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Grades Prek 8 Spring 2017 - Page 13 Language Arts

#2789 Project-Based Writing 22 Teacher Created Resources

Name: ______________________________________________ Resources: Activities

Comparing Skills: Quoting vs. Paraphrasing

Project-Based Writing Connection: Paraphrasing and quoting are similar, yet different, tools that can be used to persuade a reader, analyze an argument, or move a story along. Quoting and paraphrasing bsf!uxp!ejggfsfou!tljmmt-!fbdi!xjui!jut!pxo!qvsqptf/!! Uijol!pg!uifn!uijt!xbz; Tp-!fbdi!tljmm!sfrvjsft!uibu!ejggfsfou!dsjufsjb!bsf!nfu/ When quoting, you must copy the source's words exactly. To show that you have done this, you put quotation marks at the beginning and ending of the quote. You may also be required to supply the source from which you have taken the quote. When paraphrasing, you put the text in your own words. You take each part of the text and translate it in a way that you think will make it more understandable to the reader. Directions: Read the following story. Use it to complete the activity on the following page. Quoting giving an exact, word-for-word piece of text that has been copied from another source Paraphrasing using your own words to translate a piece of writing for the reader In 1587, the Roanoke Colony was founded on Roanoke Island in what is now present- day North Carolina. It was created to establish a permanent English settlement in the Virginia Colony. Funded by Sir Walter Raleigh, the Roanoke Colony was begun with the help of 110 men, women, and children. It was at the Roanoke Colony that the stu!Fohmjti.tqfbljoh!dijme-!Wjshjojb!Ebsf-!xbt!cpso!jo!uif!Ofx!Xpsme/! Soon after the settler's arrival, however, Captain John White was forced to return to England to get food supplies. Usbwfm!xbt!ejgdvmu-!boe!ju!uppl!ijn!ofbsmz!uisff!zfbst!up!sfuvso!up! Roanoke. By the time he returned, the entire colony was deserted. To this day, what became of the settlers remains a mystery.

Teacher Created Resources 7 #2578 Weekly Writing Lessons

Sound words imitate the sound that something makes. A writer often starts a story by using sounds to capture special sounds. These sound words will grab the reader's attention. Whole Group Let's write an opening paragraph using "Beep!" as our Super Starter Sound Word .

Brainstorming Time!

A. As a class, make a list of things that make a "beep" sound. ! 63!!ddddddddddddddddddddddddddd ! 73!!ddddddddddddddddddddddddddd ! 83!!dddddddddddddddddddddddddddddd ! 93!!dddddddddddddddddddddddddddddd B. Next, help think of an opening sentence for each of the topics in the above list.

1.

Beep!

_____________________________________________________ 2.

Beep!

_____________________________________________________ 3.

Beep!

_____________________________________________________ 4.

Beep!

_____________________________________________________

Independently

Decide which sentence to use as the topic for a paragraph. Which one do you think would make the best story? Why? __________________________________________________________________________ Whole Group Vote for your favorite opening sentence.

The winning opening sentence is number ___________ !

Now that we have the opening sentence, continue working together to complete the paragraph.

Beep!

______________________________________________________________________ ____________________________________________________________________________

Check Your Work

Does the sound word make sense with the topic? Will the sound word catch the attention of the reader?

Begin a Story with a Sound Word

Whole Group/Independently Day 2 Super Starters

Writing Lessons

y by using tion. und Word . ddddd e list.

_____

one do you _______ lete the ________

Word

Weekly Writing Lessons

In 20 lessons, this comprehensive resource covers story starters, transitions, closings, elaborations, and the use of figurative language. Each of the 20 lessons is presented over a period of five days, with one page of activities introduced each day. This methodical approach helps students build confidence along with a mastery of strategies and a wealth of creative ideas. It allows teachers opportunities for formative assessments and corresponding adjustments in instruction. 112 pages. $14.99 each TCZ 2578 Grades 3-4 TCZ 2635 Grades 5-6

Teacher Created Resources 55 #8013 The Write Stuff

Informative/Explanatory Writing Module 3: Day 1

All About Informative/Explanatory Writing

Y

Objective

Students will identify characteristics of an informative paragraph as seen in strong examples and apply their learning to change weak examples to make them more effective.

Y

Introduction

Today you will participate in class and partner discussions to identify characteristics of effective informative paragraphs. Our topic for this module will be alternate energy sources.

Y

Instruction

Informative writing examines a topic to convey ideas and information. Explanatory writing explains how something works or tells readers how to do something. A topic sentence clearly introduces what the paragraph will be about. It explains information clearly so readers can understand the topic. Information is grouped in a way that makes tfotf/!Gbdut-!efojujpot-!efubjmt-!boe!fybnqmft!fyqmbjo!uif!upqjd!gps!sfbefst/!B!dpodmvejoh!tfoufodf!sfmbuft!up!uif! topic and restates the main idea.

Y

Guided Practice

Display "Energy from the Sun" (page 56), covering up the Teacher Notes. Discuss key aspects of the informational paragraph: topic sentence, facts and details, and concluding sentence. What is this paragraph about? How do you know? Which information helps you better understand the topic? Which sentence restates the main idea? Display "Solar Power" (page 57), covering up the Teacher Notes. How is this paragraph different from uif!stu!qbsbhsbqi!xf!sfbe@!Xibu!jt!njttjoh@!Xibu!xpvme!zpv!bee!up!uijt!qbsbhsbqi!up!jnqspwf!ju@ Distribute "Informative Paragraphs" (page 58). Work with a small group to complete the chart to compare the two paragraphs. Then answer the questions with your group.

Y

Independent Practice

Distribute "Wave Energy" (page 59). Read the paragraph and write what you notice about the paragraph. Take turns sharing one thing from your notes with a classmate. After a minute or so, prompt students to switch partners. Find another classmate and share something else from your notes. Distribute "Ocean Power" (page 60). Read this paragraph and write what you notice about it. How well does it match the characteristics of an informative paragraph? What would you change? Rewrite the paragraph. Share your ideas with a partner.

Y

Review

Review student responses to discuss the second set of paragraph examples (strong and weak).

Y

Closing

Today we have discussed the characteristics of an informative paragraph, and you have discussed examples. Informative writing examines a topic to convey ideas and information. Explanatory writi works or tells readers how to do something. A topic sentence clearly introduces what th It explains information clearly so readers can understand the topic. Information is group bjmt-!boe!fybnqmft!fyqmbjo!uif!upqjd!gps!sfbefst/!B!dpodmve es. Discuss key ding sentence. W tand the topic? W Notes. How is th uijt!qbsbhsbqi!up up to complete the hat you notice abou or so, prompt stude what you notice abo ange? Rewrite the p h examples (strong an aragraph, and you hav

#8013 The Write Stuff 106 Teacher Created Resources

Narrative Writing Module 5: Day 1 Name(s):

Characteristics of a Narrative Paragraph

Work together with classmates to complete the sentences in the chart and identify characteristics of the first narrative sample. Check the boxes that apply to the sample. Then complete the activity by following the instructions below. Narrative Characteristics Birthday Drone Flight of the Drones Race Day at the Park Flying Down the Aisle Narrative writing develops a or imagined experience or . The topic sentence establishes a and introduces a narrator and/or . The author uses words to enhance the . The author uses details to convey an or event. words and phrases are used to guide readers through the related within an event. The narrative has a sentence that flows naturally from the narrated experience or event. 1. Read through the second narrative example. Check the boxes for each characteristic the narrative demonstrates. 2. Continue with the remaining narrative examples. 3. Explain to a partner your reasoning for each trait you checked, as well as for boxes you did not check.

Project-Based Writing

Discover why project-based writing is so effective in engaging students and enriching their writing. Follow a practical approach to choosing topics, conducting online research, organizing and presenting ideas, and assessing results. The wealth of ideas and guides makes it easy to implement differentiated instruction and meet Common Core Standards. 96 pages. $14.99 each

The Write Stuff

Develop students' writing skills and prepare them for the types of writing they will need for college and career readiness: opinion/ argumentative, informative/explanatory, and narrative writing. The in-depth units in this series provide step-by-step lessons that focus on these specific types of writing styles and provide examples and strategies to work through the writing process from opening sentence to conclusion. 160 pages. $17.99 each TCZ 2781 Grade 3 TCZ 2782 Grade 4 TCZ 2783 Grade 5 TCZ 2789 Grades 6-8 TCZ 8011 Grade 2 TCZ 8012 Grade 3 TCZ 8013 Grade 4 TCZ 8014 Grade 5 TCZ 8015 Grades 6 & Up

#2789 Project-Bas

Name: _ Quoting Uijol!pg! Tp-!fbdi!tl When put qu the so When transla Directions: giving that has In 1 day the with stu! the s get fo Roan becam

TCZ 6599 The Write Stuff Set (5 books) $89.95 TCZ 9937 Project-Based Writing Set (4 books) $59.96

Expanding the Writing Process with Elaboration

Equip students with the necessary skills for expanding and elaborating their ideas so they can write well-structured paragraphs and well-supported essays. 112 pages. Grades 5-8. TCZ 3629 $13.99

Building Writing Skills

The practical yet fun-filled writing strategies in this series encourage students to expand their thinking processes and transform their thinking into written words. 48 pages. $8.99 each TCZ 3247 Words to Sentences Gr. 1-2 TCZ 3248 Sentences to Paragraphs Gr. 2-3 TCZ 3249 Paragraphs to Stories Gr. 3-4 TCZ 3251 Paragraphs to Essays Gr. 4-5

Teacher Created Resources, Inc. 41 #3629 Expanding the Writing Process with Elaboration

List the Sensory Images

Directions: Read the description below. Notice how the writer appeals to the various senses. Find, underline, and list 30 sensory words or phrases that help you to experience what the writer is describing. 1. ____________________ 11. ____________________ 21. _____________________ 2. ____________________ 12. ____________________ 22. _____________________ 3. ____________________ 13. ____________________ 23. _____________________ 4. ____________________ 14. ____________________ 24. _____________________ 5. ____________________ 15. ____________________ 25. _____________________ 6. ____________________ 16. ____________________ 26. _____________________ 7. ____________________ 17. ____________________ 27. _____________________ 8. ____________________ 18. ____________________ 28. _____________________ 9. ____________________ 19. ____________________ 29. _____________________ 10. ____________________ 20. ____________________ 30. _____________________

I will always remember my visit to the most fascinating rainforest in South America. The air was moist and smelled of moss and rich dirt. I observed white, fluffy clouds gracefully floating above the branches of the towering trees. Standing thickly, the trees provided a canopy that allowed only thin streams of light to push through. Plants of various sizes and shapes, some pointed, some round, blended in with the natural setting of greens, browns, and yellows. Underfoot, the ground was soft, mushy, and slippery. I heard the sounds of rippling water and the gentle rustling of leaves in the near distance. As I made my way through each curving path, I smelled sweet, fresh flowers. I have to admit that at times, my hands felt clammy and my heart thumped a little faster whenever unfamiliar, croaking creatures wearing coats of red, yellow, and neon green, hopped across my path. They must have been as timid as the stranger walking through their home. In retrospect, my adventure in the rainforest was captivating and full of surprises.

Teach

1 2 3. 4. 5. 6. 7. 8. 9. _ 10. _

13

Grades 2-8

Language Arts

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