the introduction Let’s find which sentence tells about the introduction Read the

sentences aloud Then ask: Which sentence tells

how the story starts? (c) Have students write c on

the line next to introduction Then have them

complete the rest of the diagram in pairs Go over the answers as a class.

DAY 4

Read the rule aloud and review the story elements Then guide students through the activity

• Briefly go over the page, explaining that students

will need to think of their own character, setting, and plot, and answer the questions accordingly

• You may want to have students brainstorm and

complete the activity in groups Circulate to check that students apply what they learned during the week.

• Write a story about someone who rescues an animal Include dialogue in your story Use your character, setting, and plot ideas from Day 4.

• Be sure to use correct punctuation in dialogue.

Trang 28

Name:

Ideas

IDEAS

Details tell what your main character is like

They help the character seem like a real person

Look at the pictures of the characters Pretend you are writing

a story about each one Answer the questions to add details

2 What does he look like?

3 What does he like to do?

4 What would he say if his bike were stolen?

Week 3 • Day 1

Trang 29

A Read the story ideas Draw a line from each story idea to the

setting that makes the most sense.

1 Spaceships battle for control

of a planet a America’s western states in the year 1850

2 Letter carriers ride horseback

to deliver the mail b an imaginary forest

3 A family takes an adventurous

trip on a boat c the Amazon River today

4 A sad dragon searches for

its mother d outer space in the year 2500

B Choose a story idea and a setting from Activity A Imagine what

the setting is like Then answer the questions.

1 What can you see, hear, touch, taste, and smell in this place?

Use adjectives to describe your answers

2 What would a character say about this place? Finish the sentence

Use a comma and quotation marks in the dialogue

Week 3 • Day 2

Trang 30

Name:

Ideas

IDEAS

The plot is the order of events in a story A plot has

an introduction, a turning point, and a conclusion

A Read this story Fill in commas and quotation marks where they are

needed for dialogue.

Leo and the Bird

John and Brianna were at home, doing homework Their cat,

Leo, was fast asleep at John’s feet

All of a sudden, there was a bang! A bird had flown into the

glass door and was lying motionless on the porch In a flash, Leo

woke up and darted across the room and through his cat door

“He’s going to catch the bird! John yelled

Brianna and John quickly opened the door and ran outside

But Leo already had the bird in his mouth!

If you hold him down, I’ll try to rescue the bird Brianna told

John Together, the two of them pounced on Leo Brianna gently

pried the bird from his mouth It was still alive!

Quickly, she ran to the front yard while John brought Leo

inside and locked the cat door The bird was still at first, but then

it flew away Brianna came back into the house and told John that

the bird was OK “Nice try, Leo she said But don’t try that again!”

B Put these events in order Write the letter of each sentence on its

part of the plot diagram.

a A bird crashes into the window

b Brianna tells Leo to never try that again

c John and Brianna are doing homework

d John and Brianna take the bird from Leo

e Leo catches the bird

Trang 31

1 Who is the main character?

2 Describe your character

3 Where and when is the setting?

4 List two things to describe in the setting

5 Tell two things that happen in the story

Week 3 • Day 4

Trang 32

Name:

Ideas

IDEAS

When you give information, write about the “5 Ws.”

Tell who, what, when, where, and why

A Read this report about an explorer Underline the words or phrases

that tell who, what, when, where, and why.

Ferdinand Magellan

Ferdinand Magellan was one of the greatest explorers in history In 1519, he sailed from Spain to South America He wanted to figure out how to get from the Atlantic Ocean to the Pacific Ocean Ferdinand’s expedition was the first one to cross the Pacific Ocean and return to Europe He is known as the first explorer to sail around the world.

B Read this biography of another explorer Use the checklist to check whether the writer included the “5 Ws.” Then answer the question.

Tenzing Norgay

Tenzing Norgay was born in a village He was a very skilled mountain climber Once, he rescued someone from a very high mountain Tenzings mother knew he was very fit She was right

Tenzing went on to become one of the first people to climb the world’s highest mountain He lived to be 72 years old.

“5 Ws” Checklist

Who What When Where Why What details do you think the writer should add to the biography?

C Reread the biography in Activity B Find the possessive noun that needs

an apostrophe Add an apostrophe.

A Read each pair of sentences Write an S next to the sentence that

shows its topic Write a T next to the sentence that just tells about it.

1 Megan was angry.

Megan yelled, “Get out of my room!”

2 The movie made me laugh so hard, I thought my jaw would fall off.

I liked the funny movie.

3 The boys’ uncle has to duck down just to walk in the front door

of the house.

The boys’ uncle is really tall.

B Read this fantasy story Fix the possessive noun that needs

an apostrophe Then underline three sentences that just “tell.”

Rewrite those sentences with details that “show.”

Night Ride

Victoria went to bed Then she fell asleep The next thing she knew, a unicorn was in her bedroom She hopped onto the unicorn’s back, and it took her on a ride through a forest She saw other unicorns Victoria thought the whole thing was a dream But when she woke up, she was holding a bunch of blue ribbons They were ribbons she had seen before, tied to all of the unicorns horns

Week 4 • Day 2

T S S T S T

Answers will vary.

Sample Answer: Victoria fell into bed Quickly, she was snoring away The next thing she knew, there was a giant white unicorn in her room She grabbed onto its mane and

it galloped far into a misty forest full of tall trees

• Activity A: Say: A report about Magellan should

tell who he is It should tell what he did, when and

where he lived, and why he did what he did Then

have students read the report and complete the

activity on their own Afterward, have students

share their answers with the class Discuss how

all the details tell more about the topic.

• Activity B: You may want students to complete

this activity in pairs Have students read the

paragraph and check off the W words as they

find the information Circulate and provide help

in determining what needs adding For example,

ask: What more do you want to know about Norgay?

• Activity C (Convention): Say: If something

belongs to one person or thing, add an apostrophe

and s to the noun Model forming a possessive

noun on the board (e.g., teacher’s desk) Then

have students find the incorrect possessive

noun in the report Model writing the “insert

an apostrophe” proofreading mark and have

students copy it.

DAY 2

Read the rule aloud and define the verb elaborate

(to give more details about a topic) Then guide students

through the activities

• Activity A: Read aloud the first pair of sentences

Ask: Which sentence shows us how Megan felt, rather

than just telling us? (the second) Have students

mark T and S accordingly Repeat for the other

sentence pairs.

• Activity B (Convention): Read aloud the story

Help students find the word unicorns in the last

sentence Say: When something belongs to more

than one person or thing, and you’ve already added

an s to make a plural noun, just add an apostrophe

Have students mark the word

Say: The first sentence says “Victoria went to bed.”

How could we show that she went to bed? (e.g., by

writing “Victoria flopped into bed.”) Explain how

the change shows Victoria was tired and ready

to sleep

IDEAS

Elaborating on Ideas and Details

Trang 33

Ask others to read your writing They can help you find

ideas and details to elaborate on.

A Think of a time when you gave a special gift to someone What was

the gift like? What happened when you gave the gift? Fill in the cluster

with your ideas and details.

B Share your cluster with a partner Ask each other questions to help you

think of what to elaborate on Add the new details to your cluster.

Week 4 • Day 4

A Special Gift

How the Receiver Reacted

orange cat with

purple background

my mom loves art

told me it was cute Sample Answers:

magnet

I made it drawing of our cat

I was very little and it was a good drawing

drew picture of our cat Tigger on it

Mom hugged me

showed all her friends

Name:

Ideas

IDEAS

Ask others to read your writing They can help you find

ideas and details to elaborate on.

A Zack started writing a personal narrative about the ﬁ rst day of school

Read his draft Fix the possessive nouns.

Crazy First Day

The first day of school was bad Our neighborhoods power

went out Everyone got up late Then our dog hopped out of the

van He followed a little girl into the girls bathroom Then he

jumped up on one of the teachers He got the teacher’s dress all

dirty I thought she was the other class’ teacher I was wrong

She was mine I was in big trouble.

B Zack needs to elaborate and add some details to his narrative What

should he tell more about? Write three questions you would ask Zack

• Why did you…? • Can you “show” how…?

• Why was there…? • How did you feel when…?

1

2

3

Week 4 • Day 3

Sample Answers: Why did you get up late?

Can you “show” me how the teacher reacted to the dog?

How did you feel when you found out the teacher was

your teacher?

DAY 3

• Activity A (Convention): Read aloud the

personal narrative Then have students find the incorrect possessive nouns and fix them Go over the corrections, reviewing the rules from Days 1 and 2 Be sure to explain the necessity of the

possessive s after class’ (Class is a singular

noun.)

• Activity B: Say: Zack tells a complete story, but

I want to know more details about what happened

Model using a question starter Say: I didn’t

understand why everyone got up so late I would ask Zack, “Why did you get up late?” Then he could add missing details, such as “The power outage caused everyone’s alarm clocks to not ring.” Have students

form their own questions and share their ideas

DAY 4

Review the rule Guide students through the activities

• Activity A: Allow students to briefly share some

of their favorite gift-giving experiences Then copy the “What I Gave” part of the cluster onto the board and model filling it in For example,

say: My gift was a photo album for my grandpa

I’ll write that I can also give details, such as “full of pictures and pretty paper.” Then write the details

on the cluster and allow students to complete their own.

• Activity B: Use a student’s completed cluster to

model asking questions For example, say: Emma

says her sister was happy I’ll ask Emma, “What did your sister do that showed she was happy?” Then

have students share their clusters and complete the activity Encourage them to look for the “5

Ws” and details that show instead of tell.

• Write a personal narrative about giving a special gift to someone Use your cluster from Day 4 to tell the details of what happened

• Be sure all of your possessive nouns have correct spelling and punctuation.

Trang 34

Name:

Ideas

IDEAS

When you give information, write about the “5 Ws.”

Tell who, what, when, where, and why

A Read this report about an explorer Underline the words or phrases

that tell who, what, when, where, and why.

Ferdinand Magellan

Ferdinand Magellan was one of the greatest explorers in

history In 1519, he sailed from Spain to South America He

wanted to figure out how to get from the Atlantic Ocean to the

Pacific Ocean Ferdinand’s expedition was the first one to cross

the Pacific Ocean and return to Europe He is known as the first

explorer to sail around the world

B Read this biography of another explorer Use the checklist to check

whether the writer included the “5 Ws.” Then answer the question.

Tenzing Norgay

Tenzing Norgay was born in a village He was a very skilled

mountain climber Once, he rescued someone from a very high

mountain Tenzings mother knew he was very fit She was right

Tenzing went on to become one of the first people to climb the

world’s highest mountain He lived to be 72 years old

“5 Ws” Checklist

Who What When Where Why

What details do you think the writer should add to the biography?

C Reread the biography in Activity B Find the possessive noun that needs

an apostrophe Add an apostrophe.

Week 4 • Day 1

Trang 35

A Read each pair of sentences Write an S next to the sentence that

shows its topic Write a T next to the sentence that just tells about it.

1 Megan was angry

Megan yelled, “Get out of my room!”

2 The movie made me laugh so hard, I thought my jaw would fall off

I liked the funny movie

3 The boys’ uncle has to duck down just to walk in the front door

of the house

The boys’ uncle is really tall

B Read this fantasy story Fix the possessive noun that needs

an apostrophe Then underline three sentences that just “tell.”

Rewrite those sentences with details that “show.”

Night Ride

Victoria went to bed Then she fell asleep The next thing she

knew, a unicorn was in her bedroom She hopped onto the unicorn’s

back, and it took her on a ride through a forest She saw other

unicorns Victoria thought the whole thing was a dream But when

she woke up, she was holding a bunch of blue ribbons They were

ribbons she had seen before, tied to all of the unicorns horns

Week 4 • Day 2

Trang 36

A Zack started writing a personal narrative about the first day of school

Read his draft Fix the possessive nouns.

Crazy First Day

The first day of school was bad Our neighborhoods power

went out Everyone got up late Then our dog hopped out of the

van He followed a little girl into the girls bathroom Then he

jumped up on one of the teachers He got the teacher’s dress all

dirty I thought she was the other class’ teacher I was wrong

She was mine I was in big trouble

B Zack needs to elaborate and add some details to his narrative What

should he tell more about? Write three questions you would ask Zack

about his first day Here are some phrases for starting your questions:

1

2

3

Week 4 • Day 3

Trang 37

A Think of a time when you gave a special gift to someone What was

the gift like? What happened when you gave the gift? Fill in the cluster

with your ideas and details.

B Share your cluster with a partner Ask each other questions to help you

think of what to elaborate on Add the new details to your cluster.

Trang 38

Name:

Ideas

IDEAS

Stay focused on your topic when you write.

A Read each television show review Write an X next to the review

that does not stay on topic Delete the sentences that do not belong with the topic.

Dictionary Diva

There is a cool new cartoon about a superhero named Dictionary Diva She has secret powers She can fight evil by using big words! In one episode, she stops Dr Two-Brains from stealing Stealing is wrong Once, my little brother tried to steal

a pack of gum from the supermarket My mom made him return

it It’s important to learn lessons He was sad, but I know he’ll understand some day.

B Read each detail Circle the one that can be added to the “Dictionary Diva”

review in Activity A.

I want to be a superhero for Halloween.

My brother is only three years old.

Dictionary Diva looks like a normal girl who lives with a normal family

C Reread the review of “Gumby” in Activity A Find the name of a place that needs capitalization Mark the letters that should be capitals.

Abby and the Rocket

The year was 1969 Abby sat in the car, excitedly brushing her hair She and Girl scout troop 883 were headed to Kennedy space Center to watch a rocket launch! If everything went right, she and her troop members would see a historical moment

History was an OK subject at school Math was better Today’s space mission would be the first time that an astronaut set foot

on the moon.

“I hope we don’t miss it!” Abby’s dad said, pointing to the stopped cars around them Traffic was a nightmare! At least Abby’s favorite song was on the radio She hummed along to pass the time She could never remember the name of the band that played it.

Time went on The car had barely moved Finally, Abby saw something moving out of the corner of her eye It was the rocket

in the sky! It had successfully lifted off “Maybe some day I can

be an astronaut,” Abby thought She ate a candy bar after that She put the empty wrapper in her purse.

B Write one detail the writer could add to the story.

Read the rule aloud Say: It is important to stay focused

on your topic so your reader does not get confused Then

guide students through the activities.

• Activity A: Have students read the reviews

Then say: Gumby is the topic of the first review Ask:

Are all of the sentences about Gumby? (yes) Repeat

the process with the second review Explain how

it begins to tell about Dictionary Diva, but it

changes focus to a personal story about stealing

Have students complete the activity If necessary,

review how to make proofreading marks that

indicate deletion.

• Activity B: Have students complete the activity

independently Then have them share and

explain their answers

• Activity C (Convention): Explain that names

of specific buildings are proper nouns, so each

word begins with a capital letter Then point

out Main street library in Activity A and

model writing the “change to capital letter”

proofreading mark under the s and l

DAY 2

Read the rule aloud Then guide students through the

activities.

the story Then ask: What is the story mainly

about? (a girl who is on her way to watch a rocket

launch) Say: The first paragraph tells us that Abby

thinks history is OK, but math is better Do these

details matter to the story? (no) Have students

complete the activity.

Then point out Girl scout troop 883 in the first

paragraph Say: The name of a specific organization

is a proper noun All the words should be capitalized

Have students mark the words, as well as the

other proper noun that needs capitalizing

(Kennedy Space Center)

• Activity B: Ask: What can you add to the story that

would still be important? How would you continue the

story? Have students share their ideas.

IDEAS

Keeping Your Focus

Trang 39

Stay focused on your topic

Think of a favorite place in your neighborhood or local area Fill in

the sensory chart with details that describe the place Check to make

sure your details are important and stick to your topic.

Colorado Springs Public Library

water from fountain, mint in mouth

stacks, books, computers, tables, chairs

whispers, people checking out books, little kids laughing

bookshelves, book covers, keyboard, table dust, paper, perfume

Stay focused on your topic Select important details

before you write.

A Rachel completed this sensory details chart so she could write a

description of the Downtown Farmers’ Market Read the details in

the chart Then cross out any details you think are unnecessary.

See • bright and shiny fruits and vegetables• stop sign

Hear • the ross elementary school choir singing• a seller shouting, “Ripe tomatoes here!”

Smell • sweet kettle corn

Taste • spicy apple cider• gum I bought at a store earlier

Touch • people bumping into you in the crowd• cold snow cones

B Use the remaining details in Activity A to write a paragraph that

describes the Downtown Farmers’ Market Be sure to capitalize all

proper nouns.

Week 5 • Day 3

Sample Paragraph:

Downtown Farmers’ Market is a great place There

are bright and shiny fruits and vegetables everywhere

You can hear the Ross Elementary School Kids’ Choir

singing while you smell the sweet kettle corn The apple

cider is spicy and the snow cones are nice and cold But,

watch out! Farmers’ Market is very crowded People are

always bumping into you!

DAY 3

• Activity A: If necessary, review the five senses

Then say: A sensory chart helps you think of sensory

details for descriptive writing Those details make your writing come alive

Say: When you describe something, you can think

of a lot of details But not all details are important You may see or hear many things, but you have

to decide if they are truly important to your topic

Read the chart aloud Then discuss which details best describe the Farmers’ Market Point out how mundane details, such as street signs, could describe any downtown area and are less important to the topic—a farmers’ market.

• Activity B: Have students complete the activity

independently If time permits, have students share their paragraphs and tell which proper nouns they capitalized.

DAY 4

Review the rule Then guide students through the activity.

• Brainstorm with students their favorite places

Encourage them to name places in their local area.

• Have students fill out their charts Circulate to

monitor students’ progress, asking questions to

spark ideas, such as: What do you like most about

being there? How would you describe it to someone who has never been there?

• Have students read their charts to a partner Have partners determine if all the details are important to the topic Students should cross out the details that are not important.

• Write a paragraph that describes a favorite place Select sensory details from the chart you completed

on Day 4

• Be sure to capitalize all proper nouns, such as the names of specific buildings or organizations.

Trang 40

Name:

Ideas

IDEAS

Stay focused on your topic when you write

A Read each television show review Write an X next to the review

that does not stay on topic Delete the sentences that do not

belong with the topic.

Gumby

“Gumby” is a clay-animation cartoon about a little green man made of clay Gumby changes his shape and twists himself

in all kinds of ways When he opens a book, he becomes part of

the story Once, he was reading a cowboy story, and he became

a sheriff who saved the town from a bandit! Sometimes you can

catch “Gumby” on TV, but I like to check out the DVDs from the

Main street library The theme song says, “You should see what

Gumby can do today!”

Dictionary Diva

There is a cool new cartoon about a superhero named Dictionary Diva She has secret powers She can fight evil by

using big words! In one episode, she stops Dr Two-Brains from

stealing Stealing is wrong Once, my little brother tried to steal

a pack of gum from the supermarket My mom made him return

it It’s important to learn lessons He was sad, but I know he’ll

understand some day

B Read each detail Circle the one that can be added to the “Dictionary Diva”

review in Activity A.

I want to be a superhero for Halloween

My brother is only three years old

Dictionary Diva looks like a normal girl who lives with a normal family

C Reread the review of “Gumby” in Activity A Find the name of a place

that needs capitalization Mark the letters that should be capitals.

Week 5 • Day 1

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