Lesson 5: Descriptive Writing – Describing a Thing · PDF fileLesson 5: Descriptive...

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119 Lesson 5: Descriptive Writing - Describing a Thing Lesson 5: Descriptive Writing – Describing a Thing Lesson Focus: Using Words to Describe Something Objectives Your child will: Use words to describe something. Write a nonfiction article. Read a description of something and identify what it is. Advance Prep Activity Set 5:2 Willy Worm Word Wall or Portable Word Bank Activity Set 5:2 Object box Materials Activity Set Worksheet Scissors, glue Guided Writing Practice Tablet or chart paper and markers Super Speller! Pointers Highlighter marker Pre-writing Activities Nonfiction picture book to read aloud that describes something such as a fire engine or wild animal (see p. 235 for recommended titles) Assorted 3-inch die-cut paper circles or construction paper to cut your own (you will also need these in Lessons 5, 6, and 7), or a manila file folder Scissors, clear tape Pencils, crayons, or markers Shoe box or other empty box Variety of small items such as a kitchen timer, toy car, stuffed animal, pencil, hair brush Journals Brainstorming 12- x 18-inch light-color construction paper, or butcher paper or newsprint Marker

Transcript of Lesson 5: Descriptive Writing – Describing a Thing · PDF fileLesson 5: Descriptive...

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119Lesson 5: Descriptive Writing - Describing a Thing

Lesson 5: Descriptive Writing – Describing a Thing

Lesson Focus: Using Words to Describe Something

ObjectivesYour child will:

• Usewordstodescribesomething.• Writeanonfictionarticle.• Readadescriptionofsomethingandidentifywhatitis.

Advance Prep• ActivitySet5:2Willy Worm Word WallorPortable Word Bank• ActivitySet5:2Object box

MaterialsActivity Set Worksheet

• Scissors,glue

Guided Writing Practice• Tabletorchartpaperandmarkers• Super Speller! • Pointers• Highlightermarker

Pre-writing Activities• Nonfictionpicturebooktoreadaloudthatdescribessomethingsuchasafireengineorwild

animal(seep.235forrecommendedtitles)• Assorted3-inchdie-cutpapercirclesorconstructionpapertocutyourown(youwillalsoneed

theseinLessons5,6,and7),oramanilafilefolder• Scissors,cleartape• Pencils,crayons,ormarkers• Shoeboxorotheremptybox• Varietyofsmallitemssuchasakitchen timer, toy car, stuffed animal, pencil, hair brush• Journals

Brainstorming• 12-x18-inchlight-colorconstructionpaper,orbutcherpaperornewsprint• Marker

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The Writing Project• Grade-levelwritingpaper• Pencils,crayons,ormarkers

Smaller Steps• 12-x18-inchconstructionpaper

Flying Higher• Varietyofpicturesfoundinsuchplacesasnaturemagazines,toycatalogs,oranimalcalendars• Scissors,glue,stapler

Editing and Revising• Highlightermarker• DictionaryandSuper Speller!• Spinner Spelling Game

Publishing the Project• Chinesefoodtake-outbox,orotheremptybox• Craftsuppliesfordecoratingtheboxsuchasstickersormarkers

Want to Do More? (optional)• WritingAcrosstheCurriculum

~ Varietyofpicturesfoundinsuchplacesasnaturemagazinesorcalendars~ Pencils,crayons,ormarkers~ Scissors,glue,stapler

• ComputerCapers~ Computerpublishingprogram~ 8.5-x11-inchcardstockorscrapbookingpaper,anycolor~ Scissors

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ACTIVITY SET 5:1

Lesson OverviewLesson5continueshelpingyourchildtransitionfromwritingstoriesandpersonalnarrativestowritingnonfiction,orfactual,articles.Thiswillbehisfirstlessonindescriptivewriting,inwhichhelearnstodescribeathing.Theengagingactivitieswillintroducehimtosomecreativetoolsfordevelopingdescriptivevocabulary.

Activity Set Worksheet: “What Is It?”RemovetheLesson5“WhatIsIt?”pagesfromtheActivitySetWorksheetPack.Ifyouareusingthee-bookversion,printoutallthreepagesoftheworksheet.

Activity Worksheet (First Page)UsetheLesson5ActivitySetworksheettointroduceyourchildtodescribingathing.

1. Readeachdescriptionfromthefirstpageofthe“WhatIsIt?”worksheet,one clue at a time.

2. Askyourchildtoguesstheanswerbasedonwhatheknowssofar.

3. Talkaboutideasforsomethinghewouldliketodescribe.Helphimwriteitsdescriptionontheblanklines.

Activity Worksheet (Second Page)1. Giveyourchildthesecondpageofthe“WhatIsIt?”worksheet.Intheblanksquare,havehim

drawapictureofthethinghedescribed.

2. Showhimhowtocutoutthefourmini-pagesfromthefirstpageandgluethemoverthecorrespondingpicturesonthesecondpagetocreateflaps.(Applygluejustalongthetopofeachmini-page.)

Activity Worksheet (Third Page)1. OnthelinedpageoftheLesson5worksheet,encourageyourchildtochooseoneofthe

thingspicturedaroundtheborderofthepage.Havehimwriteadescriptionaboutitanddrawhisownpicture.

2. Praiseyourchildforhiseffortstowriteindependently.Donoteditorrevisehisworkbecausethisisjustanopportunityforhimtopracticedoingitonhisown.

At a Glance: Activity Set 5:1

• Lesson Overview

• Activity Set Worksheet

“ I really like [using] the worksheet...to create interest and set the mood for the rest of the lesson.”

– Beth, SC

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ACTIVITY SET 5:2

Guided Writing Practice Thislessonintroducesyourchildtodescriptivewriting.DuringGuidedWritingPracticeuseamarkerandwritetogetheronchartpaperornewsprinttodescribeanobjectoranimalthatinterestsyourchild.

Directions1. Askyourchildtochooseoneobjecttowriteabout,preferablyonehecanobservefirsthand.

(Note:hewilldescribeapersoninLesson6andaplaceinLesson7,sostickwithobjectsoranimalsthroughoutthislesson.)Ideasinclude:

• Favoritetoyorstuffedanimal

• Petorotheranimal

• Naturalobjectsuchasaseashell, rock, flower, or tree

• Householdobjectsuchasacan opener, tea cup, rocking chair, or picture frame

• Outdoorobjectsuchasabike, rake, tree house, or wading pool

• Clothingaccessorysuchasanecklace, baseball cap, or shoe

• Sportingequipmentsuchasagolf club, tennis racket, roller blades, or basketball hoop

2. Beforeyoubegintowrite,discussvariouswaystodescribetheobject.Helpyourchildthinkaboutthingssuchas:

• Appearance(howitlooks).

• Texture(howitfeels).

• Action(whatitdoesorhowitmovesoracts).

• Why it is unique or important.

3. Reviewhowanonfictionarticleiswrittenwithanintroduction,abody,andaclosing.

4. Indentthefirstlineofeachparagraph.Write5-10sentences.Skipeveryotherlineasyouwrite.Sharethemarkersohewritesafewofthewordsheknows.

5. ContinueusingyourpreferredSuper Speller!

Here’sanexampleofacompletedGuidedWritingPractice:

OurAppleTree

Wehaveatallappletreeinourbackyard.Itisfullofgreenleaves.Inthesummer,wehangaswingonabranch.Inthefallwepickjuicyredapples.Inthewinter,wehangabirdfeederfromthetreeandIwatchtheprettycardinalsfightovertheseeds.Ourappletreeisfunallyearlong!

At a Glance: Activity Set 5:2

• Guided Writing Practice

• Pre-writing Activities

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Ifyourchildcan’tthinkofwhattosay,writesentencestartersforhimtocomplete,orprompthimwithquestionssuchas:

• Wheredidyoufindit?orWheredoesitlive?

• Whatcolorisit?

• Whatdoesitfeellike?

• Doesitmakeanysounds?

Here’sapartialdialoguetogetyoustarted:

You: Today when we write, we’re going to describe something. Can you think of something you wouldliketowriteabouttoday?

Child: CanIwriteaboutGrandma?

You: Well, Grandma is a person. Today we’re going to write about a thing. Maybe you could look outthewindowforanidea.Whatthingcouldwedescribe?

Child: Theappletree?

You: Good idea! An apple tree is a thing. Let’s talk about how we want to describe it.

Child: Ilikeourappletree.

You: Describingwordstellhowsomethinglooksorsmellsorfeels.Usewordsthatwilltellmemore about the tree.

Child: It’sinourbackyardandit’stall.

You: That would make a good introduction. Let’s start the sentence by saying, “We have a... what?”

Child: Wehaveanappletree.

You: Yes, but don’t forget to use your describing word. We have a ____ apple tree.

Child: Wehaveatallappletree.

You: Muchbetter.Andwhereisit?

Child: Inourbackyard.

You: Now let’s put that information all together into one sentence and write it down.

Child: Wehaveatallappletreeinourbackyard.(Sharethemarkerwithyourchildsohecanwriteawordortwo.)

You: Good.Nowcanyoudescribethetreeandtellmewhatitlookslike?

Child: Well,it’sfullofleaves.

You: Great!Canyouthinkofadescribingwordthattellsmoreaboutwhattheleaveslooklike?

Child: They’regreen?

You: Super! It is full of green leaves. Let’s write that for our next sentence. (Writethesentencetogether.Continuegentlyguidingandpromptingyourchildinthismanneruntilfinished.)

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Whenyouarefinished:

• Checktomakesureyourcompletedarticleincludesanintroduction,abodythattellsmoreabouttheobject,andaclosing.Writethetitleatthetop.

• Askyourchildtochooseapointertoreadoverwhatyouwrotetogether.

~ Askhimtopointouttwoorthreewordsthatdescribe.

~ Askhimtopointoutadifficultwordthatwasspelledcorrectly.Handhimahighlightertohighlightthatwordonthepaper.

~ Askhimtoidentifyonesentencethatwaswrittencorrectlybystartingitwithacapitalletterandusingthecorrectpunctuation.Havehimhighlightthatentiresentence.

PracticingthiseverydayduringGuidedWritingPracticewillhelpteachhimhowtobeginself-editinghisownwritingbylookingforwordsandsentenceshewrotecorrectly.

Parents Say . . . I agree that it’s best to choose objects you can observe in person. It made all the difference intheworldformyson.Atfirsthetriedtodescribehisobjectfrommemory,buthecouldhardly think of anything to say. Once he actually had the object in hand, though, he was able to think of all sorts of great words!

Pre-writing Activities

Advance Prep

Make a Willy Worm Word Wall1. Cutoutaboutadozen3-inchcirclesfromconstructionpaper,orusedie-cutcircles

suchasmightbeusedforscrapbooking.

2. Tapethecirclestogetherinarowtoformaworm.Mountthewormonawallorplaceitonacountertop.Drawasmileyfaceonthefirstcircletorepresenttheworm’sface.

3. Onthefirstthreecircles,writevariousdescribingwords,onewordpercircle.Usedescriptiveadjectivessuchassmall, fast, yellow, soft, or bumpy.

4. Gatheravarietyofsmallitemsinashoeboxsuchasakitchen timer, toy car, stuffed animal, pencil, and hairbrush.

Alternate ActivityAnolderchildmightprefermakingaPortable Word Bankofdescriptivewords.Labelthefrontofthefolderandthetab“DescribingWords.”Inside,writethreedescriptiveadjectives.Seep.9foramoredetailedexplanation.

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Picture Book That Describes an Object or AnimalToday,readanonfictionpicturebookaboutsomethingsuchasafireengineorwildanimal.Whenfinished,lookthroughthebooktogetherandfindatleastfivedescribingwords.

Parents Say . . . Ipulledoutourbirdfieldguideandreadaboutdifferentkindsofnests.

We picked several books to read. Then we discussed how each author described things in the book—and what we learned by reading.

Willy Worm Word Wall GameThepurposeoftheWilly Worm Word WallorPortable Word Bankistohelpyourchildcollectavarietyofdescribingwordshecanuseashewrites.Toaddtothewordwallorwordbank,playthissimplegamewithyourchildtopracticeusingwordstodescribethings.

1. Firstchooseoneobjectfromtheshoebox,butdon’tshowittoyourchild.Thensay5-10wordsorsentencesthatdescribetheobject.Whenfinished,lethimtrytoguesswhatitis.

2. Showtheobjecttoyourchild.AskhimtosayONEwordthatdescribesit.Itcanbeawordyoualreadyused,orhemaythinkofanewone.WritethiswordonthefourthcircleoftheWilly Worm Word Wall(oraddittothePortable Word Bank.).Forexample:

• Iftheobjectisaplasticcup,hemightsayblue.

• Iftheobjectisakitchentimer,hemightsayloud.

• Iftheobjectisastuffedanimal,hemightsaysquishy.

Ifherepeatsawordthat’salreadybeenusedonthewordwallorwordbank,encouragehimtothinkofanewword.

3. Next,giveyourchildaturntochooseanobjectfromtheboxanddescribeit.Whenheisfinished,trytoguesswhatitis.Afterheshowsyoutheobject,chooseONEwordthatdescribesittowriteonthenextblankcircleoftheWilly Worm Word Wallorwordbank.

4. Overthenextfewlessons,yourchildwillbelearningaboutdescriptivewriting.ContinuetoaddmoredescribingwordstotheWilly Worm Word WallorPortable Word Bankasahandyreferenceforhimtouse.YoucanaddmorecirclesandmakeWilly Wormlonger.

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Parents Say . . . We loved this game! I suggest both parent and child (and siblings, because they loved getting in on the action) have their own boxes with items they choose. It makes guessing more fun if you haven’t seen each other’s items ahead of time.• Tosavespace:

~ Instead of stretching Willy Worm into one long line, wind him back and forth.~ Write more than one word in each circle.

• Tosavetime:~ Cut squares instead of circles, and make a train instead of a worm. ~ DrawWillyWormonalargesheetofposterboardorbutcherpaper.

Journal Writing Practice – Describing an ObjectLesson4introducedyourchildtojournalwriting.Toreinforcejournalingskills,you’llwanttoencouragehimtowriteinhisjournaloften,beginningtoday!Whenyouhavefinishedplayingthegame,spend10-15minuteswritinginyourjournalstogetherdescribingoneoftheobjectsfromthebox.Skipeveryotherline.Addtoday’sdate.

Insteadofwritingsentencesinhisjournal,amorereluctantlearnermaydrawapictureandcopydownwordsfromtheWilly Worm Word WallorPortable Word Banktodescribetheobject.

NOTE:WriteinyourjournalstogetherseveralmoretimesduringLesson5.Don’tpassupthisopportunitytomodelwritingforyourchild.Asyouworkalongsidehim,youractionsshowthatwritingisanimportantpartofyourday,too!

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ACTIVITY SET 5:3

Guided Writing PracticeContinuetopracticedescribinganobjectfollowingtheinstructionsandguidelinesinActivitySet6:2.

1. Askyourchildtochooseoneobjectoranimaltowriteabout,preferablyonehecandescribefirsthand.Donotdescribeaperson.

2. Reviewhowanonfictionarticleiswrittenwithanintroduction,abody,andaclosing.

3. Followtheseguidelines:

• Write5-10sentences.

• Indentthefirstlineofeachparagraph.

• Skipeveryotherlineasyouwrite.

• ContinueusingtheSuper Speller!

Here’sanexampleofacompletedGuidedWritingPractice:

ANoisyToyMybabysisterZoehasanoisytoy.Ifsheshakesit,itmakesasplashingnoise.

Whensheturnsitupsidedown,itmooslikeacow.Iliketopushtheredbutton.Itsays“ding-dong”likeourdoorbell.AndwhenIpushthegreenbutton,itringslikeaphone.Iliketohelpmysisterplaywithherfunnytoy.

Ifyourchildgetsstuck,youwillneedtoguidehim.Here’sanexampleofapartialdialogue:

You: Since you picked Zoe’s noisy toy as today’s object, let’s think about the different noises you candescribe.What’sonenoisethetoymakes?

Child: Itsplashes.

You: Whendoyouhearasplash?

Child: Ifsheshakesit.

You: Soyoucouldsay:Ifsheshakesit,it...doeswhat?

Child: Ifsheshakesit,itmakesasplashingnoise.

You: Great. Let’s write that as your second sentence.

Whatisanothernoisethetoymakes?

Child: Itgoesmoo.

You: When?

Child: Whensheturnsitupsidedown.

You: Whatelsesays“moo”?

At a Glance: Activity Set 5:3

• Guided Writing Practice

• Brainstorming

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Child: Acow.

You: Soitmooslikeacow.Youcouldwrite:Whensheturnsitupsidedown,it...doeswhat?

Child: Whensheturnsitupsidedown,itmooslikeacow?

You: I like that! Let’s write it down: When she turns it upside down, it moos like a cow.

(Continuegentlyguidingandpromptingyourchildinthismanneruntilfinished.)

Whenyouarefinishedwritingthesentences:

• Makesurethereisanintroduction,abody,aclosing,andatitle.

• Askyourchildtochooseapointertoreadoverwhatyouwrotetogether.Askhimtopointoutandhighlight:

~ Describingwords.

~ Adifficultwordthatwasspelledcorrectly.

~ Onesentencethatstartswithacapitalletterandusescorrectpunctuation.

Brainstorming – Making a Graphic Organizer KiteGraphicorganizershelpchildrenbrainstormforandarrangeideas.Eachoftheremaininglessonswillintroduceyourchildtodifferentgraphicorganizers.Thoughtheywillnotnecessarilyalwaystieintoyourchild’sstorytheme,that’sokay;hewillstillbelearningnewandcreativewaystoorganizehisthoughtsinpreparationforwriting.

Directions1. Writeona12-x18-inchpieceoflight-colorconstruction

paper.Or,useaneaselwithbutcherpaperornewsprint.

2. Useamarkertodrawasmalldiamond-shapedkiteatthetop.Askyourchildtochooseanobjectoranimalhewouldliketowriteabout.(Remembertosavepeopleandplacesforlaterlessons.)

3. Ifheishesitanttovolunteeranidea,suggestoneoftheitemsintheshoeboxfromActivitySet5:2,orhelphimchoosefromthelistonp.122.Writethenameoftheobjectinthecenterofthekite.

4. Drawalongtailonthekitefromthebaseofthediamondtothebottomofthepage.Nearthetopofthetail,atthebaseofthediamond,drawarectangletorepresentaribbon.Askyourchildtosuggestawordorsentencetowriteinsidetherectanglethatdescribestheobject.

5. Continuetodrawmoreribbonsonthekitetail.Insideeachrectangle,writewordsorsentencesthatdescribetheobject.RefertotheWilly Worm Word WallorPortable Word Bankforalistofdescribingwords.Addnewwordstothecirclesonthewordwallorwordbankasyougo.

“ I like having a limited number of blank spaces [to fill in]—less intimidating for the student … than making a list on blank paper.”

– Debbie, FL

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6. Discussideasforanintroductionandaclosing.Writetheseideasalongthesideofthepaper.Later,duringtheWritingProject,thewordsandsentenceswrittenonthekiteribbonscanbeusedtowritethebodyofthechild’sarticle.

7. Discussthemainidea,andwriteideasforatitleatthetopofthepaper.

Parents Say . . . My daughter liked the kite so much we turned it into a game. She would write the object in the kite and the describing words on the tail and then read me the descriptions. I would have to guess what she described. We were having such a good time, my teenage son came in and joined us!

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ACTIVITY SET 5:4

Guided Writing Practice IfitistoomuchforyourchildtodoGuidedWritingandtheWritingProjectonthesameday,youmayskipGuidedWritingPracticetoday.

The Writing Project – Writing a Nonfiction ArticleHelpyourchildwriteanonfictionarticlethatdescribesafamiliarobjectoranimal.

Directions1. Don’tforgettoadjusttheWritingProjectforayoungerormorereluctantwriterbyusing

SmallerSteps,orconsidertheFlyingHigheractivityifyouradvancedwriterneedsmoreofachallenge.

2. Providegrade-levellinedwritingpaper.

3. Thearticlewillhaveanintroduction,abody,andaclosing.

4. Haveyourchildgatherstorydetailsfromthepictureofthekite(hisbrainstorming)andencouragehimtorefertotheWilly Worm Word WallorPortable Word Bankasheworks.

5. Instructhimtoskipeveryotherlineashewrites.ThisprovidesspacetowritecorrectionsduringEditingandRevising.

At a Glance: Activity Set 5:4

• Guided Writing Practice (optional)

• The Writing Project

• Smaller Steps or Flying Higher

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Smaller Steps – What Is It?

Ayoungerorreluctantwritermayfeeloverwhelmedtryingtowriteanonfictionarticle.Instead,helphimgainconfidenceusingwordstodescribesomething.Here’show:

1. Sketchalargestaronasheetof12-x18-inchconstructionpaper.Inthecenterofthestar,havehimdrawapictureoftheobjecthewantstodescribe.Makesureit’sanobjecthecanobservefirsthand.

2. Afterhewritesthenameoftheobjectunderneathhispicture,instructhimtowriteaword,phrase,orsentenceoneachpointofthestartodescribetheobject.Ifhegetsstuck,prompthimwithquestionsabouthowtheobjectlooksorfeels.

• cold,smoothmetal

• shinysilvercolor

• long,skinnyhandle

• foursharppoints

• stabsfood

3. Next,havehimwritesimplesentencesabouttheobject(alternatively,hemaydictatetoyouwhileyouwrite)tocreatea“WhatIsIt?”article.Fortheintroduction,suggestthathewrite:“Canyouguessmyobject?”Hisclosingshouldgivetheanswer.Here’sanexample:

Canyouguessmyobject?Itisshinyandsilver.Itismadeofmetalandfeelssmooth and cold. The handle is long and skinny. It has four sharp points on the end.Youstabyourfoodwithit.Doyouknowwhatitis?Itisafork!

4. Whenfinished,havehimreadhisstorytootherstoseeiftheycanguesstheobjectbeforeherevealsitsidentity!

Flying Higher – More Practice Using Describing Words

Anacceleratedlearnercanchoosetodescribeavarietyofobjectsoranimalsbybrowsingthroughanaturemagazine,toycatalog,oranimalcalendar.

1. Helphimcutoutpicturesthatinteresthimandglueeachpictureonthetophalfofapieceofpaper,onepictureperpaper.

2. Onthebottomhalfofeachpage,havehimwriteadescriptionoftheobject.

3. Staplethepagesintoabook.

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Parents Say . . . Myreluctantsonlovedthestaractivity.Knowingthathehadtofillineachofthepointsonthe star really helped him focus, plus he appreciated only having to include a set amount of facts.

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ACTIVITY SET 5:5

Guided Writing PracticeContinuetopracticedescribinganobjectoranimalfollowingtheinstructionsandguidelinesinActivitySet6:2.

1. Includeanintroduction,abody,andaclosing.

2. Write5-10sentences,skippingeveryotherlineasyouwrite.

3. ContinueusingtheSuper Speller!

Here’sanexampleofacompletedGuidedWritingPractice:

MySleepingBuddyRoscoeismyoldstuffeddog.IhavehadhimsinceIwastwo.Histailandone

ofhisfloppyearscameoff,andheismissingsomestuffing.SometimesIusehimforapillow.Idon’tcareifRoscoelookslumpyandold.Heisagoodsleepingbuddybecauseheissosoftandsquishy.

Ifyourchildgetsstuck,guidehimwithquestionssuchaswhat,how,orwhere.Forexample:

You: Let’stakeagoodlookatoldRoscoe.Whatcanyoutellmeabouthowhelooks?

Child: Well,he’sstuffedandlumpy!

You: Good!Whatelse?

Child: He’smissinghistailandoneearandsomeofhisstuffing.

You: Andhowdoeshefeel?

Child: Softandsquishy!

You: Great describing words! Let’s add stuffed,lumpy,soft, and squishy to our WillyWormWordWall (or to our PortableWordBank).

Howwouldyouliketobeginyourstory?IntroducethereadertoRoscoe.

Child: Roscoeismydog.

You: That’s a great start. Now look at WillyWorm to choose one or two words to describe Roscoe.

Child: Oldandstuffed?

You: Sure! Roscoe is my . . . .

Child: Roscoeismyoldstuffeddog.

(Writethesentencetogether.Continuegentlyguidingandpromptingyourchildinthismanneruntilfinished.)

Whenfinished,dothepointerandhighlighteractivitiestogether.

Activity Set 5:5 At a Glance

• Guided Writing Practice

• Editing and Revising

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Editing and RevisingSitdownwithyourchildandhisWritingProjectandreadhisarticletogether.Continuehelpinghimlearnhowtoself-edithisownworkbyusingtheWritingSkillsChecklistfromActivitySet3:8orbysimplyguidinghimorallyfollowingthedirectionsbelow.

DirectionsIt’seasytofocusonmistakes,souseeditingtimetobuildconfidenceinyourchildbyaskinghimtofindwordsandsentenceshewrotecorrectly.

1. Giveyourchildahighlighter.Tellhimthattodayhewillreadhisarticleanddoanother“JobWellDone”search.

• Asyouwatch,encouragehimtolookoverthearticlebyhimselfandhighlightadifficultwordhespelledcorrectly.

• Next,askhimtohighlightasentencehewrotecorrectlybystartingitwithacapitalletterandusingthecorrectpunctuation.Praisehimforajobwelldone.

2. Discussthestructureofthewriting.Ask,“Doesyourarticlehaveanintroduction,abody,andaclosing?”Ifnot,discussideasforimprovement.

3. Askyourchildtofinddescribingwordsthattellabouthissubject.Ifheneedstouseafewmore,helphimaddthem.

4. Examineeachsentencewithyourchild.Makesure:

• Eachsentencehascorrectpunctuationandbeginswithacapitalletter.

• Heindentedthefirstlineoftheparagraph(s).

• Eachsentencehascorrectpunctuationandbeginswithacapitalletter.

5. Circleanymisspelledwords.

• Lookupeachwordinthedictionary,ontheSuper Speller! orontheWilly Worm Word Wallorwordbank.

• WriteeachmisspelledwordcorrectlyonanindexcardtousefortheSpinner Spelling Game.

• SpendtimeplayingtheSpinner Spelling Gametogethertoreviewkeyspellingwords.

6. Helpyourchildrevisehiswriting.

• Writethecorrectionsinbetweenthelinesonthepaper.

• Hemayrewritehiscorrectionsonanewpaperifhechooses.

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Does Editing Reduce Your Child to Tears?

Trytheseideasifyourchildseemsresistanttoeditingandrevising:

• Ifhe’seasilydiscouragedoroverwhelmedbyhismistakes:

~ Givehimalistofjustfivethingstosearchforandfix.

• Ifhe’sreluctanttomakeanymarksonhisWritingProject:

~ Makeaphotocopyoftheoriginalandlethimeditthephotocopy.

~ Typeandprintoutthestory,article,orreport.Asyoutype,don’tfixanyofhisspellingorpunctuation.Lethimeditthetypedcopy.

• Ifhestillisn’tworkingindependently:

~ TypeouthisWritingProjectasaworksheet,makingseveralintentionalmistakes.Givehimasetofdirectionssuchas:

• Find3misspelledwords,4punctuationerrors,and2capitalizationerrors.

• Circleyour5favoritedescribingwords.

Parents Say . . . With my older children, we use revising time to change a few of their words for more interesting ones. Sometimes we check out the thesaurus, and other times we just brainstorm for more descriptive words. Then we choose some of these new words for spelling activities.

They enjoyed using the editing checklist from Lesson 3:8. We added a couple of things to it, like“Usedescriptivewords.”

I gave my daughter tiny stickers to place over each descriptive word she used. She loved this activity and even asked if she could add more descriptive words to her article!

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WriteShop Primary - Book C136

ACTIVITY SET 5:6

Guided Writing Practice ContinuetopracticedescribinganobjectoranimalfollowingtheinstructionsandguidelinesinActivitySet5:2.Whenfinished,dothepointerandhighlighteractivitiestogether.HereisanexampleofacompletedGuidedWritingPractice:

MyRockCollectionIhaveaneggcartonfilledwithrocks.Oneisapieceofsulfur.Itisyellowand

smellsfunny.Ilikethetiger’seye.Ithasbrownstripesanditisverysmoothandshiny.Myamethysthassharppurplecrystalsthatsparkle.Itisverypretty.Butmyfavoriterockismypinkquartzbecauseitlookslikeadiamond!

Journal Writing Practice – Describing an ObjectTodaywouldbeagooddaytospend10-15minuteswritinginyourjournalstogetherdescribingoneoftheobjectsfromtheboxyouassembledduringActivitySet5:2.

Skipeveryotherline.Addtoday’sdate.

Insteadofwritingsentencesinhisjournal,amorereluctantwritermaydrawapictureandcopydownwordsfromtheWilly Worm Word WallorPortable Word Banktodescribetheobject.

Parents Say . . . My daughter resists journaling, but if I let her draw a picture along with it, then she’s much more willing to write.

At a Glance: Activity Set 5:6

• Guided Writing Practice

• Journal Writing Practice

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137Lesson 5: Descriptive Writing - Describing a Thing

ACTIVITY SET 5:7

Guided Writing PracticeContinuetopracticedescribinganobjectoranimalfollowingtheinstructionsandguidelinesinActivitySet5:2.Whenfinished,dothepointerandhighlighteractivitiestogether.

Publishing the Project – Portable Story BoxHelpyourchildmakeaPortableStoryBoxtocarryanddisplayhisWritingProject.Here’show:

1. Providestickers,markers,andothercraftsuppliesforyourchildtodecorateaChinesefoodtake-outboxorotheremptybox.EncouragehimtodecorateaccordingtothethemeofhisWritingProject.

Examples:

• Ifthechilddescribesagrizzlybear,hemightdecoratetheboxwithpapercutoutsthatresemblemountainsandpinetrees.

• Achildwhodescribesaprincesswandcoulduseglitterpensorsparklystar-shapedstickers.

• Astudentwhodescribesastarfishmightcolorsandandanoceanontheboxorglueontinyseashellsorpaperstarfish.

2. HelpyourchildfindapictureoftheobjecthedescribedinhisWritingProject,orhavehimdrawone.Foldthisandplaceitinthebottomofthebox.

3. FoldhisWritingProjectandplacethepaperinthebox.

4. Encourageyourchildtoshowtheboxtofriendsorfamilymembersandaskthemtoguesswhat’sinsidethebox.Aftertheyaredoneguessing,hecanopenthebox,readthestorytothem,andshowthemthepicture.

Parents Say: One son wanted to publish his Writing Project in his journal, so he drew a picture to go along with his journal entry.

Insteadofmakingthestorybox,Itypedmyson’snonfictionarticle,whichhegluedittoalarge piece of construction paper. Then he added photographs.

I love to preserve my children’s projects but don’t have much storage space for the bulkier ones. So after I display their published projects for a few weeks, I take a photo and save their artwork that way.

At a Glance: Activity Set 5:7

• Guided Writing Practice

• Publishing the Project

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WriteShop Primary - Book C138

ACTIVITY SET 5:8

Guided Writing Practice IfyouchoosetodoGuidedWritingPracticetoday,continuetopracticedescribinganobjectoranimalfollowingtheinstructionsandguidelinesinActivitySet5:2.Whenfinished,dothepointerandhighlighteractivitiestogether.

Evaluating the Student’s WorkUsethePrimaryWritingSkillsEvaluationChartforLessons1-5toevaluateyourstudent’swork.

Want to Do More? Writing Across the Curriculum: Spotlight on Science – Making a Reference BookMakeareferencebookaboutasciencetopicyouarestudying.

1. Usenaturemagazines,oldcalendars,ortheInternettohelpyourchildfindpicturesaboutsomethingyouarelearningaboutinscience,suchasplanets, natural resources, or plants.

2. Glueapictureofeachobjectonaseparatepieceofpaperandwriteashortdescriptionofeachone.Forexample,ifyouarestudyingaboutnaturalresources,lookforpicturesofalake, forest, mountain, minerals, glacier, or trout.

3. Staplethepagestogetherintoabooktouseasareference.

4. Writeanarticleaboutthetopic.Don’tforgettoincludeanintroduction,abody,andaclosing!

Computer Capers – Making a Tangram PuzzleAtangramisaChinesepuzzleconsistingofsevenshapescutfromasquare.Theobjectiveistoformanynumberofspecificshapesusingallsevenpieces.Forafuncomputeractivity,useadrawingorpublishingprogramtomakeatangramwithyourchild.

1. Usingtheprogram’sdrawingtools,helpyourchilddrawalargesquare,about6x6inches.Thendividethesquareintosevenshapesbypastingordrawinglinesinsidethesquaretoformtriangles,rectangles,orotherstraight-sidedgeometricshapes.

2. Printoutthetangramonsturdypaper,cutouttheshapes,andhelpyourchildarrangeallsevenpiecestoformananimal.

3. Havehimwriteadescriptionoftheanimalhemadefromthetangram.(Heshoulddescribetherealanimal,notthepaperonehecreatedfromthetangram.)

At a Glance: Activity Set 5:8

• Guided Writing Practice (optional)

• Evaluating the Student’s Work

• Want to Do More? (optional) Writing Across the Curriculum

• Want to Do More? (optional) Computer Capers

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139Lesson 5: Descriptive Writing - Describing a Thing

Belowaretwoexamplesofhowyouandyourchildmightcreateyourownseven-piecetangramtogether:

Parents Say . . . My 12-year-old enjoyed making the tangram square in Word and printing out copies for himself and his siblings. After they created their animal, they each did a Guided Writing Practice about it. It took us longer that way, but they really had fun with this activity.

Sample Sample