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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 .....................................................................10Convention: Capitalizing Proper Nouns

Week 2: Writing a Topic Sentence and Supporting Details ............................16Convention: End Punctuation

Week 3: Developing Character, Setting, and Plot Ideas .................................22Convention: Punctuating Dialogue

Week 4: Elaborating on Ideas and Details ......................................................28Convention: Possessive Nouns

Week 5: Keeping Your Focus ...........................................................................34Convention: Capitalizing Proper Nouns

Unit 2: Organization

Week 1: Sequencing ........................................................................................40Convention: Verb Tense Consistency

Week 2: Grouping Together Ideas and Details ...............................................46Convention: Using its and it’s

Week 3: Describing Things by Position ..........................................................52Convention: Using their, there, and they’re

Week 4: Grouping by How Things Are Alike or Different .............................58Convention: Subject-Verb Agreement with is and are

Week 5: Choosing Which Way to Organize Your Writing .............................64Convention: Underlining Titles of Books and Movies

Unit 3: Word Choice

Week 1: Writing About Action .......................................................................70Convention: Subject-Verb Agreement

Week 2: Using Descriptive Language .............................................................76Convention: Commas with Adjectives

© Evan-Moor Corp. • EMC 6024 • Daily 6-Trait Writing 3

Week 3: Using Figurative Language .............................................................. 82Convention: Titles of Songs, Poems, and Short Stories

Week 4: Choosing Words for Your Audience ............................................... 88Convention: Using good and well

Week 5: Getting the Reader’s Attention ....................................................... 94Convention: Using your and you’re

Unit 4: Sentence Fluency

Week 1: Revising Run-on Sentences .............................................................100Convention: End Punctuation

Week 2: Combining Sentences with Conjunctions .....................................106Convention: Commas in Compound Sentences

Week 3: More Ways to Combine Sentences .................................................112Convention: Conjunctions in Complex Sentences

Week 4: Beginning Sentences in Different Ways .........................................118Convention: Interjections

Week 5: Writing a Smooth Paragraph ..........................................................124Convention: Correcting Sentence Fragments

Unit 5: Voice

Week 1: Examining Different Writing Voices ..............................................130 Convention: Using can and may

Week 2: Using Your Voice to Persuade .........................................................136Convention: Double Negatives

Week 3: Writing from Different Points of View ...........................................142Convention: Indenting Dialogue

Week 4: Using Voice in Poetry .....................................................................148Convention: End Rhyme

Week 5: Developing Your Own Voice ...........................................................154Convention: Contractions

Proofreading Marks ................................................................................................160

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


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

IDEAS


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.

Bevingtonby 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 Delwayby 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?

Week 1 • Day 1

Jacob probably has been to Bevington. He can describe many things in the town.

Jacob has more interesting things to say because he knows more about the town.

Sample Answer: Mammoth Cave

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


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. 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 purpose. Then guide students through the activities.

• 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.

IDEASChoosing a Strong Idea

WEEK

1


Convention:Capitalizing proper nouns

IDEAS


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.

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.

Week 1 • Day 4

School Events

Idea: Idea:

Idea: Idea:

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

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.

Idea What to Write

1. a list of businesses that donatedsupplies to the carnival

a. a letter to a friend

2. why your friend should comewith 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 DogOfficer 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

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

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 PlansUse 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 PromptGive 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 SkillTrait SkillA specific writing skill for each trait is targeted.

Reduced PagesReduced student pages provide sample answers.

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


Name:

Ideas

IDEAS



Bevingtonby Jacob









Week 1 • Day 1


Name:

Ideas

IDEAS




Emily





My Idea:


My Idea:

Week 1 • Day 2

Trait and Rule (Skill Summary)


Name:

Ideas

IDEAS



Idea What to Write












Idea:


Idea:

Week 1 • Day 3


Name:

Ideas

IDEAS






3. Which of your ideas in Activity A best fits the purpose and audience?Make a checkmark (√) next to it.

Week 1 • Day 4

School Events

Idea: Idea:

Idea: Idea:

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

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

• Teach the lessons trait by trait. • Use the lessons to enhance writing workshops.

• Target and practice specific skills • Incorporate the lessons into your other students need help with. writing programs.

Student Activity Pages

Days 1–3 ActivitiesThe 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.

� 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.

IdeasExplain 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!

OrganizationExplain 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 ChoiceExplain 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 FluencyExplain 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.

VoiceExplain 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!

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

ConventionsExplain 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.

• Does not write completesentences.

• Has no variation insentence structures andlengths.

• Has no variation insentence beginnings.

• Has no cadence or flowin sentences.

• Has some incompletesentences.

• Has little variation insentence structures andlengths.

• Has little variation insentence beginnings.

• Sentences flow somewhat.

• Has 1 or 2 incompletesentences.

• Has some variation insentence structures andlengths.

• Has some variation insentence beginnings.

• Sentences flow fairlynaturally.

• Has complete sentences.• Varied sentence structures

and lengths contribute tothe rhythm of the writing.

• Varied sentencebeginnings contribute tothe flow of the writing.

• Sentences flow naturally.

• Writing is neitherexpressive nor engaging.

• Voice is not appropriatefor the purpose, audience,topic, and/or genre.

• Little evidence of anindividual voice.

• Writing has someexpression.

• Voice is generallyappropriate for thepurpose, audience, topic,and/or genre.

• Voice comes and goes.

• Writing is expressive andsomewhat engaging.

• Voice is appropriate forthe purpose, audience,topic, and/or genre.

• The voice is unique.

• Writing is very expressiveand engaging.

• Voice is consistentlyappropriate for thepurpose, audience,topic, and/or genre.

• The voice is unique,honest, and passionate.

• Has multiple errors ingrammar, punctuation,and mechanics.

• Poor handwriting and/orpresentation makes thewriting hard to read.

• Illustrations, if present, donot accurately portray themain idea.

• Has some errors ingrammar, punctuation,and mechanics.

• Handwriting and/orpresentation is fairly clear.

• Illustrations, if present,portray the main idea butdo not enhance it.

• Has few errors ingrammar, punctuation,and mechanics.

• Handwriting and/orpresentation is clear.

• Illustrations, if present,accurately portray themain idea and enhanceit somewhat.

• Has minimal errors ingrammar, punctuation,and mechanics.

• Handwriting and/orpresentation of the pieceis attractive and easyto read.

• Illustrations, if present,enhance the main ideasignificantly.

Use this scoring rubric, based on the six-traits writing model, to assess your students’ writing.

Student’s Name

• Has few, if any, originalideas.

• Lacks or has a poorlydeveloped topic; lacksa topic sentence.

• Has few, if any, details.• Has little or no focus.

• Has some original ideas.• Has a minimally

developed topic; may ormay not have a topicsentence.

• Some details are present.• Focus strays.

• Has original ideas.• Has a fairly well-

developed topic stated ina topic sentence.

• Has some details thatsupport the topic.

• Generally maintainsfocus.

• Has original ideas that tiein with each other.

• Has a fully developedtopic and a clear topicsentence that expressesthe main idea.

• Has carefully selected,interesting details thatsupport the topic.

• Maintains focusthroughout.

• Has little or noorganization; lackscoherence.

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

• Is difficult to follow.• Has no order words or

phrases.

• Some organization ispresent.

• Has an introduction, body,and conclusion, but maybe unclear.

• Is difficult to follow attimes.

• Has few or ineffective orderwords and/or phrases.

• Has logical organization.• Has a beginning, middle,

and end.• Is fairly easy to follow.• Has order words and/or

phrases.

• Has clear and logicalorganization.

• Has a completebeginning, middle,and end.

• Is very easy to follow.• Has appropriate order

words and/or phrases.

• Has a limited range ofwords.

• Words are not appropriatefor purpose and audience.

• Words are used incorrectly.• Word choice shows little

thought and precision.

• Uses passive verbs.• Uses few modifiers.• Some words may not

be appropriate for theaudience and purpose.

• A few words are usedincorrectly.

• Word choice includessome clichés and “tired”words.

• Uses some strong verbs.• Uses some modifiers.• Words are mostly

appropriate for theaudience and purpose.

• Words are used correctlybut do not enhance thewriting.

• Words show thought andprecision; clichés and“tired” words are avoided.

• Has many strong verbs.• Has many strong

modifiers.• Words are consistently

appropriate for audienceand purpose.

• Words are used correctlyand enhance the writing.

• Word choice is thoughtfuland precise and includessome figurative language.

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TA

L



IDEAS


Name:

Ideas

IDEAS



Bevingtonby Jacob









Week 1 • Day 1

Jacob probably has been to Bevington. He can describe many things in the town.

Jacob has more interesting things to say because he knows more about the town.

Sample Answer: Mammoth Cave

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


Name:

Ideas

IDEAS




Emily





My Idea:


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.

• ActivityA(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.

• ActivityB: 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.

• ActivityA(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.

• ActivityB: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.

IDEASChoosing a Strong Idea

WEEK

1



IDEAS


Name:

Ideas

IDEAS






3. Which of your ideas in Activity A best fits the purpose and audience?Make a checkmark next to it.

Week 1 • Day 4

School Events

Idea: Idea:

Idea: Idea:

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



Idea What to Write












Idea:


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.

• ActivityA: 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.

• ActivityB(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


• ActivityA: Have volunteers name a few school events that have taken place, such as fairs, performances, or contests. Then have students complete the web.

• ActivityB: 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.


Name:

Ideas

IDEAS

Choose a strong idea before you write. It’s easier to write about what you know.


Bevingtonby Jacob




1. Which writer has probably been to the town he wrote about? Give one reason why.





Week 1 • Day 1


Name:

Ideas

IDEAS

Your purpose is the reason you’re writing. A strong idea is one that fits your purpose.


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





My Idea:


My Idea:

Week 1 • Day 2

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

Name:

Ideas

IDEAS

Your audience is who will read your writing. Make sure your idea fits your audience.


Idea What to Write

1. a list of businesses that donated supplies to the carnival


2. why your friend should come with you









Idea:


Idea:

Week 1 • Day 3

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

Name:

Ideas

IDEAS






3. Which of your ideas in Activity A best fits the purpose and audience?Make a checkmark next to it.

Week 1 • Day 4

School Events

Idea: Idea:

Idea: Idea:

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


Name:

Ideas

IDEAS

Each paragraph should have a topic sentence so the reader understands what the paragraph is about.

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

Sample Answer: Chris has moved many times!


Name:

Ideas

IDEAS

Each paragraph should have a topic sentence with good supporting details.

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

Sample Answers: Our students have spirit. Our teachers work hard. We do community service projects.

WEEK

2

DAY 1

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.

• ActivityA: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.

• ActivityB(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.

Ask: In the first paragraph, does any one sentence tell what the whole paragraph is about? (no) Have students find and underline the topic sentence in the other paragraph.

• ActivityC: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.

• ActivityA: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.

• ActivityB: After students complete the activity, have them share what they wrote. Affirm that each detail supports the main idea.

IDEASWriting a Topic Sentence and Supporting Details


Convention:End punctuation

IDEAS


Name:

Ideas

IDEAS


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:

Supporting Detail:

Supporting Detail:

Supporting Detail:

Supporting Detail:

Week 2 • Day 4

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.


Name:

Ideas

IDEAS


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

DDDDTS

DTSDDD

Paragraph structure will vary, but sentences should have correct end punctuation.

DAY 3

Review the rule. Guide students through the activities.

• ActivityA: 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.

• ActivityB: 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.

DAY 5 Writing Prompt• 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.


Name:

Ideas

IDEAS

Each paragraph should have a topic sentence so the reader understands what the paragraph is about.

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


Name:

Ideas

IDEAS


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


Name:

Ideas

IDEAS


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


Name:

Ideas

IDEAS


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:

Supporting Detail:

Supporting Detail:

Supporting Detail:

Supporting Detail:

Week 2 • Day 4

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


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?

Week 3 • Day 1

Detective Dave

always wears a hat and big glasses; always looks like he is thinking about something

solve mysteries

“I’m going to fi gure out who did it!”

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

walk her poodle

“I’m SO gorgeous!”

Ms. Sparkle Many Jewels

Sample Answers:


Name:

Ideas

IDEAS

Choose the right setting for your story. A good setting helps your reader “see” where the action takes place.

A. Read the story ideas. Draw a line from each story idea to the setting that makes the most sense.

Story Idea Setting

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.

says

Week 3 • Day 2

Reina , “Everything is big in the 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.

• ActivityA: 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.

• ActivityB: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.

IDEASDeveloping Character, Setting, and Plot Ideas


Convention:Punctuating dialogue

IDEAS


Name:

Ideas

IDEAS

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.

Sample Answers:


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 BirdJohn 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.

Turning Point

Event Event

Introduction Conclusion

Week 3 • Day 3

e a d c b

DAY 3

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.

• ActivityA(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.

• ActivityB: 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.

DAY 5 Writing Prompt• 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.


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






Name:

Ideas

IDEAS

Choose the right setting for your story. A good setting helps your reader “see” where the action takes place.

A. Read the story ideas. Draw a line from each story idea to the setting that makes the most sense.

Story Idea Setting

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.

says

Week 3 • Day 2


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 BirdJohn 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.

Turning Point

Event Event

Introduction Conclusion

Week 3 • Day 3


Name:

Ideas

IDEAS

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



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 MagellanFerdinand 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 NorgayTenzing 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

Sample Answers: when Tenzing Norgay lived; where he lived; where the highest mountain is


Name:

Ideas

IDEAS

Don’t just “tell” about your topic. Elaborate with examples that “show” what you mean.

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 RideVictoria 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

TSSTS

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.

WEEK

�

DAY 1


• ActivityA: 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.

• ActivityB: 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?

• ActivityC(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.

• ActivityA: 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.

• ActivityB(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 readyto sleep.

IDEASElaborating on Ideas and Details


Convention:Possessive nouns

IDEAS


Name:

Ideas

IDEAS

Ask others to read your writing. They can help you findideas 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

What I Gave Why the Gift Was Special

A Special Gift

How theReceiverReacted

orange cat with purple background

my mom loves art

told me it was cute

Sample Answers:

magnetI 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 DayThe 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 fi rst day. Here are some phrases for starting your questions:

• 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


• ActivityA(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.)

• ActivityB: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


• ActivityA: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.

• ActivityB: 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.

DAY 5 Writing Prompt• 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.


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 MagellanFerdinand 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 NorgayTenzing 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


Name:

Ideas

IDEAS

Don’t just “tell” about your topic. Elaborate with examples that “show” what you mean.

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 RideVictoria 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


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 first day of school. Read his draft. Fix the possessive nouns.

Crazy First DayThe 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:

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

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

1.

2.

3.

Week 4 • Day 3


Name:

Ideas

IDEAS

Ask others to read your writing. They can help you findideas 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

What I Gave Why the Gift Was Special

A Special Gift

How theReceiverReacted



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


Name:

Ideas

IDEAS

Stay focused on your topic. Take out any unnecessary details.

A. Read this story. Find and cross out the details that are not important to the story. Then fi nd and correct the proper nouns that should begin with capital letters.

Abby and the RocketThe 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 canbe 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.

Week 5 • Day 2

Sample Answer: The next week, Abby wrote a research report about training to be an astronaut.

WEEK

5

DAY 1

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


• Activity A (Convention): Have students read 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.

IDEASKeeping Your Focus



IDEAS


Name:

Ideas

IDEAS

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.

My Favorite Place:

See

Hear

Smell

Taste

Touch

Week 5 • Day 4

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

Sample Answers:


Name:

Ideas

IDEAS

Stay focused on your topic. Select important detailsbefore 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


• ActivityA: 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.

• ActivityB: 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.

DAY 5 Writing Prompt• 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.


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


Name:

Ideas

IDEAS

Stay focused on your topic. Take out any unnecessary details.

A. Read this story. Find and cross out the details that are not important to the story. Then find and correct the proper nouns that should begin with capital letters.

Abby and the RocketThe 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.

Week 5 • Day 2


Name:

Ideas

IDEAS

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


Name:

Ideas

IDEAS

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.

My Favorite Place:

See

Hear

Smell

Taste

Touch

Week 5 • Day 4

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

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

ORGANIZATION


Name:

Organization

ORGANIZATION

When you tell about events in a sequence, use transition words to signal when things happen.

A. Read this description of an event. Underline the transition words and phrases.

On March 2, Sunnyside Beach changed forever. During the past few days, storms had pounded the town. Giant waves had crashed over the fishing pier. A few days before, the Beach Patrol had closed the pier for safety. Then, on March 1, the pier began making creaking noises. At first, nobody cared. But as the day went on, the creaking became louder. Finally, everyone knew that the pier was falling down! The next day, people gathered on the beach to say goodbye to the pier. Meanwhile, the mayor and the city council were already planning to build a new, stronger pier.

B. Read this journal entry. Use the transition words in the box to complete the entry. Then fi nd and correct the verbs that are in the wrong tense.

October 9, 2008

, I saw Ms. Romero! we

walk into the mall, I hear jazz music. , I heard a

familiar voice. I saw the singer, I thought

it was Ms. Romero. Dad said it couldn’t be her. We moved closer to

get a better look. It was Ms. Romero, the principal of our school!

, I call Olivia and tell her what happened.

Week 1 • Day 1

Transition Words

as soon as later when

suddenly today

Today As soon as/WhenSuddenly

As soon as/When

Later

ed d

ed told


Name:

Organization

ORGANIZATION

When you tell about a process, describe the steps in the correct sequence. Use transition words to signalthe order.

A. The sequence map below shows how plastic bottles can be recycled into clothing. Read each sentence. Number the sentences in the correct sequence.

Recycling Plastic

Plastic Bottles Melted Plastic Polyester Threads Sweaters and T-shirts

The melted plastic is turned into polyester fibers.

Plastic bottles are melted.

The cloth is cut and sewn into sweaters and T-shirts.

The polyester fibers are woven into cloth.

B. Write a paragraph about the recycling process. Use the numbered steps in Activity A and the transition words in the box. Make sure all of your verbs are in the correct tense.

Week 1 • Day 2

Transition Words

after finally firstnext then

2143

Sample Answer: First, the plastic bottles are melted. After that, the melted plastic is turned into polyester threads. Then, the polyester threads are woven into cloth. Finally, the cloth is cut and sewn into sweaters and T-shirts.

WEEK

1

DAY 1

Read the rule aloud. Then say: The word sequence means “order.” Transition words and phrases show the sequence, or order, of your ideas. Guide students through the activities.

• ActivityA: Read the first few sentences of the paragraph aloud. Point out the transition words On and During and say: These words tell when something happened. They tell on what date and during which days. Have students complete the activity independently.

• ActivityB:Read aloud the words in the box. For the first sentence, ask: Which transition word makes the most sense to begin the journal entry? (Today) Have students complete the paragraph.

Convention: Review the difference between verb tenses. Explain that writers often switch tenses without thinking. Say: Since this writer tells about an event in the past, the verbs should be in the past tense. Read aloud the entry and have students raise their hands when they hear a verb in the present tense. Model using proofreading marks to delete and rewrite the verb in the past tense.

DAY 2

Read the rule aloud. Say: A process is a series of actions used to make or do something. For example, in the writing process, we prewrite, draft, revise, and publish, in that order. Then guide students through the activities.

• ActivityA: Point out the sequence map and have a volunteer read the labels aloud. You may need to clarify that polyester is a type of plastic material.Then read aloud each sentence. Ask: Which sentence tells what happens first? (“Plastic bottles are melted.”) Have students complete the activity independently. Go over the answers as a class.

• ActivityB: Read the words in the word box aloud and discuss which steps of the process they might best fit. For example, say: Finally would go with step 4 because that sentence is last. Which step would next go with? (2 or 3)

Convention: Remind students that all of their verbs should be in the same tense.

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

Convention:Verb tense consistency

ORGANIZATION


Name:

Organization

ORGANIZATION

When you write your autobiography, put the events of your life in the correct sequence.

A. What important events would you include in your autobiography?Write them on the lines. For each one, write the year or how old you were.

Life Event: Year or Age:

B. Use the timeline to put your events in the correct sequence. Plot your events in the order in which they happened.

Week 1 • Day 4

Answers will vary.

Answers will vary but should be in chronological order.


Name:

Organization

ORGANIZATION

Week 1 • Day 3

In an autobiography, the events of someone’s lifeshould be in the order in which they happened.

A. Read Tony’s autobiography. Fix the verbs that are in the wrong tense. Then answer the question.

I was born at UCLA Medical Center in Los Angeles. When I was five years old, my sister Rachel teaches me how to read. I liked her comic books and I want to read them. But before that, my aunt, uncle, and cousin came to visit from Taiwan. We went to Disneyland. I was two years old, so I don’t remember very much. Then, when I was seven years old, I join a soccer team. I’ve been playing soccer every year since. Finally, when I was eight years old, Rachel and I make our own comic book. It was called Super Penguin.

Which events are out of order?

B. Help Tony organize his life events in the correct sequence. Write what happened at each age in the correct order on the timeline.

Born:

Age:

Age:

Age:

Age:

Tony was born in Los Angeles. 2 Tony’s family visited from Taiwan. He went to Disneyland. 5 Rachel taught Tony how to read. 7 Tony joined the soccer team. 8 Tony and Rachel made their own comic book.

learning how to read and the visit from his aunt, uncle, and cousin

joined

wantedtaught

made

DAY 3


• ActivityA(Convention): Say: An autobiography tells about past events in your life. The events should be in the sequence in which they happened. Read aloud the autobiography and have students raise their hands when they hear a verb in the wrong tense. Allow time for students to make the corrections. Then have students answer the question independently and share their answers.

• ActivityB: Explain how to complete a timeline. Say: The earliest event is written at the top, and the following events are written in order, with the last event at the bottom. Point out the first line and say: First, Tony was born. Have students jot a few notes about the event on the timeline. Then have them complete the activity independently.

DAY 4

Review the rule. Then guide students through the activities.

• ActivityA: Say: Yesterday, we read an autobiography. Today, we will plan our own. Help students brainstorm major life events. For example, ask: Have you ever moved? When did you start school? When did you learn something important, such as how to read or how to ride a bike? Then have students complete the activity. If students cannot remember their age or the year, encourage them to guess.

• ActivityB: Remind students how a timeline works. Have them plot their events from Activity A on their timelines. If necessary, use one student’s completed Activity A to model putting the events in order.

DAY 5 Writing Prompt• Write an autobiography that tells about events in

your life in the order they happened. Use the timeline you created on Day 4 to organize your writing.

• Be sure all of your verbs are in the past tense.


Name:

Organization

ORGANIZATION

When you tell about events in a sequence, use transition words to signal when things happen.

A. Read this description of an event. Underline the transition words and phrases.

On March 2, Sunnyside Beach changed forever. During the past few days, storms had pounded the town. Giant waves had crashed over the fishing pier. A few days before, the Beach Patrol had closed the pier for safety. Then, on March 1, the pier began making creaking noises. At first, nobody cared. But as the day went on, the creaking became louder. Finally, everyone knew that the pier was falling down! The next day, people gathered on the beach to say goodbye to the pier. Meanwhile, the mayor and the city council were already planning to build a new, stronger pier.

B. Read this journal entry. Use the transition words in the box to complete the entry. Then find and correct the verbs that are in the wrong tense.

October 9, 2008

, I saw Ms. Romero! we

walk into the mall, I hear jazz music. , I heard a

familiar voice. I saw the singer, I thought

it was Ms. Romero. Dad said it couldn’t be her. We moved closer to

get a better look. It was Ms. Romero, the principal of our school!

, I call Olivia and tell her what happened.

Week 1 • Day 1

Transition Words

as soon as later when

suddenly today


Name:

Organization

ORGANIZATION

When you tell about a process, describe the steps in the correct sequence. Use transition words to signalthe order.

A. The sequence map below shows how plastic bottles can be recycled into clothing. Read each sentence. Number the sentences in the correct sequence.

Recycling Plastic

Plastic Bottles Melted Plastic Polyester Threads Sweaters and T-shirts

The melted plastic is turned into polyester fibers.

Plastic bottles are melted.

The cloth is cut and sewn into sweaters and T-shirts.

The polyester fibers are woven into cloth.

B. Write a paragraph about the recycling process. Use the numbered steps in Activity A and the transition words in the box. Make sure all of your verbs are in the correct tense.

Week 1 • Day 2

Transition Words

after finally firstnext then

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

Name:

Organization

ORGANIZATION

Week 1 • Day 3

In an autobiography, the events of someone’s life should be in the order in which they happened.

A. Read Tony’s autobiography. Fix the verbs that are in the wrong tense. Then answer the question.

I was born at UCLA Medical Center in Los Angeles. When I was five years old, my sister Rachel teaches me how to read. I liked her comic books and I want to read them. But before that, my aunt, uncle, and cousin came to visit from Taiwan. We went to Disneyland. I was two years old, so I don’t remember very much. Then, when I was seven years old, I join a soccer team. I’ve been playing soccer every year since. Finally, when I was eight years old, Rachel and I make our own comic book. It was called Super Penguin.

Which events are out of order?

B. Help Tony organize his life events in the correct sequence. Write what happened at each age in the correct order on the timeline.

Born:

Age:

Age:

Age:

Age:

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

Name:

Organization

ORGANIZATION

When you write your autobiography, put the events of your life in the correct sequence.

A. What important events would you include in your autobiography? Write them on the lines. For each one, write the year or how old you were.

Life Event: Year or Age:

B. Use the timeline to put your events in the correct sequence. Plot your events in the order in which they happened.

Week 1 • Day 4

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


Name:

Organization

ORGANIZATION

Use logical order in your paragraphs. Group similar details and connect them with transitions.

A. Paragraphs A and B were both written for a research report about animal groups, but they are organized differently. Read the paragraphs.

Paragraph A

All animals are part of an animal group. Frogs start as tadpoles in the water, and then they grow legs to live on land. A mammal drinks milk from its’ mother. Owls and chickens are birds. All birds have feathers, but not all birds can fly. A bat is a mammal. Amphibians begin their life in the water, but they mostly live the rest of it on land. Dogs, whales, and humans are mammals. One group is birds. Bats are the only mammals that can fly! One group is amphibians.

Paragraph B

All animals are part of an animal group. One group is mammals. A mammal drinks milk from it’s mother. Dogs, whales, and humans are mammals. A bat is also a mammal. In fact, bats are the only mammals that can fly! Another group is birds. All birds have feathers, but not all birds can fly. Owls and chickens are birds. Amphibians are one other group. They begin their lives in the water, but they mostly live the rest of it on land. For example, frogs start as tadpoles in the water, and then they grow legs to live on land.

1. Which paragraph was easier to understand? Why?

2. Find the word its and fix it if it is misspelled.

B. Reread Paragraph B. Circle each transition word or phrase.

Week 2 • Day 1

Paragraph B is easier to understand because you can read all theinformation about one group before moving on to the next one.

Sample Answer:


Name:

Organization

ORGANIZATION

Use logical order in your paragraphs. Group similar details and connect them with transition words.

A. Read the sentences. Write the two topics that the sentences tell about. Then number the sentences so they are in logical order.

Hannah’s family makes maple syrup from the maple trees on their farm.

Vermont is known for delicious maple syrup.

Its plain to see that Hannah is a true Vermont native!

Hannah Teter is an Olympic snowboarder.

Vermont is known for mountains and a long, snowy winter.

Hannah grew up in Belmont, Vermont.

Topic 1:

Topic 2:

B. Use the sentences from Activity A to write a paragraph. Write your sentences in the order you numbered them. Use transition words to connect your sentences. Correct any errors you fi nd in the word its.

Week 2 • Day 2

Transition Words

also in fact so

546132

Hannah TeterVermont

Sample Paragraph: Hannah Teter is an Olympic snowboarder. Hannah grew up in Belmont, Vermont. Vermont is known for mountains and a long, snowy winter. Vermont is also known for delicious maple syrup. In fact, Hannah’s family makes maple syrup from the maple trees on their farm. So, it’s plain to see that Hannah is a true Vermont native!

WEEK

2

DAY 1

Read the rule aloud. Say: Logical means “a way that makes sense.” You should always group your details and order them in a way that makes sense. Then guide students through the activities.

• ActivityA: Read aloud Paragraph A. Ask: Was the paragraph easy to understand? (no) Repeat the process for Paragraph B. Ask: How was Paragraph B different? Point out how it tells all of the details about one animal group before moving on to the next. This “logical” order is easier for readers to understand.

Convention:Write its on the board. Explain that its means “belonging to it.” Then point out the word its’ in the third sentence of Paragraph A. Ask: Is its spelled correctly? (no) Model using the deletion mark to delete the apostrophe. Have students do the same and complete the activity.

• ActivityB: Reread the part of Paragraph B about mammals. Point out how also and in fact are transitions: also signals an additional type of mammal, and in fact signals an example about bats. Then have students complete the activity.

DAY 2


• ActivityA: Read aloud the sentences and help students identify the two main topics. (Vermont and Hannah Teter) Then ask: If you were going to put these sentences into a paragraph, could you just write them in the order they’re listed? (no) Why not? (because they keep switching between the two topics) Point out that it makes more sense to start with the fourth sentence and move to the sixth sentence, telling who Hannah is and then explaining her connection to Vermont. Guide students in determining the order of the remaining sentences.

• ActivityB(Convention): Remind students that it’s is a contraction for it is. Then have students complete the activity. Ask volunteers to read aloud their paragraphs.

ORGANIZATIONGrouping Together Ideas and Details


Convention:Using its and it’s

ORGANIZATION


Name:

Organization

ORGANIZATION

Use a graphic organizer to group similar details and to plan the order of your sentences.

Think of a problem in your school or community. How would you solve it? Use the problem-and-solution diagram to organize your ideas.

Problem: (Tell what is wrong.)

Solution: (Tell how the problem could be solved.)

Pros: (Tell what is good about the solution.)

Cons: (Tell about other problems the solution might cause.)

Week 2 • Day 4

bullying

hold a bullying awareness week

Sample Answers:

Kids could learn what bullying is and how to prevent it.

Some kids might be too shy or scared to talk about it. Bullies might make fun of them more.


Name:

Organization

ORGANIZATION


A. Read each paragraph about a problem at school. Which paragraph is harder to follow? Write an X next to it.

Sandals are very popular, but they don’t protect your feet. Some kids are getting hurt on the playground when they run into something or try to kick a ball. We could make a rule against sandals. Then no one would get hurt. Some kids wouldn’t like that because it’s nice to wear sandals when it’s hot. But I’d rather wear my sandals after school and on the weekends, just to be safe.

A guard should hold up a large sign to warn drivers to stop. But our school doesn’t have the money for a crossing guard. And drivers don’t stop for students crossing the street. Crossing the street really is a big problem for our school. I think safety is more important. We may have to cut our cheerleading program to pay for a new crossing guard. A crossing guard would help.

B. Reread the paragraph you wrote an X next to in Activity A. Use the problem-and-solution diagram to reorganize the details in the correct order.

Problem (Tell what is wrong.)

Solution (Tell how the problem could be solved.)

Pros (Tell what is good about the solution.)

Cons (Tell about other problems the solution might cause.)

Week 2 • Day 3

cars are not stopping

use a crossing guard to warn drivers to stop

It would be more safe for everyone.

The school doesn’t have the money, and the cheerleading program might be cut to pay for the guard.

DAY 3


• ActivityA: Have students read the paragraphs and mark their answer. For each paragraph, ask: What is the problem? The solution? Is that clear? Say: The first paragraph clearly states the problem, then the solution, then reasons why the solution would or wouldn’t work. Explain how the second paragraph is confusing for readers. It starts out with a solution, then a reason why it wouldn’t work, then the problem, and then it goes back to the solution again.

• ActivityB:Ask: What is the main problem in the second paragraph? (Cars are not stopping.) Draw the diagram on the board and model writing the problem. Continue to complete the diagram as a class, using the prompts in parentheses to explain each step. Say: If you follow this order, you can write a problem-and-solution paragraph.

DAY 4


• As a class, brainstorm problems in your school or community, such as graffiti, fighting, or safety issues. Then have students choose one problem to write on their diagrams.

• Review the remaining parts of the diagram and their functions. You may want students to brainstorm answers and/or complete the diagram in pairs or small groups. Circulate to monitor their understanding. Ask questions to spark ideas, such as: Why is that a good solution? Why wouldn’t someone like that solution?

DAY 5 Writing Prompt• Write a problem-and-solution paragraph about

a problem in your school or community. Use the diagram you completed on Day 4 to organize the sentences in your paragraph.

• Be sure to spell its and it’s correctly.


Name:

Organization

ORGANIZATION

Use logical order in your paragraphs. Group similar details and connect them with transitions.

A. Paragraphs A and B were both written for a research report about animal groups, but they are organized differently. Read the paragraphs.

Paragraph A

All animals are part of an animal group. Frogs start as tadpoles in the water, and then they grow legs to live on land. A mammal drinks milk from its’ mother. Owls and chickens are birds. All birds have feathers, but not all birds can fly. A bat is a mammal. Amphibians begin their life in the water, but they mostly live the rest of it on land. Dogs, whales, and humans are mammals. One group is birds. Bats are the only mammals that can fly! One group is amphibians.

Paragraph B

All animals are part of an animal group. One group is mammals. A mammal drinks milk from it’s mother. Dogs, whales, and humans are mammals. A bat is also a mammal. In fact, bats are the only mammals that can fly! Another group is birds. All birds have feathers, but not all birds can fly. Owls and chickens are birds. Amphibians are one other group. They begin their lives in the water, but they mostly live the rest of it on land. For example, frogs start as tadpoles in the water, and then they grow legs to live on land.

1. Which paragraph was easier to understand? Why?

2. Find the word its and fix it if it is misspelled.

B. Reread Paragraph B. Circle each transition word or phrase.

Week 2 • Day 1


Name:

Organization

ORGANIZATION

Use logical order in your paragraphs. Group similar details and connect them with transition words.

A. Read the sentences. Write the two topics that the sentences tell about. Then number the sentences so they are in logical order.

Hannah’s family makes maple syrup from the maple trees on their farm.

Vermont is known for delicious maple syrup.

Its plain to see that Hannah is a true Vermont native!

Hannah Teter is an Olympic snowboarder.

Vermont is known for mountains and a long, snowy winter.

Hannah grew up in Belmont, Vermont.

Topic 1:

Topic 2:

B. Use the sentences from Activity A to write a paragraph. Write your sentences in the order you numbered them. Use transition words to connect your sentences. Correct any errors you find in the word its.

Week 2 • Day 2

Transition Words

also in fact so


Name:

Organization

ORGANIZATION


A. Read each paragraph about a problem at school. Which paragraph is harder to follow? Write an X next to it.

Sandals are very popular, but they don’t protect your feet. Some kids are getting hurt on the playground when they run into something or try to kick a ball. We could make a rule against sandals. Then no one would get hurt. Some kids wouldn’t like that because it’s nice to wear sandals when it’s hot. But I’d rather wear my sandals after school and on the weekends, just to be safe.

A guard should hold up a large sign to warn drivers to stop. But our school doesn’t have the money for a crossing guard. And drivers don’t stop for students crossing the street. Crossing the street really is a big problem for our school. I think safety is more important. We may have to cut our cheerleading program to pay for a new crossing guard. A crossing guard would help.

B. Reread the paragraph you wrote an X next to in Activity A. Use the problem-and-solution diagram to reorganize the details in the correct order.

Problem (Tell what is wrong.)

Solution (Tell how the problem could be solved.)

Pros (Tell what is good about the solution.)

Cons (Tell about other problems the solution might cause.)

Week 2 • Day 3


Name:

Organization

ORGANIZATION


Think of a problem in your school or community. How would you solve it? Use the problem-and-solution diagram to organize your ideas.

Problem: (Tell what is wrong.)

Solution: (Tell how the problem could be solved.)

Pros: (Tell what is good about the solution.)

Cons: (Tell about other problems the solution might cause.)

Week 2 • Day 4


ORGANIZATIONDescribing Things by Position

ORGANIZATION


Name:

Organization

ORGANIZATION

Organize your details by position. Describe a place by starting at one end and finishing at the other.

A. Read this description of a setting for a folk tale. Find the word there and fix it if it is misspelled. Then draw the setting in the box.

Their were a lot of houses in a village. Some rows of crops were dry. A mountain was there. Large fields grew every kind of food the people could ever want. The river flowed. They’re were only a few houses in another village. The two villages were the Village of Sorrow and the Village of Happiness.

B. Read another description of the setting. Draw it in the box. Then answer the question.

The Village of Sorrow had only a few houses. Not many rows of crops grew there, and they were usually dry. Next to this village was the Great Mountain, which had a river running down its other side. The river flowed past the Village of Happiness, where there were many houses. Large fields grew every kind of food the people could ever want.

Which description was easier to visualize and draw? Why?

Week 3 • Day 1

Drawings will vary.

Drawings will slightly vary.

The second description was easier to draw because it told where things were in the villages.

There

There

Sample Answer:


Name:

Organization

ORGANIZATION

Organize your details by position. Describe something by starting at one end and finishing at the other.

A. Look at the diagram of the leg bones. Finish the paragraph by describing the bones in the order of their positions from top to bottom. Use position words and phrases in your sentences.

There are many leg bones. Their arranged in this order:The femur is the top leg bone.

B. Reread the first three sentences in the paragraph above. Correct the misspelled word using proofreading marks.

Week 3 • Day 2

Position Words

above

behind

below

between

in back of

in front of

top

under

femur (thighbone)

patella (kneecap)

tibia (shinbone)fibula(lower leg bone)

talus(anklebone) metatarsals (foot bones)

phalanges (toe bones)

Under the femur is the patella.

The patella is above the shinbone, the tibia, and the fi bula.

The tibia is in front of the fi bula. Both of these rest on top

of the talus of the ankle. The metatarsals are under the

talus. They’re also attached to the phalanges. The phalanges

are at the very end of the leg.

Sample Sentences: They’re

WEEK

3

DAY 1

Read the rule aloud. Say: Sometimes the best way to organize descriptions is by how things are positioned, or where they are. Guide students through the activities.

• Activity A (Convention): Write their, there, and they’re on the board. Review that their means “belonging to them”; there answers a “where” question, such as “He is there”; and they’re is a contraction for the words they and are. Read the paragraph aloud. Model changing Their to There. Have students do the same and then find and correct the additional error.

Have students try to draw the setting, based on the description. Tell students they can use very basic shapes and labels to indicate the features of the setting. Then invite students to share their pictures. Point out how the vagueness of the paragraph produced different interpretations.

• Activity B: Read the paragraph aloud. Ask: Do you think this will be easier to draw? Why? (e.g., The description is more clear and organized.) Have students complete the activity. Then discuss how the positional order, words, and phrases gave clues as to the positions of the villages and the mountain and made the setting easier to draw.

DAY 2


• Activity A: Say: This is a diagram. It is a picture with labels that tell what each part of the picture is. Read aloud the labels, making sure students understand that the words in parentheses are the common names for the bones. Have students repeat after you. Then read aloud the beginning of the paragraph. Ask: Which bone will be next? (patella) Go over the position words and phrases. Model forming a sentence, such as, “Under the femur is the patella.” Students may use the scientific or common names in their paragraphs.

• Activity B (Convention): Review the differences between their, there, and they’re. Then have students complete the activity and go over the answers.


Convention:Using their, there, and they’re

ORGANIZATION


Name:

Organization

ORGANIZATION

Draw a picture to plan your writing. A picture helps you organize your details by position.

A. Think of a place you’ve been to. Draw a postcard of it in the frame below. Label and draw lines to different parts of the picture on your postcard.

B. Write at least four position words and phrases you can use to tell about different parts of your picture.

Week 3 • Day 4

Drawings will vary.

Answers will vary.


Name:

Organization

ORGANIZATION

Look at a picture or diagram to help you organize your details by position.

Look at the front of the postcard. Then write a paragraph describing the amusement park. Organize your details by position, and use position words and phrases.

Dear Jennifer,

Your friend,

Jennifer Olio

621 Pebble St.

Cold Junction, CA

92633

Week 3 • Day 3

UNITED STATES

POSTAGESample Paragraph:Humongotown is so much fun! There is the Stunt

Stage, where you can watch motorcycle riders do

tricks. One of the riders jumps over a fi re! Next to it

is the ice-cream stand. They have 50 fl avors of

ice-cream! Then there is the popcorn cart. That is

right next to the Humongo Giant Coaster. The kids wait

in line for a really long time. The Humongo coaster goes

all over the park.

DAY 3

Read the rule aloud. Say: Looking at a picture or diagram helps you describe where things are in relation to one another. Then guide students through the activity.

• Ask: Have you ever sent someone a postcard? Explain that the page shows the front and back of a postcard from a place called Humongotown.

• Say: We’ll pretend we are writing a postcard to Jennifer describing Humongotown. What order should we use to organize our paragraph? (position order) Say: I can start with the Stunt Stage. I’ll write a sentence about the motorcycle riders. What is beside the stunt stage? (the ice-cream stand) Say: That’s what the next sentence will be about. Have students complete their postcards. Remind them to spell their, there, and they’re correctly.

DAY 4


• ActivityA: Ask: Can you think of a place you’ve been to on a field trip? What about an out-of-town trip? Choose a place to draw and briefly sketch it on the board. For example, draw one room from a science museum. Then model labeling parts of the picture. Draw a few components of the place and label them. (e.g., Draw and write dinosaur skeleton. Then draw a line from the label to its picture.) Have students choose their own places and complete the activity. Circulate and suggest things for students to label in their pictures.

• ActivityB: Explain that students will be writing a description of their places. Have them look at their pictures and choose position words they could use in their description.

DAY 5 Writing Prompt• Write a postcard to someone you know, describing

a place you’ve been to. Describe the place you drew on Day 4, starting at one end and ending at the other. Use describing and position words in your sentences.

• Be sure to spell their, there, and they’re correctly.


Name:

Organization

ORGANIZATION

Organize your details by position. Describe a place by starting at one end and finishing at the other.

A. Read this description of a setting for a folk tale. Find the word there and fix it if it is misspelled. Then draw the setting in the box.

Their were a lot of houses in a village. Some rows of crops were dry. A mountain was there. Large fields grew every kind of food the people could ever want. The river flowed. They’re were only a few houses in another village. The two villages were the Village of Sorrow and the Village of Happiness.

B. Read another description of the setting. Draw it in the box. Then answer the question.

The Village of Sorrow had only a few houses. Not many rows of crops grew there, and they were usually dry. Next to this village was the Great Mountain, which had a river running down its other side. The river flowed past the Village of Happiness, where there were many houses. Large fields grew every kind of food the people could ever want.

Which description was easier to visualize and draw? Why?

Week 3 • Day 1


Name:

Organization

ORGANIZATION

Organize your details by position. Describe something by starting at one end and finishing at the other.

A. Look at the diagram of the leg bones. Finish the paragraph by describing the bones in the order of their positions from top to bottom. Use position words and phrases in your sentences.

There are many leg bones. Their arranged in this order:The femur is the top leg bone.

B. Reread the first three sentences in the paragraph above. Correct the misspelled word using proofreading marks.

Week 3 • Day 2

Position Words

above

behind

below

between

in back of

in front of

top

under

femur (thighbone)

patella (kneecap)

tibia (shinbone)fibula(lower leg bone)

talus(anklebone) metatarsals (foot bones)

phalanges (toe bones)


Name:

Organization

ORGANIZATION

Look at a picture or diagram to help you organize your details by position.

Look at the front of the postcard. Then write a paragraph describing the amusement park. Organize your details by position, and use position words and phrases.

Dear Jennifer,

Your friend,

Jennifer Olio

621 Pebble St.

Cold Junction, CA

92633

Week 3 • Day 3

UNITED STATES

POSTAGE


Name:

Organization

ORGANIZATION

Draw a picture to plan your writing. A picture helps you organize your details by position.

A. Think of a place you’ve been to. Draw a postcard of it in the frame below. Label and draw lines to different parts of the picture on your postcard.

B. Write at least four position words and phrases you can use to tell about different parts of your picture.

Week 3 • Day 4

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


Name:

Organization

ORGANIZATION

Week 4 • Day 1

Organize your paragraph by telling how two things are alike. Then tell how they are different.

A. Read this book report about two books. Draw a straight line under the sentences that tell how they are alike. Draw a wavy line under the sentences that tell how they are different.

The Invention of Hugo Cabret and Harry Potter and the Sorcerer’s Stone are books about young boys. Both boys’ parents have died. Hugo is sent to live with his uncle. Harry is sent to live with his uncle and his aunt, too. However, The Invention of Hugo Cabret takes place in Paris, France, about a hundred years ago. Harry Potter and the Sorcerer’s Stone takes place in England and Scotland, in modern times. Although Harry has special powers, Hugo does not. Still, Hugo is a genius at fixing clocks and toys.

B. Read this paragraph from a research report. Use the words in the boxes to complete the paragraph. Then fi nd and fi x the incorrect verbs.

Scotland and France are countries in Europe. Scotland is home to Edinburgh Castle, which are more than a thousand years old! , France has a very famous castle called Chambord. the two countries is close, they speak different languages. English is the main language of Scotland, French are the main language of France. Scotland still has a monarch—Queen Elizabeth II.

, France no longer has a king or queen.

Alike

both similarly

Different

although but on the other hand

On the other hand

Both

SimilarlyAlthough

but is

are

is


Name:

Organization

ORGANIZATION

Organize your paragraph by telling how two things are alike or different, one point at a time.

A. Read the paragraph about two games. Find and fi x the incorrect verbs. Then answer the questions.

[1] Two great ballgames is tetherball and tennis. [2] In tetherball, players hit a ball that are tied to a pole. [3] In tennis, players use a racket to hit a ball over a net. [4] A tetherball court are a small circle where two people stand. [5] On the other hand, a tennis court are a large rectangle, where up to four people can run around. [6] In tetherball, players try to hit the ball so the other player can’t hit it back. [7] Likewise, in tennis, players try to do the same thing.

1. What are both sentences 2 and 3 about?



B. Read each sentence. Draw a line to the sentence it should appear next to in a paragraph.

The Plasto-Bricks Building Set The Brick Tower Video Game

1. You can build unlimited kinds of buildings to play in.

a. You can play only in the Tower.

2. It comes with 4 character action figures.

b. You can play with friends or neighbors over the Internet.

3. You can play with whomever you are with.

c. You can choose from 8 characters.

Week 4 • Day 2

how to win the game

the courts

how the games are played

areis

isis

WEEK

�

DAY 1


• ActivityA: Read the first sentence. Ask: Does this sentence tell how the books are alike or different? (alike) Then have students complete the activity.

When finished, ask: Where are all of your straight lines? Where are your wavy lines? Point out that the things in common are at the beginning of the paragraph, and the differences are at the end.

• ActivityB: Read aloud the first sentence. Ask: Does the sentence tell how the countries are alike or different? (alike) Which word or phrase in the “Alike” box sounds best? (both)

Convention:Point out the second sentence. Say: Edinburgh Castle is a place. Is it one place or more than one place? (one) Would you write “Edinburgh Castle is” or “Edinburgh Castle are?” (is) Then say: Use the verb is when writing about one thing. Use the verb are when writing about more than one thing.

DAY 2

Read the rule aloud. Say: Depending on your topic and purpose, sometimes it’s better to give one similarity and one difference as a pair, instead of all the similarities and then all the differences. Then guide students through the activities.

• ActivityA(Convention): Read the paragraph aloud, having students listen for the incorrect uses of is and are. Have students correct them.

For question 1, reread sentences 2 and 3 and explain that they both tell how the games are played. Then have students complete the activity. Explain that the paragraph compares the games “point by point,” telling about the same part, or aspect, of each game before moving on to a different aspect.

• ActivityB: For item 1, ask: What is the sentence about? (what kind of building you can play in) Which sentence tells about the same point, or aspect, of the video game? (a) Have students complete the activity independently.

ORGANIZATIONGrouping by How Things Are Alike or Different


Convention:Subject-verb agreement with is and are

ORGANIZATION


Name:

Organization

Name:

ORGANIZATION

Use a Venn diagram to plan your writing about how two things are alike or different.

A. Use the questions on the left side of the chart to interview two people. Write their answers in the blank spaces.

Questions Name: Name:

1. Where do you go to school?

2. What is your favorite color?

3. Do you have a pet? If so, what kind?

4. What is your favorite subject?

5. What is your least favorite sport?

B. Use your answers from Activity A to fi ll in the Venn diagram.

Week 4 • Day 4

Name: Name:

Both

Answers will vary.

Answers will vary.


Name:

Organization

Name:

ORGANIZATION

Week 4 • Day 3

A Venn diagram can help you see how things are alike and different so you can plan your writing.

A. Read the chart. Use the information about Sydney and James to fi ll in the Venn diagram.

Sydney James

Birthday Month July July

Favorite Sport soccer basketball

School San Antonio School San Antonio School

Teacher Mr. Zaccaro Ms. Rocklin

B. Write a paragraph that tells how Sydney and James are alike and different. Use transition words.

Transition Wordsalso both buthowever similarlyon the other hand

Sydney James Both

Sydney and James were both born in the month of July. Sydney is a soccer player, but James is a basketball fan. James goes to San Antonio School. Sydney also goes there. However, you won’t see them in the same class. They have different teachers.

plays soccerteacher is Mr. Zaccaro

birthday in Julygo to San

Antonio School

plays basketballteacher is Ms. Rocklin

Sample Paragraph:

DAY 3


• ActivityA: Draw a Venn diagram on the board. Explain that the diagram is for sorting out what two things do and don’t have in common. Then read through the categories. Say: Both Sydney and James have birthdays in July. The middle section of the diagram, where the two circles come together, is for writing what they have in common. Model writing “birthday in July” in the middle section. Repeat for the “Favorite Sport” entry, explaining that the outer sections of the diagram are for things the students do not have in common.

• ActivityB: Go through the words in the word box and briefly review their meanings. Then tell students to refer to their Venn diagrams to write their paragraphs. Explain that students may use the organization patterns practiced on either Day 1 or Day 2 for organizing their paragraphs. Remind students to use is and are correctly.

DAY 4


• ActivityA: Divide the students into groups of three. Then have each student ask the other two students in the group the questions in the chart and fill in their names and answers.

• ActivityB: Review how a Venn diagram works. Then have students complete the activity. If time permits, each group can share one member’s diagram with the class.

DAY 5 Writing Prompt• Write a paragraph that tells how the classmates you

interviewed on Day 4 are alike and different. Use the patterns you learned on either Day 1 or Day 2 to organize your paragraph. Include transition words to help guide and organize your ideas.

• Be sure to use is and are correctly.


Name:

Organization

ORGANIZATION

Week 4 • Day 1

Organize your paragraph by telling how two things are alike. Then tell how they are different.

A. Read this book report about two books. Draw a straight line under the sentences that tell how they are alike. Draw a wavy line under the sentences that tell how they are different.

The Invention of Hugo Cabret and Harry Potter and the Sorcerer’s Stone are books about young boys. Both boys’ parents have died. Hugo is sent to live with his uncle. Harry is sent to live with his uncle and his aunt, too. However, The Invention of Hugo Cabret takes place in Paris, France, about a hundred years ago. Harry Potter and the Sorcerer’s Stone takes place in England and Scotland, in modern times. Although Harry has special powers, Hugo does not. Still, Hugo is a genius at fixing clocks and toys.

B. Read this paragraph from a research report. Use the words in the boxes to complete the paragraph. Then find and fix the incorrect verbs.

Scotland and France are countries in Europe. Scotland is home to Edinburgh Castle, which are more than a thousand years old! , France has a very famous castle called Chambord. the two countries is close, they speak different languages. English is the main language of Scotland, French are the main language of France. Scotland still has a monarch—Queen Elizabeth II.

, France no longer has a king or queen.

Alike

both similarly

Different

although but on the other hand


Name:

Organization

ORGANIZATION

Organize your paragraph by telling how two things are alike or different, one point at a time.

A. Read the paragraph about two games. Find and fix the incorrect verbs. Then answer the questions.

[1] Two great ballgames is tetherball and tennis. [2] In tetherball, players hit a ball that are tied to a pole. [3] In tennis, players use a racket to hit a ball over a net. [4] A tetherball court are a small circle where two people stand. [5] On the other hand, a tennis court are a large rectangle, where up to four people can run around. [6] In tetherball, players try to hit the ball so the other player can’t hit it back. [7] Likewise, in tennis, players try to do the same thing.




B. Read each sentence. Draw a line to the sentence it should appear next to in a paragraph.

The Plasto-Bricks Building Set The Brick Tower Video Game

1. You can build unlimited kinds of buildings to play in.

a. You can play only in the Tower.

2. It comes with 4 character action figures.

b. You can play with friends or neighbors over the Internet.

3. You can play with whomever you are with.

c. You can choose from 8 characters.

Week 4 • Day 2


Name:

Organization

Name:

ORGANIZATION

Week 4 • Day 3

A Venn diagram can help you see how things are alike and different so you can plan your writing.

A. Read the chart. Use the information about Sydney and James to fill in the Venn diagram.

Sydney James

Birthday Month July July

Favorite Sport soccer basketball

School San Antonio School San Antonio School

Teacher Mr. Zaccaro Ms. Rocklin

B. Write a paragraph that tells how Sydney and James are alike and different. Use transition words.

Transition Wordsalso both buthowever similarlyon the other hand

Sydney James Both


Name:

Organization

Name:

ORGANIZATION

Use a Venn diagram to plan your writing about how two things are alike or different.

A. Use the questions on the left side of the chart to interview two people. Write their answers in the blank spaces.

Questions Name: Name:

1. Where do you go to school?

2. What is your favorite color?

3. Do you have a pet? If so, what kind?

4. What is your favorite subject?

5. What is your least favorite sport?

B. Use your answers from Activity A to fill in the Venn diagram.

Week 4 • Day 4

Name: Name:

Both

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


Name:

Organization

ORGANIZATION

The best way to organize your writing depends on your topic and purpose.

Decide which type of organization each paragraph uses. Write the correct letter on the line. Then fill in the missing parts of the organizers.

Paragraph How It Is Organized

1. Stevie Wonder was born in 1950. As a blind boy, he learned the harmonica, piano, and drums. He made his first album at age twelve! In the 1960s, 70s, and 80s, he had many hit songs. In 1999, he was honored by President Bill Clinton. Read more in Little Stevie Wonder by Quincy Troupe.

a. Problem-and-Solution:

2. Students want to learn how to play music, but instruments cost too much. We could ask businesses to sponsor us. The businesses would pay for our instruments, and we would advertise the businesses at our concerts. It might be hard to find sponsors, but it’s worth a try.

b. Position Order:

3. Long before CDs and MP3s, music was played on a record player. It had a spinning plate called a turntable. Next to that was a pickup arm. At the end of the arm was a needle called a stylus. The turntable spun the record around, while the stylus read sound vibrations from grooves in the record.

c. Time Order:

Week 5 • Day 1

1950 born

1962

1960s– hit songs1980s

1999 honored by President Clinton

arm

record

turntable

Problem:

Solution: get businesses to help

Pro: will have money Con: hard to find

Musical instruments are too expensive.

stylus

made fi rst LP album

c

a

b


Name:

Organization

ORGANIZATION

When you are given a writing assignment, decide what type of organization best fits the assignment.

A. Read each paragraph topic. Which type of organization would you use to write the paragraph? Write it on the line. Circle words in the description that give clues to your answer.

Types of Organization: Alike and Different, Position Order, Logical Order

Topic 1: Describe an ant colony, including what is in each part of the colony and how it is built.

Topic 2: Compare bees and ants, explaining how they are the same and different.

Topic 3: Tell how bees help humans, describing products made by bees and how they are made.

B. Read each transition word or phrase. Which kind of order is it usually used with? Write it in the correct column.

Alike and Different Position Order Logical Order

Week 5 • Day 2

Transition Words

also between in back of another both in fact below however so

alsobothhowever

belowbetweenin back of

anotherin factsohowever

Position Order

Logical Order

Alike and Different

DAY 1

Read the rule aloud. Then guide students through the activity.

• Read aloud paragraph 1. Then review each type of organization on the page. Ask: Which type of organization did the writer use for this paragraph? Was he or she telling about a problem and a solution, where something is located, or what happened over time? (what happened over time) Say: This writer used time order. Ask: Which organizer would we use to show time order? (timeline)

• Point out the timeline’s missing event in 1962. Ask: When did Stevie make his first album? (when he was 12) If he was born in 1950, in what year was he 12? (1962) Have students complete the remainder of the activity.

Convention: Ask: Which paragraph mentions a book? (paragraph 1) What is the book’s title? What do we need to do to the title? (underline it) Then ask: Should the author’s name be underlined, too? (no)

DAY 2


• Activity A: Review the three types of organization. Then read aloud Topic 1. Say: The phrase “what is in each part of the colony” is a clue that I should be writing about what the colony looks like. If I’m writing about what something looks like, which type of organization should I use? (position order) Guide students through the rest of the activity, having them identify the clue words to circle in each topic.

• Activity B: Say: Some transition words naturally work well with certain kinds of organization. Also is used when you tell what two things have in common. For example, ants are bugs. Bees are also bugs. I’m telling how two things are alike, so I’ll put also in the “Alike and Different” column. Complete the activity together, explaining that some transition words can be used with more than one type of organization.

WEEK

5ORGANIZATIONChoosing Which Way to Organize Your Writing


Convention:Underlining titles of books and movies

ORGANIZATION


Name:

Organization

ORGANIZATION

When you are given a writing assignment, first decide what type of organization fits the assignment.

A. Read the writing assignment. Look at each graphic organizer. Circle the organizer that you would use for planning your paragraph.

Writing Assignment: Write a summary paragraph about a book you’ve read. Tell about the book’s events in the order they happened.

problem-and- sequence map map Venn diagram solution diagram

B. Copy the diagram you circled above and complete it about a book you’ve read.

Book Title:

Week 5 • Day 4

The Bad Beginning

Sample Answers:Violet, Klaus, and Sunny’s parents die. They’re sent to live with Count Olaf.

They discover Olaf just wants their money.

Olaf tries to marry Violet, but Violet tricks him.

Olaf runs away. The children are sent to live with another relative.


Name:

Organization

ORGANIZATION


A. Read Jose’s writing assignment. Then look at each graphic organizer. Circle the organizer that Jose should use for organizing his paragraph.

Writing Assignment: Write a paragraph that tells how two movies are alike. Then tell how they are different. Give examples from each movie.

timeline problem-and-solution diagram Venn diagram

B. Read the sentences below. Underline the titles of movies. Then draw the graphic organizer you circled in Activity A. Write each sentence’s number where it belongs in the organizer.

1. Mrs. Doubtfire and Mary Poppins are two movies about nannies.

2. Mary has magical powers, such as being able to fly.

3. The nanny in Mrs. Doubtfire is not magical, but he can disguise himself very well.

4. Mrs. Doubtfire does not have any songs or singing in it.

5. Mary Poppins is a musical movie in which the characters sing songs.

6. In both movies, the nanny teaches the kids to have a lot of fun.

Week 5 • Day 3

Mary Poppins Mrs. Doubtfi reBoth

32 1

65 4

DAY 3


• Activity A: Read aloud the assignment. If necessary, review each type of organizer and its purpose. Then ask: Which organizer will help Jose write his paragraph? (Venn diagram) Ask: How did you know? (The words alike and different are in the description.)

• Activity B (Convention): Write sentence 1 on the board and read it aloud. Explain that titles of movies should be underlined. Ask: What are the titles of the movies? (Mrs. Doubtfire and Mary Poppins) Have students read the sentences and underline the titles.

Then have students draw a Venn diagram. Say: Sentence 1 talks about both movies. Where should I write 1? (in the middle section) Have students complete the activity independently.

DAY 4


• Activity A: Read the assignment and give students time to choose their answers. Ask students how they know which organizer to use. Then explain that since the assignment asks students to write about events of a story in the order they happened, they should use a sequence map.

• Activity B: Choose a book or story students know well. Draw a sequence map on the board and model putting a few of the events in order. Then have students choose a book of their own to write about. Assist students in drawing and filling in their sequence maps.

DAY 5 Writing Prompt• Write a summary paragraph about a book you’ve

read. Tell about the book’s events, using your sequence map from Day 4. Be sure to use transition words in your paragraph.

• Remember to underline the title of the book you are writing about.


Name:

Organization

ORGANIZATION

The best way to organize your writing depends on your topic and purpose.

Decide which type of organization each paragraph uses. Write the correct letter on the line. Then fill in the missing parts of the organizers.

Paragraph How It Is Organized

1. Stevie Wonder was born in 1950. As a blind boy, he learned the harmonica, piano, and drums. He made his first album at age twelve! In the 1960s, 70s, and 80s, he had many hit songs. In 1999, he was honored by President Bill Clinton. Read more in Little Stevie Wonder by Quincy Troupe.

a. Problem-and-Solution:

2. Students want to learn how to play music, but instruments cost too much. We could ask businesses to sponsor us. The businesses would pay for our instruments, and we would advertise the businesses at our concerts. It might be hard to find sponsors, but it’s worth a try.

b. Position Order:

3. Long before CDs and MP3s, music was played on a record player. It had a spinning plate called a turntable. Next to that was a pickup arm. At the end of the arm was a needle called a stylus. The turntable spun the record around, while the stylus read sound vibrations from grooves in the record.

c. Time Order:

Week 5 • Day 1

1950 born

1962

1960s– hit songs1980s

1999 honored by President Clinton

arm

record

turntable

Problem:

Solution: get businesses to help

Pro: will have money Con: hard to find


Name:

Organization

ORGANIZATION

When you are given a writing assignment, decide what type of organization best fits the assignment.

A. Read each paragraph topic. Which type of organization would you use to write the paragraph? Write it on the line. Circle words in the description that give clues to your answer.

TypesofOrganization:Alike and Different, Position Order, Logical Order

Topic 1: Describe an ant colony, including what is in each part of the colony and how it is built.

Topic 2: Compare bees and ants, explaining how they are the same and different.

Topic 3: Tell how bees help humans, describing products made by bees and how they are made.

B. Read each transition word or phrase. Which kind of order is it usually used with? Write it in the correct column.

Alike and Different Position Order Logical Order

Week 5 • Day 2

Transition Words

also between in back of another both in fact below however so


Name:

Organization

ORGANIZATION


A. Read Jose’s writing assignment. Then look at each graphic organizer. Circle the organizer that Jose should use for organizing his paragraph.

Writing Assignment: Write a paragraph that tells how two movies are alike. Then tell how they are different. Give examples from each movie.

timeline problem-and-solution diagram Venn diagram

B. Read the sentences below. Underline the titles of movies. Then draw the graphic organizer you circled in Activity A. Write each sentence’s number where it belongs in the organizer.

1. Mrs. Doubtfire and Mary Poppins are two movies about nannies.

2. Mary has magical powers, such as being able to fly.

3. The nanny in Mrs. Doubtfire is not magical, but he can disguise himself very well.

4. Mrs. Doubtfire does not have any songs or singing in it.

5. Mary Poppins is a musical movie in which the characters sing songs.

6. In both movies, the nanny teaches the kids to have a lot of fun.

Week 5 • Day 3


Name:

Organization

ORGANIZATION


A. Read the writing assignment. Look at each graphic organizer. Circle the organizer that you would use for planning your paragraph.

Writing Assignment: Write a summary paragraph about a book you’ve read. Tell about the book’s events in the order they happened.

problem-and- sequence map map Venn diagram solution diagram

B. Copy the diagram you circled above and complete it about a book you’ve read.

Book Title:

Week 5 • Day 4



WORD CHOICE


Word Choice

Name:

WORD CHOICE

Choose vivid action verbs to tell your reader exactly what is happening. Avoid tired, overused verbs.

A. Read each poem. Pay special attention to the underlined words.

Poem A Poem B

Cousin AlexanderEats our dinner,Makes us play tag whileStepping on the flowers,Breaks all our toys, andRests while we do his dishes, Before going back home.

At first, we are happy!“He’s gone!” we say. But then...We get a little lonely.And then he’s here again.

Cousin AlexanderGobbles up our dinner,Forces us to play tag whileTrampling over the flowers,Destroys all our toys, andSnoozes while we scrub his dishes, Before strutting back home.

At first, we rejoice!“He’s gone!” we cheer. But then...We begin to feel a little lonely.And we invite him here again.

In which poem was the action easier to picture? Why?

B. Read each sentence. Fix any verbs that don’t agree with their subjects. Then circle the tired verb. Replace it with a vivid verb and write the new sentence.

1. I goes up the hill.

2. Jasmine laugh at her brother’s joke.

Week 1 • Day 1

Jasmine giggles at her brother’s jokes.

Sample Answer: Poem B because you can see exactly what Cousin Alexander is doing and how the writer feels about it.

I climb up the hill.s

go Sample Answers:


Name:

Word Choice

WORD CHOICE

Learn the difference between similar action verbs. Choose the right one for your meaning.

A. Read each group of sentences. Fix the verbs that don’t agree with their subjects. Then answer the questions.

1. The cat eat its tuna.

The dog munches on its bone.

The rabbit devours its carrot.

Which animal sounds like it is eating the fastest?

2. Grace and Destiny race home after the game.

Dylan and Anna trudge home after the game.

Rob and Sam strolls home after the game.

Who is probably the most tired after the game?

B. Read each pair of verbs. Both words have a similar meaning, but they are slightly different. Write an adverb for each word to make the meanings clearer.

1. step stomp

2. weep wail

3. mumble shout

4. take grab

5. soar fly

Week 1 • Day 2

the rabbit

Dylan and Anna

lightly

s

angrily

politely quickly

silently loudlyquietly happily

majestically high

Sample Answers:

WEEK

1

DAY 1

Read the rule aloud. Discuss the definition of the word vivid. (clear, easy to picture) Then ask: What do you think a “tired” verb is? (one that isn’t interesting; one that people use too much) Then guide students through the activities.

• ActivityA: Read aloud Poems A and B and elicit students’ reactions to both. Then point out that Poem A’s underlined verbs are “tired.” Say: Usually a tired verb can be replaced with a vivid verb—one that helps the reader picture the action. Ask: How is gobbles different from eats? (It shows that the person is eating fast or excitedly.) Then have students write their answers to the question.

• ActivityB(Convention): Read aloud sentence 1. Have students identify the subject. (I) Then say: Goes is not the correct verb to use with I. What is? (go) Model using proofreading marks to make the correction. Repeat for sentence 2.

Then reread item 1. Ask: What is a better word for go? (e.g., hike) Write a few ideas on the board. Then direct students to complete the activity.

DAY 2


• ActivityA(Convention): Read the sentences in item 1. Ask: What is wrong with the first sentence? (subject and verb don’t agree) Have students mark the correction. Repeat the process for item 2, pointing out that a compound subject (two subjects joined by and) takes the same verb asa plural noun.

Reread item 1. Then say: Eat, munch, and devour are all ways of eating. Ask: How are these words different? Invite students to act out the verbs to show the differences. Then say: The word devour tells us the rabbit is very hungry, so he is probably eating the fastest. Repeat the process for item 2.

• ActivityB: Choose students to act out a pair of verbs. Have the other students orally describe with adverbs the differences they see. Then have students complete the activity.

WORD CHOICEWriting About Action


Convention:Subject-verb agreement

WORD CHOICE


Name:

Word Choice

WORD CHOICE

Use vivid action verbs in your writing.

Think of a game or sport you like to play. Use the sequence map to write the steps for playing. For each step, use one or more vivid action words.

How to Play

Step 1:

Step 2:

Step 3:

Step 4:

Step 5:

Week 1 • Day 4

Baseball

pitcher turns, lunges, and throws the ball

batter swings or the catcher grabs the ball

batter charges around the diamond

pitching team aims to catch the ball, tags the batter out

if batter completes a run around the diamond, earns a home run

Sample Answers:


Word Choice

Name:

WORD CHOICE

Look for tired verbs in your writing.Change them to vivid action verbs.

Read this sequence paragraph. Use proofreading marks to fi x three verbs that do not agree with their subjects. Then look for the tired verbs get, put, go, and do. Cross them out and replace them with vivid verbs from the box.

Vivid Verbs

press kneel raise spread

lift return practice

Down, Doggy, Down!Yoga is excellent exercise for your mind and body. You can do

yoga poses at home, once you learns them. Here are how to practice the “Downward Dog” pose: First, put your yoga mat on the floor. Get on the mat on your hands and knees. Make sure your hands are on the ground right under your shoulders, and your knees are directly under your hips. Keep your toes on the floor. Then, take a deep breath in. Next, breathe out while you put the palms of your hands on the floor. At the same time, put your hips up as high as possible. Straighten your legs as much as possible, and keep your back straight, too. Relax your head as you gently presses your heels down toward the floor. Take ten deep breaths. Finally, go to your starting pose, kneeling with your knees and hands on the mat.

Week 1 • Day 3

practice

is

Kneel

raise/liftpress

return

spread

DAY 3

Read the rule aloud. Say: Vivid verbs help you picture action in your mind. Then guide students through the activity.

• Write these tired verbs on the board: get, put, go, and do. Say: These are some common tired verbs that usually can be replaced by more specific, vivid verbs. Watch for these verbs when you write or revise.

• Convention: Read the paragraph aloud. Then have students find and correct any errors in subject-verb agreement. Go over the errors as a class.

• Have students identify and replace the tired verbs with the verbs in the box. Challenge students to think of their own words to replace the tired verbs, as well. Then have a student read aloud the improved paragraph. Ask: Now can you picture the action more clearly? Is it easier to understand how to do the pose?

DAY 4


• You may want students to complete this activity in groups. Brainstorm games or sports students are familiar with. Then use one to briefly model completing the sequence map. For example, say: In baseball, the pitcher goes first. Usually, he or she turns, lunges, and then throws the ball to the batter. I’ll use those three action words in the first box. Explain that the second box is for writing what happens next, etc. Have students fill in their maps using vivid verbs to describe the steps.

• Ask: Did you write the most vivid action words you can think of? Call on students to share a few vivid words they used in their sequence maps.

DAY 5 Writing Prompt• Write a sequence paragraph that explains the steps

of a sport or game. Use the sequence map you completed on Day 4 to write about the steps in order. Include as many vivid action words as you can.

• Make sure each subject and verb agree.


Word Choice

Name:

WORD CHOICE

Choose vivid action verbs to tell your reader exactly what is happening. Avoid tired, overused verbs.

A. Read each poem. Pay special attention to the underlined words.

Poem A Poem B

Cousin AlexanderEats our dinner,Makes us play tag whileStepping on the flowers,Breaks all our toys, andRests while we do his dishes, Before going back home.

At first, we are happy!“He’s gone!” we say. But then...We get a little lonely.And then he’s here again.

Cousin AlexanderGobbles up our dinner,Forces us to play tag whileTrampling over the flowers,Destroys all our toys, andSnoozes while we scrub his dishes, Before strutting back home.

At first, we rejoice!“He’s gone!” we cheer. But then...We begin to feel a little lonely.And we invite him here again.

In which poem was the action easier to picture? Why?

B. Read each sentence. Fix any verbs that don’t agree with their subjects. Then circle the tired verb. Replace it with a vivid verb and write the new sentence.

1. I goes up the hill.

2. Jasmine laugh at her brother’s joke.

Week 1 • Day 1


Name:

Word Choice

WORD CHOICE

Learn the difference between similar action verbs. Choose the right one for your meaning.

A. Read each group of sentences. Fix the verbs that don’t agree with their subjects. Then answer the questions.

1. The cat eat its tuna.

The dog munches on its bone.

The rabbit devours its carrot.

Which animal sounds like it is eating the fastest?

2. Grace and Destiny race home after the game.

Dylan and Anna trudge home after the game.

Rob and Sam strolls home after the game.

Who is probably the most tired after the game?

B. Read each pair of verbs. Both words have a similar meaning, but they are slightly different. Write an adverb for each word to make the meanings clearer.

1. step stomp

2. weep wail

3. mumble shout

4. take grab

5. soar fly

Week 1 • Day 2


Word Choice

Name:

WORD CHOICE

Look for tired verbs in your writing. Change them to vivid action verbs.

Read this sequence paragraph. Use proofreading marks to fix three verbs that do not agree with their subjects. Then look for the tired verbs get, put, go, and do. Cross them out and replace them with vivid verbs from the box.

VividVerbs

press kneel raise spread

lift return practice

Down, Doggy, Down!Yoga is excellent exercise for your mind and body. You can do

yoga poses at home, once you learns them. Here are how to practice the “Downward Dog” pose: First, put your yoga mat on the floor. Get on the mat on your hands and knees. Make sure your hands are on the ground right under your shoulders, and your knees are directly under your hips. Keep your toes on the floor. Then, take a deep breath in. Next, breathe out while you put the palms of your hands on the floor. At the same time, put your hips up as high as possible. Straighten your legs as much as possible, and keep your back straight, too. Relax your head as you gently presses your heels down toward the floor. Take ten deep breaths. Finally, go to your starting pose, kneeling with your knees and hands on the mat.

Week 1 • Day 3


Name:

Word Choice

WORD CHOICE

Use vivid action verbs in your writing.

Think of a game or sport you like to play. Use the sequence map to write the steps for playing. For each step, use one or more vivid action words.

How to Play

Step 1:

Step 2:

Step 3:

Step 4:

Step 5:

Week 1 • Day 4

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


Name:

Word Choice

WORD CHOICE

(hungry)

(tasty)

(good)

(warm)

(hot)

Sensory adjectives tell what something looks, sounds, smells, tastes, or feels like.

A. In each pair of synonyms, which word is just OK, and which one is better? Write each word in the correct column on the chart.

Just OK Better

1. fast • rhythmic

2. icy • cold

3. towering • big

4. good • fragrant

5. bitter • bad

B. Read this part of a story. Think of a better sensory word to replace each word in parentheses. Write the new word on the line.

Mrs. Russo was . Ben and Haley had asked her

to judge their pizza bake-off. She could smell the

pepperoni. Finally, Ben and Haley came out of the kitchen, each

holding their own pizza. Mrs. Russo noticed the

, stringy cheese on Ben’s pizza. On the other hand,

Haley’s sauce tasted very .

“Well?” Haley asked with an expectant impatient look.

“I’ll need to finish both pizzas to decide!” Mrs. Russo declared.

C. Reread the story. Insert a comma where it is needed between two adjectives.

Week 2 • Day 1

fastcoldbig

goodbad

rhythmicicy

toweringfragrant bitter

starving

steaming

spicy

gooey

tangy

Sample Answers:


Name:

Word Choice

WORD CHOICE

Use adjectives and adverbs to make your sentences more descriptive.

A. Look at the pictures of Kevin and Natalie. Then read each sentence. Rewrite the sentences, adding adjectives and adverbs. If necessary, use a comma between two adjectives.

1. Natalie reels in the fish.

2. Kevin reclines in the chair.

3. Natalie holds her little sister.

4. Kevin glides over the snow.

B. Picture yourself doing something you enjoy. Write a sentence that describes what you are doing. Use at least one adverb and two adjectives in your sentence.

Week 2 • Day 2

Natalie quickly reels in the small, wiggling fi sh.

Kevin lazily reclines in the soft, comfortable chair.

Natalie carefully holds her tiny, sleepy sister.

Kevin happily glides over the fl uffy, white snow.

Answers will vary.

Sample Answers:

DAY 1


• ActivityA: Review the definition of synonym. Then say: Music can be fast. But when I say music is rhythmic, what do you imagine? Tap out a rhythmic beat. Say: Rhythmic is better than fast because it tells more clearly what the sound is like. Have students write the words in the correct columns, and then complete the rest of the chart.

• ActivityB: Read aloud the paragraph. Say: When we write, we often use words that are “just OK.” Reread the first sentence. Ask: Is there a better word for hungry? What word tells that you’re really, really hungry? (e.g., starving) Have students write the word or one of their own and complete the activity independently.

• ActivityC(Convention): Return to the sentence starting “Mrs. Russo noticed...” in Activity B. Point out the comma between the new adjective for hot and the word stringy. Say: Sometimes, when you put two adjectives in front of a noun, you need a comma between the two adjectives. Then have students find the other place a comma is needed. (between expectant and impatient)

DAY 2

Read the rule aloud. Review the definition of adverb. Then guide students through the activities.

• ActivityA: For item 1, point out the picture of Natalie and the fish. Ask: How is Natalie reeling in the fish—is she having a hard or easy time? (an easy time) What words could describe the action? (e.g., quickly, easily) Then point out the fish and brainstorm adjectives that describe it. (e.g., small, wiggling)

Convention:Model forming a new sentence for item 1 and write it on the board. (e.g., “Natalie quickly reels in the small, wiggling fish.”) Then point out the comma that separates the two adjectives before the noun.

• ActivityB: Brainstorm activities and words together before students write their sentences.

WORD CHOICEUsing Descriptive Language

WEEK

2


Convention:Commas with adjectives

WORD CHOICE


Name:

Word Choice

WORD CHOICE

Use sensory adjectives and adverbs when you want to persuade.

Imagine you are writing an advertisement for an animal shelter. You want to persuade people to adopt the animals that live there. Write vivid adjectives about each animal. Write adverbs that describe the action words.

1. Dog (adjective) (adjective)

plays (adverb)

learns tricks (adverb)

2. Cat (adjective) (adjective)

purrs (adverb)

snuggles (adverb)

3. Guinea Pig (adjective) (adjective)

squeaks (adverb)

plays (adverb)

Week 2 • Day 4

easily

shaggy loyal

energetically

smart playful

loudly

tiny cute

happily

lovingly

quietly


Name:

Word Choice

WORD CHOICE

Use sensory adjectives and adverbs when you want your writing to be persuasive.

Read each toy advertisement. Write a sensory adjective or a strong adverb where it is needed. Make sure you put a comma between two adjectives.

Turf Rider Remote-Control Truck

This truck is (adjective) (adjective)

nonstop fun!

The thick wheels turn the truck (adverb)

wherever you want to go.

The truck is , so you can go up (adjective)

steep hills.

Jump ‘n’ Joy Trampoline

Get exercise and have fun with this (adjective)

trampoline. (adjective)

It’s sturdy, so you can jump . (adverb)

Able to fit 3 people, this trampoline is ! (adjective)

Week 2 • Day 3

strong powerful

smoothly

rugged

springy

bouncy

safely

huge

Sample Answers:

DAY 3

Read the rule aloud. Say: When you write persuasively, you are trying to convince someone else to do something. For example, advertisements try to persuade you to buy something. Then guide students through the activity.

• Point out the first picture and read aloud the first sentence. Say: Let’s think of two adjectives that describe the truck. They should be positive, or say something good about it. What words would make you want to buy it? Allow students to give suggestions. Have them choose two adjectives to fill in the sentence, and then complete sentences 2 and 3 independently.

• Repeat the process for the second advertisement, briefly brainstorming positive aspects of the trampoline. Then have students read aloud their completed ads. Ask: Would these ads persuade you to buy the truck and trampoline? Why or why not?

Convention: Have students reread the first sentence in each completed ad. Ask: Did you remember to write a comma between the two adjectives? Have students correct their work if necessary.

DAY 4


• If necessary, explain that an animal shelter is a place where animals without homes are taken care of. At the shelter, the animals wait for people to adopt them.

• Complete item 1 as a class, brainstorming adjectives and adverbs that would make someone want to adopt a dog. Then have students complete items 2 and 3 independently or in groups.

DAY 5 Writing Prompt• Use your ideas from Day 4 to write an

advertisement for an animal shelter. Write two or three sentences about each animal that will convince your readers to adopt the animal. Use sensory adjectives and adverbs.

• Be sure to use commas between two or more adjectives in a row.


Name:

Word Choice

WORD CHOICE

(hungry)

(tasty)

(good)

(warm)

(hot)

Sensory adjectives tell what something looks, sounds, smells, tastes, or feels like.

A. In each pair of synonyms, which word is just OK, and which one is better? Write each word in the correct column on the chart.

Just OK Better

1. fast • rhythmic

2. icy • cold

3. towering • big

4. good • fragrant

5. bitter • bad

B. Read this part of a story. Think of a better sensory word to replace each word in parentheses. Write the new word on the line.

Mrs. Russo was . Ben and Haley had asked her

to judge their pizza bake-off. She could smell the

pepperoni. Finally, Ben and Haley came out of the kitchen, each

holding their own pizza. Mrs. Russo noticed the

, stringy cheese on Ben’s pizza. On the other hand,

Haley’s sauce tasted very .

“Well?” Haley asked with an expectant impatient look.

“I’ll need to finish both pizzas to decide!” Mrs. Russo declared.

C. Reread the story. Insert a comma where it is needed between two adjectives.

Week 2 • Day 1


Name:

Word Choice

WORD CHOICE

Use adjectives and adverbs to make your sentences more descriptive.

A. Look at the pictures of Kevin and Natalie. Then read each sentence. Rewrite the sentences, adding adjectives and adverbs. If necessary, use a comma between two adjectives.

1. Natalie reels in the fish.

2. Kevin reclines in the chair.

3. Natalie holds her little sister.

4. Kevin glides over the snow.

B. Picture yourself doing something you enjoy. Write a sentence that describes what you are doing. Use at least one adverb and two adjectives in your sentence.

Week 2 • Day 2


Name:

Word Choice

WORD CHOICE

Use sensory adjectives and adverbs when you want your writing to be persuasive.

Read each toy advertisement. Write a sensory adjective or a strong adverb where it is needed. Make sure you put a comma between two adjectives.

Turf Rider Remote-Control Truck

This truck is (adjective) (adjective)

nonstop fun!

The thick wheels turn the truck (adverb)

wherever you want to go.

The truck is , so you can go up (adjective)

steep hills.

Jump ‘n’ Joy Trampoline

Get exercise and have fun with this (adjective)

trampoline. (adjective)

It’s sturdy, so you can jump . (adverb)

Able to fit 3 people, this trampoline is ! (adjective)

Week 2 • Day 3


Name:

Word Choice

WORD CHOICE

Use sensory adjectives and adverbs when you want to persuade.

Imagine you are writing an advertisement for an animal shelter. You want to persuade people to adopt the animals that live there. Write vivid adjectives about each animal. Write adverbs that describe the action words.

1. Dog (adjective) (adjective)

plays (adverb)

learns tricks (adverb)

2. Cat (adjective) (adjective)

purrs (adverb)

snuggles (adverb)

3. Guinea Pig (adjective) (adjective)

squeaks (adverb)

plays (adverb)

Week 2 • Day 4

2. Cat 2. Cat

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


Name:

Word Choice

WORD CHOICE

A simile compares two things, using the words like or as. Similes make your writing unique.

A. Read each poem. Circle the word like or as in each one. Underline the two things that are being compared.

1. Math Piles of numbers As high as the sky, Word problems, division, You name it, I’ll try!

2. Skateboarding Down the steep hill, Wheels rolling like thunder, “How will I stop?” I panic and wonder.

3. Camping The stars are all shining Like tiny flashlights, We set up our tents, We say our good-nights.

B. Which of the poems did you like the best? Write the title using quotation marks.

C. Read this sentence. Rewrite it as a simile, using like or as to compare the underlined subject to something else.

Ethan runs fast!

Week 3 • Day 1

Answers will vary but should be in quotation marks.

Sample Answer: Ethan runs as fast as a cheetah!


Name:

Word Choice

WORD CHOICE

A metaphor compares two things, without using the words like or as.

A. Read this story. Then answer the questions.

GrowingOver a hundred years ago, a Chinese boy named Chong

stowed away on a ship. The ship landed in San Francisco. Chong grew up and got married. He and his wife bought a house in San Francisco. They were setting down their roots. Soon, they had children. Then their children grew up and had families. The family tree grew bigger and bigger, with more branches growing off it. Chong’s grandchildren had children. Some of the family moved to different parts of the country. Soon, the tree’s branches were spread all over the land. But the roots of this mighty tree were still with Chong, in his little house in San Francisco.

1. What two things are being compared in the story? Write a complete sentence, including the title of the story. Use quotation marks.

2. Think about the two things that are being compared. How are they alike?List two ways.

•

•

B. Which one of these would be a better metaphor for a movie? Why?

• a plane ticket to a new, exciting place

• a big, comfortable chair

Week 3 • Day 2

They take a long time to grow.Their roots stay in one place.

In “Growing,” the story compares a family to a tree.

Sample Answers:

Answers will vary.

WEEK

3

DAY 1

Read the rule aloud. Say: Similes are tools writers use to compare and describe things in interesting ways. They make your writing fun and exciting. Then guide students through the activities.

• ActivityA: Say: Each of these poems contains a simile. Let’s find the first one. Read poem 1 aloud. Ask: Which word is in the poem, like or as? (as) Have students circle the word. Then help students identify the simile “piles of numbers as high as the sky.” Explain: This simile is comparing “piles of numbers” to the sky and saying that one is as high as the other. Repeat this process for each poem.

• ActivityB(Convention): Say: When you write about a poem, put the title of the poem in quotation marks. Model writing the title of one poem.

• ActivityC:Brainstorm similes that compare a fast runner. Say: Name something fast. (e.g., cheetah, airplane) Then model forming a simile, such as, “Ethan runs as fast as a cheetah!” Have students write their own similes.

DAY 2

Review the definition of simile. Then say: Today, we will learn about a different kind of comparison. Read the rule aloud and guide students through the activities.

• ActivityA: Read aloud the story or have students read it independently. Then read aloud question 1. Ask: What is the story mainly about? (a man and his family) What is the family being compared to? (a tree) Say: The writer uses the tree as a metaphor for the family. When you think of how a tree grows, you can understand how a family grows.

Convention:Before students answer item 1, explain that the title of a short story is written in quotation marks. For item 2, ask: What do families and trees have in common? (e.g., growth, roots)

• ActivityB: Ask: What does a movie have in common with a plane ticket? What about a comfortable chair? Discuss reasons for both metaphors and have students choose the one they like best.

WORD CHOICEUsing Figurative Language


Convention:Titles of songs, poems, and short stories

WORD CHOICE


Name:

Word Choice

WORD CHOICE

Use similes and metaphors to describe something.

Think of a song you like or dislike. Write the title of the song, using quotation marks. Then answer the questions.

Song Title:

1. Write three describing words that tell about the song.

2. How does the song make you feel?

3. What can you compare the song to?

What do the two have in common?

•

•

•

•

Week 3 • Day 4

“Somewhere Over the Rainbow”Sample Answers:

sweet sappy long

I feel happy for a while because it’s a sweet, pretty song.

Both are very sweet.When you have too much of either one, you get sick!

maple syrup


Name:

Word Choice

WORD CHOICE


Read this description of a song. Then answer the questions.

“Ba-Boom” of DoomI hear it when I wake up in the morning. I hear it when I go to sleep.

I hear it when I’m trying to think of an answer during a social studies test. It’s the “Ba-Boom” song from the Wham Energy Drink commercial! The song starts out soft. “Ba-boom, ba-boom, here’s a can for you,” it says. Then it gets really loud, with a drumbeat that goes really fast. The worst part about it is that a lot of people like the song. The song follows me wherever I go! My little sister sings it in the car. The kids sing it at school. The bus driver sings it when we get on the bus. “Here’s a can for you, and you, and you, and you,” he says, as he points to each of us. The song really wears me out! I thought I could escape it in my sleep. But, when I close my eyes, guess what I hear? “Ba-boom, ba-boom...”

1. Write three similes to describe the song.

•

•

•

2. What is a good metaphor for the song? What could you compare the song to? Give two reasons for your answer.

Metaphor:

Reason 1:

Reason 2:

Week 3 • Day 3

It starts out as soft as a feather.It gets as loud as a car alarm.The drumbeat is like a hammer in the boy’s head.

a pesky flyThey both follow you around.They both make an annoying noise.

Sample Answers:

DAY 3

Read the rule aloud. Then guide students through the activity. You may want students to complete this activity in small groups.

• Read aloud the description. Then read aloud item 1 and model forming a simile that describes the song. For example, say: The writer says the song starts out soft. We could say “The song starts out as soft as a feather.” Ask: What other descriptive words or phrases from the paragraph can we turn into similes? (e.g., loud; drumbeat that’s really fast)

• Read aloud item 2. Say: Now, we’ll figure out what we can compare the whole song to. In a few words, how would you describe the song? (e.g., annoying) What is something else that could be like that? (a buzzing insect) Have students choose a metaphor and list their reasons.

Convention: Point out that the song title appears in quotation marks. Say: When you’re writing about songs, poems, or short stories, always write the titles in quotation marks.

DAY 4


• Say: Yesterday, we read about a song that someone didn’t like. Is there a particular song that you like or don’t like? Help students think of songs they sing at school or hear in movies, on TV, on the radio, or at home. Have each student choose a song and write it in quotation marks.

• Read aloud the questions. For question 3, explain that students will be thinking of a metaphor for their songs. Review the concept of metaphors as necessary. Then have students complete the activity independently. Provide assistance as needed.

DAY 5 Writing Prompt• Describe a song you like or dislike. Use a simile or

a metaphor to tell how the song makes you feel.

• Write the title of the song in quotation marks.


Name:

Word Choice

WORD CHOICE

A simile compares two things, using the words like or as. Similes make your writing unique.

A. Read each poem. Circle the word like or as in each one. Underline the two things that are being compared.

1. Math Piles of numbers As high as the sky, Word problems, division, You name it, I’ll try!

2. Skateboarding Down the steep hill, Wheels rolling like thunder, “How will I stop?” I panic and wonder.

3. Camping The stars are all shining Like tiny flashlights, We set up our tents, We say our good-nights.

B. Which of the poems did you like the best? Write the title using quotation marks.

C. Read this sentence. Rewrite it as a simile, using like or as to compare the underlined subject to something else.

Ethan runs fast!

Week 3 • Day 1


Name:

Word Choice

WORD CHOICE

A metaphor compares two things, without using the words like or as.

A. Read this story. Then answer the questions.

GrowingOver a hundred years ago, a Chinese boy named Chong

stowed away on a ship. The ship landed in San Francisco. Chong grew up and got married. He and his wife bought a house in San Francisco. They were setting down their roots. Soon, they had children. Then their children grew up and had families. The family tree grew bigger and bigger, with more branches growing off it. Chong’s grandchildren had children. Some of the family moved to different parts of the country. Soon, the tree’s branches were spread all over the land. But the roots of this mighty tree were still with Chong, in his little house in San Francisco.

1. What two things are being compared in the story? Write a complete sentence, including the title of the story. Use quotation marks.

2. Think about the two things that are being compared. How are they alike? List two ways.

•

•

B. Which one of these would be a better metaphor for a movie? Why?

• a plane ticket to a new, exciting place

• a big, comfortable chair

Week 3 • Day 2


Name:

Word Choice

WORD CHOICE


Read this description of a song. Then answer the questions.

“Ba-Boom” of DoomI hear it when I wake up in the morning. I hear it when I go to sleep.

I hear it when I’m trying to think of an answer during a social studies test. It’s the “Ba-Boom” song from the Wham Energy Drink commercial! The song starts out soft. “Ba-boom, ba-boom, here’s a can for you,” it says. Then it gets really loud, with a drumbeat that goes really fast. The worst part about it is that a lot of people like the song. The song follows me wherever I go! My little sister sings it in the car. The kids sing it at school. The bus driver sings it when we get on the bus. “Here’s a can for you, and you, and you, and you,” he says, as he points to each of us. The song really wears me out! I thought I could escape it in my sleep. But, when I close my eyes, guess what I hear? “Ba-boom, ba-boom...”

1. Write three similes to describe the song.

•

•

•

2. What is a good metaphor for the song? What could you compare the song to? Give two reasons for your answer.

Metaphor:

Reason 1:

Reason 2:

Week 3 • Day 3


Name:

Word Choice

WORD CHOICE


Think of a song you like or dislike. Write the title of the song, using quotation marks. Then answer the questions.

Song Title:

1. Write three describing words that tell about the song.

2. How does the song make you feel?

3. What can you compare the song to?

What do the two have in common?

•

•

•

•

Week 3 • Day 4

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


Name:

Word Choice

WORD CHOICE

Use informal language with friends and family. Use formal language when your reader could be anyone.

Stephanie wrote about her school food drive in her journal. She also wrote a news article about it for the school newsletter. Read both paragraphs. Then answer the questions.

Journal Entry

The weather was totally cold this morning. We got to the food drive at 7:00. Everyone’s parents were dropping off cans and boxes and stuff. All of a sudden, we were like, “Whoa!” We saw a HUGE truck coming. It was packed with food from Asad’s Market! We were all, “That’s totally cool!” This food drive was super fun. Everyone did a good job!

News Article

On the morning of the food drive, the weather was very cold. Volunteers arrived as early as 7 a.m.! Throughout the morning, many parents brought cans and boxes of vegetables, meat, and rice. Suddenly, we were stunned to see a large truck backing up into the schoolyard. The truck was fi lled with food from Asad’s Market. We thanked Mr. Asad for his thoughtful donation. Everyone decided the food drive went very good!

1. Which writing uses more formal language? Underline words or phrases that sound formal.

2. Which writing uses informal language? Underline words or phrases that sound informal.

Week 4 • Day 1

the news article

the journal entry

well


Name:

Word Choice

WORD CHOICE

Know the difference between formal and informal language.

A. Read each pair of words or phrases. Write F next to the one that is formal. Write I next to the one that is informal.

1. ask request 4. stuff items

2. How are you? What’s up? 5. awesome wonderful

3. lots of many 6. Goodbye CUL8R

B. Read this formal letter. Find and correct the word that should be changed to well. Then rewrite the greeting and paragraph as if you were sending a friendly letter to someone you know.

Dear Mr. Enriquez,

I am a member of the City Youth Orchestra. I play the trumpet. We are having our Winter Concert on January 10. Would you like to buy some tickets? They cost $10.00 for adults and $5.00 for children. I promise we will play very good. The money goes toward new instruments and classes. Please call me at 555-6024.

Week 4 • Day 2

Hi Jason, I’m in the City Youth Orchestra. Do you want to come see me play at our Winter Concert on January 10th? It’ll be awesome. Tickets cost fi ve bucks for kids and ten bucks for adults. The orchestra could really use the cash. I need a new horn! Give me a call.

well

F

I

FI

I

F FI

FI

IF

DAY 1

Write formal and informal on the board. Ask: What do these words mean? Review the difference between formal and informal language and read the rule aloud. Guide students through the activities.

• Read aloud both paragraphs. Explain that a journal entry is for only the writer to read, but a news article is for anyone to read. The two samples show the difference between formal and informal language.

Read question 1 aloud. Then reread the first sentence in each paragraph. Say: The writer used the term totally instead of very. Totally is a slang word that some people use to mean “very.” Slang is not appropriate for news writing, but it is fine to use in a journal entry. Continue having students identify the differences in word choice between the two paragraphs to answer questions 1 and 2.

• Convention: Write the words good and well on the board. Say: Good is an adjective, but well is an adverb. Sometimes we use good when we really mean well. Ask: Which is correct, “went very good” or “went very well”? (“went very well”) Why? (Went is a verb, so it needs an adverb.) Have students reread the news article and correct the word that should be changed to well.

DAY 2


• ActivityA: Read aloud the first pair of words. Ask: Which word is more formal? (request) Have students mark their answers and finish the activity independently. Then go over the answers and discuss each pair, challenging students to think of additional formal or informal synonyms.

• ActivityB(Convention):Read the letter aloud. Say: This is the kind of letter you might write to request money from someone you do not know well. Have students identify and correct the misuse of good. Then discuss how the letter could be made less formal for a friend. For example, say: Instead of writing Dear in the greeting, you could just write Hi. Have students complete the activity and share their informal letters.

WORD CHOICEChoosing Words for Your Audience

WEEK

�


Convention:Using good and well

WORD CHOICE


Name:

Word Choice

WORD CHOICE

If you use polite, formal language when writing a letter, your reader will be more likely to listen to you.

Imagine your family went to a restaurant called Rusty’s. This is what happened while you were there:

• It took an hour for the servers to bring your food.• You ordered a burger, but they brought you liver and onions!• Your mom’s grilled chicken was cold.• Your dad’s ice-cream sundae was melted.

Plan a letter to the owner, Rusty McRussell, to complain about what happened. If you’re nice and polite, he might give you your money back. Answer each question in a complete sentence, using formal, polite language.

1. Why are you writing this letter?

2. How was the food at Rusty’s? Use three describing words.

3. How was the service at Rusty’s? Use two describing words.

4. What do you want the owner to do?

Week 4 • Day 4

Sample Answers:

I am requesting a refund for our meal.

The food wasn’t prepared well. It was cold, melted, or the wrong dish.

The service was not good. It took too long to get our food.

Please refund our money and try to improve your service.


Name:

Word Choice

WORD CHOICE


Rebecca wrote a letter to a toy company to complain about a brokenremote-control car she bought. Read the letter. Then rewrite it, using formal language. Fix the word that should be changed.

Hey Remote Possibilities Inc.,

The Crazee Car you sold me is a total dud. It doesn’t work good at all. When I press “forward,” the car goes backward. When I press “backward,” the car goes forward! My BFF Brian says I should just hold the remote upside down and it will all make sense. LOL! At least I have a good sense of humor. But I’m returning your messed-up car anyway. Don’t try to send me another one! Just give me my money back.

Thanks,Rebecca Balboa

Week 4 • Day 3

Dear Remote Possibilities Inc.: I just received the Crazee Car I ordered, but it is broken. When I press the “forward” button on the remote control, the car goes backward. When I press the “backward” button, the car goes forward. Because it does not work properly, I’m returning the car to you. I would like my money back instead of another car.

Thank you very much,Rebecca Balboa

Sample Letter:

well

DAY 3


• Read the letter aloud. Then reread the first sentence. Say: Rebecca calls the car a dud. Is there a nicer, more polite way to describe the car? How about just saying that the car is broken?

Convention:Reread the second sentence. Ask: Is good the correct word to use here? Why? (No—It is being used as an adverb to describe how the car works.) What is the correct word to use? (well)

• Continue to go over each sentence, the greeting, and the closing, asking students if they can think of more formal words and phrases. Point out that LOL and other abbreviations are fine for text messaging or e-mails to friends, but they are too informal for this letter.

• You may want students to complete the activity in small groups. Then have groups read aloud their finished letters.

DAY 4


• Read through the scenario. Ask: Have you ever had an experience like this? What happened? Explain that people often complain to business owners, hoping that they will get their money back or that service will improve.

• Read aloud question 1. Model writing a polite, formal sentence, such as “I am requesting a refund for our meal.” Then have students answer the remaining questions on their own. You may want students to use a dictionary or thesaurus to find new and interesting formal words.

DAY 5 Writing Prompt• Write a letter to the owner of Rusty’s, telling him

about your family’s bad experience. Use your answers to the questions on Day 4.

• Use the words good and well at least once.


Name:

Word Choice

WORD CHOICE

Use informal language with friends and family. Use formal language when your reader could be anyone.

Stephanie wrote about her school food drive in her journal. She also wrote a news article about it for the school newsletter. Read both paragraphs. Then answer the questions.

Journal Entry

The weather was totally cold this morning. We got to the food drive at 7:00. Everyone’s parents were dropping off cans and boxes and stuff. All of a sudden, we were like, “Whoa!” We saw a HUGE truck coming. It was packed with food from Asad’s Market! We were all, “That’s totally cool!” This food drive was super fun. Everyone did a good job!

News Article

On the morning of the food drive, the weather was very cold. Volunteers arrived as early as 7 a.m.! Throughout the morning, many parents brought cans and boxes of vegetables, meat, and rice. Suddenly, we were stunned to see a large truck backing up into the schoolyard. The truck was filled with food from Asad’s Market. We thanked Mr. Asad for his thoughtful donation. Everyone decided the food drive went very good!

1. Which writing uses more formal language? Underline words or phrases that sound formal.

2. Which writing uses informal language? Underline words or phrases that sound informal.

Week 4 • Day 1


Name:

Word Choice

WORD CHOICE

Know the difference between formal and informal language.

A. Readeachpairofwordsorphrases.WriteFnexttotheonethatisformal.WriteInexttotheonethatisinformal.

1. ask request 4. stuff items

2. How are you? What’s up? 5. awesome wonderful

3. lots of many 6. Goodbye CUL8R

B. Read this formal letter. Find and correct the word that should bechangedtowell. Then rewrite the greeting and paragraph as ifyouweresendingafriendlylettertosomeoneyouknow.

Dear Mr. Enriquez,

I am a member of the City Youth Orchestra. I play the trumpet. We are having our Winter Concert on January 10. Would you like to buy some tickets? They cost $10.00 for adults and $5.00 for children. I promise we will play very good. The money goes toward new instruments and classes. Please call me at 555-6024.

Week 4 • Day 2


Name:

Word Choice

WORD CHOICE


Rebecca wrote a letter to a toy company to complain about a broken remote-control car she bought. Read the letter. Then rewrite it, using formal language. Fix the word that should be changed.

Hey Remote Possibilities Inc.,

The Crazee Car you sold me is a total dud. It doesn’t work good at all. When I press “forward,” the car goes backward. When I press “backward,” the car goes forward! My BFF Brian says I should just hold the remote upside down and it will all make sense. LOL! At least I have a good sense of humor. But I’m returning your messed-up car anyway. Don’t try to send me another one! Just give me my money back.

Thanks,Rebecca Balboa

Week 4 • Day 3


Name:

Word Choice

WORD CHOICE


Imagine your family went to a restaurant called Rusty’s. This is what happened while you were there:

• It took an hour for the servers to bring your food.• You ordered a burger, but they brought you liver and onions!• Your mom’s grilled chicken was cold.• Your dad’s ice-cream sundae was melted.

Plan a letter to the owner, Rusty McRussell, to complain about what happened. If you’re nice and polite, he might give you your money back. Answer each question in a complete sentence, using formal, polite language.

1. Why are you writing this letter?

2. How was the food at Rusty’s? Use three describing words.

3. How was the service at Rusty’s? Use two describing words.

4. What do you want the owner to do?

Week 4 • Day 4

9� Daily 6-Trait Writing • EMC 6024 • © Evan-Moor Corp.WORD CHOICE


Name:

Word Choice

WORD CHOICE

A good beginning gets the reader’s attention. One way to do this is to begin with a question.

A. Read each paragraph. Then answer the question.

Paragraph A

Do you enjoy watching movies? How about sunsets? If you like using your eyes, you’ll love vitamin A! Vitamin A is important for your sight. You can get it from vegetables, fish, and eggs. So pick up a carrot and get your vitamin A today!

Paragraph B

Vitamin A is important for your sight. You should eat many foods with vitamin A. You can get it from foods such as carrots, eggs, and fish. So pick up a carrot and get your vitamin A today!

Which paragraph is better at getting your attention? Explain your answer.

B. Read this paragraph. Find the misspelled possessive pronounand fi x it. Then rewrite the beginning of the paragraph, using a question to get the reader’s attention.

Brian Jones is the greatest basketball player to come out of our city. In fact, he went to our school! When Brian went to college, his team won the championships. He was even named Most Valuable Player. Now Brian plays in the NBA. If you like basketball, you should be proud of Brian Jones. In fact, be proud of you’re school, too!

Week 5 • Day 1

Sample Answer: Paragraph A is better because the questions made me feel like the writer was talking directly to me.

Sample Answer: Who’s the greatest basketball player to ever come from our school? Brian Jones is!

your


Name:

Word Choice

WORD CHOICE

Use a quotation or a surprising fact to get yourreader’s attention.

A. Read each paragraph beginning. Mark the one that uses a quotation or an interesting fact to get the reader’s attention.

1. Making paper airplanes is simple. I have made paper airplanes for many years and can tell you exactly what to do.

Wilbur Wright said, “It is possible to fly without motors, but not without knowledge and skill.” He’s still right. All you need is a little knowledge and skill to make a great paper airplane.

2. To keep penguins rescued from oil spills warm, scientists put sweaters on them.

Penguins must be kept warm after they are rescued from oil spills.

B. Read this paragraph. Find the misspelled word and fi x it. Then rewrite the beginning of the paragraph, using a quotation or an interesting fact to get the reader’s attention.

A honey badger is a type of weasel. Its jaws are very powerful. It often kills and eats snakes in its native African deserts. Even if you are a bee, your not safe from the honey badger! This animal can eat live bees. Its skin is so thick, it can’t feel the bees’ stings!

Week 5 • Day 2

(quotation) You’ve heard the tune “Pop Goes the Weasel!” Well, you don’t want to be around this weasel when it pops up!; (fact) One of the most fearless animals is a type of weasel called the honey badger.

you’re

Sample Answers:

DAY 1

Ask: When you are changing channels on the TV, what makes you stop and watch a show? When you’re in the library, what makes you pick out a certain book? Explain that these things have to get our attention before we watch or read more. Then read the rule aloud and guide students through the activities.

• ActivityA: Read aloud both paragraphs and have students answer the question. Point out how the questions in Paragraph A draw the reader in by asking about personal experiences. They make the reader curious about the paragraph.

• ActivityB(Convention): Write your and you’re on the board. Say: Your is a possessive pronoun. It means “something that belongs to you.” What is the word you’re? (a contraction for you are) Have students read the paragraph on their own, find the error, and fix it.

Then say: The paragraph starts with a regular main idea sentence. What if we tried starting with a question? What question could get a reader interested in Brian Jones? Have students give suggestions before completing the activity.

DAY 2

Define quotation as what a famous person said, or the exact words from a book, song, or movie. Read the rule aloud and guide students through the activities.

• ActivityA: Read aloud item 1. Ask: Does either beginning start with a quotation or an interesting fact? (the second) Ask students why the quotation makes it a better beginning. (It’s more interesting than just being told that something is simple.) Repeat the process for item 2, explaining the factthat penguins sometimes wear sweaters is an interesting fact that people aren’t likely to know.

• ActivityB(Convention): Review the rules for your and you’re. Have students read the paragraph independently and fix the error. Then ask: Can you think of a famous silly song that has a weasel in the title? Or is there an interesting fact in the paragraph that you could move up to the top? Have students give suggestions before completing the activity.

WORD CHOICEGetting the Reader’s Attention

WEEK

�

© Evan-Moor Corp. • EMC 6024 • Daily 6-Trait Writing 9�WORD CHOICE


Name:

Word Choice

WORD CHOICE

Get your reader’s attention with a good beginning.

A. Think of something weird or scary that has happened to you. Use the web to write details about the event.

B. Write two good beginnings that would get your reader’s attention. Remember these strategies:

• Ask a question. • Tell an interesting fact. • Use a quotation. • Tell about an exciting or mysterious event.

1.

2.

Week 5 • Day 4

Event:The windows in my dad’s new car kept rolling down by themselves.

fi xed the wiring

Dad got mad at me for rolling down window, but I didn’t do it

fi nally believed me thought there was a ghost in the car!

went to the dealership

Have you ever thought you were living with a ghost? I did!

I looked at Dad. Dad looked at me. “Why did you roll down the window?” we asked each other at the same time.

Sample Answers:

Sample Answers:


Name:

Word Choice

WORD CHOICE

Start a story by telling about a sudden, unexpected, or mysterious event.

A. Read these personal narratives. Write an X next to the one that begins by telling about an unexpected event.

Last Sunday night, I was eating dinner with my mom and grandma, when all of a sudden we heard a huge crash above us! Our upstairs neighbor’s foot had come through the ceiling and was dangling above our table! We all jumped up and ran from the kitchen. We were terrified! Later, we found out that there was a water leak. The water had rotted away our ceiling and the neighbor’s floor.

There was a leak in my upstairs neighbor’s apartment. Our ceiling was rotting, but no one knew about the problem. Then one day, I was eating dinner with my mom and grandma. We heard a huge crash above us! Our upstairs neighbor’s foot came right through the ceiling! We jumped up and ran from the kitchen.

B. Read this personal narrative. Find the misspelled words and fi x them. Then rewrite the beginning of the narrative so that it starts with an unexpected or mysterious event.

Sometimes you’re dog will bark when it senses that an earthquake is coming. That happened once with our dog, Harley. One night the ground started to shake. We had a mild earthquake. Then we figured out why Harley had been barking all day, even though we had taken him for an extra walk. We said to Harley, “Your the only one who knew the earthquake was coming!”

Week 5 • Day 3

Sample Answer: One day, our dog Harley wouldn’t stop barking. We couldn’t fi gure out why! We even took him for an extra walk. Then, that night, the ground started to shake!

your

You’re

DAY 3

Read the rule aloud. Guide students through the activities.

• ActivityA: Have students read each paragraph and then share their answers. Point out that the first paragraph goes right to the exciting part of the story: the foot coming through the ceiling. In the second paragraph, the writer already tells you that the ceiling is rotting, so the fact that the ceiling broke isn’t as much of a surprise.

• ActivityB(Convention): Have students independently read the paragraph, finding and fixing the usage errors. Go over the answers.

Then have students rewrite the beginning of the paragraph. Remind them to start with an action that will surprise or make the reader curious, rather than just telling what happened. Invite students to share their new beginnings with the class.

DAY 4


• ActivityA: Ask questions to help students brainstorm topics for their personal narratives. For example: Has anything unexpected ever happened to you? Have you ever tried to figure out a mystery? Then draw the web on the board and model filling it in with details.

• ActivityB: Review each strategy for getting the reader’s attention. You may want to have students brainstorm possible beginnings for their narratives in pairs or small groups. Circulate to assess understanding and offer suggestions.

DAY 5 Writing Prompt• Use your ideas from Day 4 to write a personal

narrative about something weird or scary that has happened to you. Include a beginning that will get your reader’s attention.

• Be sure to use your and you’re correctly.

Convention:Using your and you’re


Name:

Word Choice

WORD CHOICE

A good beginning gets the reader’s attention. One way to do this is to begin with a question.

A. Read each paragraph. Then answer the question.

Paragraph A

Do you enjoy watching movies? How about sunsets? If you like using your eyes, you’ll love vitamin A! Vitamin A is important for your sight. You can get it from vegetables, fish, and eggs. So pick up a carrot and get your vitamin A today!

Paragraph B

Vitamin A is important for your sight. You should eat many foods with vitamin A. You can get it from foods such as carrots, eggs, and fish. So pick up a carrot and get your vitamin A today!

Which paragraph is better at getting your attention? Explain your answer.

B. Read this paragraph. Find the misspelled possessive pronoun and fix it. Then rewrite the beginning of the paragraph, using a question to get the reader’s attention.

Brian Jones is the greatest basketball player to come out of our city. In fact, he went to our school! When Brian went to college, his team won the championships. He was even named Most Valuable Player. Now Brian plays in the NBA. If you like basketball, you should be proud of Brian Jones. In fact, be proud of you’re school, too!

Week 5 • Day 1


Name:

Word Choice

WORD CHOICE

Use a quotation or a surprising fact to get yourreader’s attention.

A. Read each paragraph beginning. Mark the one that uses a quotation or an interesting fact to get the reader’s attention.

1. Making paper airplanes is simple. I have made paper airplanes for many years and can tell you exactly what to do.

Wilbur Wright said, “It is possible to fly without motors, but not without knowledge and skill.” He’s still right. All you need is a little knowledge and skill to make a great paper airplane.

2. To keep penguins rescued from oil spills warm, scientists put sweaters on them.

Penguins must be kept warm after they are rescued from oil spills.

B. Read this paragraph. Find the misspelled word and fi x it. Then rewrite the beginning of the paragraph, using a quotation or an interesting fact to get the reader’s attention.

A honey badger is a type of weasel. Its jaws are very powerful. It often kills and eats snakes in its native African deserts. Even if you are a bee, your not safe from the honey badger! This animal can eat live bees. Its skin is so thick, it can’t feel the bees’ stings!

Week 5 • Day 2


Name:

Word Choice

WORD CHOICE

Start a story by telling about a sudden, unexpected, or mysterious event.

A. Read these personal narratives. Write anX next to the one that begins by telling about an unexpected event.

Last Sunday night, I was eating dinner with my mom and grandma, when all of a sudden we heard a huge crash above us! Our upstairs neighbor’s foot had come through the ceiling and was dangling above our table! We all jumped up and ran from the kitchen. We were terrified! Later, we found out that there was a water leak. The water had rotted away our ceiling and the neighbor’s floor.

There was a leak in my upstairs neighbor’s apartment. Our ceiling was rotting, but no one knew about the problem. Then one day, I was eating dinner with my mom and grandma. We heard a huge crash above us! Our upstairs neighbor’s foot came right through the ceiling! We jumped up and ran from the kitchen.

B. Read this personal narrative. Find the misspelled words and fi x them. Then rewrite the beginning of the narrative so that it starts with an unexpected or mysterious event.

Sometimes you’re dog will bark when it senses that an earthquake is coming. That happened once with our dog, Harley. One night the ground started to shake. We had a mild earthquake. Then we figured out why Harley had been barking all day, even though we had taken him for an extra walk. We said to Harley, “Your the only one who knew the earthquake was coming!”

Week 5 • Day 3


Name:

Word Choice

WORD CHOICE

Get your reader’s attention with a good beginning.

A. Think of something weird or scary that has happened to you. Use the web to write details about the event.

B. Write two good beginnings that would get your reader’s attention. Remember these strategies:

• Ask a question. • Tell an interesting fact. • Use a quotation. • Tell about an exciting or mysterious event.

1.

2.

Week 5 • Day 4

Event:



SENTENCE FLUENCY


Name:

SentenceFluency

SENTENCE FLUENCY

A run-on sentence is made up of two or more sentences that run together. Run-on sentences make your writing hard to read.

A. Read aloud each paragraph. Then answer the question.

Paragraph 1

Maria’s family has Thanksgiving at her grandmother’s house every year. Grandma has the biggest table in the family! It can fit turkey, enchiladas, and many more goodies. So, we all bring our favorite dishes and eat a big meal. Then we go for a long walk at the beach.

Paragraph 2

Maria’s family has Thanksgiving at her grandmother’s house every year because Grandma has the biggest table and it can fit turkey, enchiladas, and many more goodies so we all bring our favorite dishes and eat a big meal then we go for a long walk at the beach.

Why is Paragraph 2 a run-on sentence?

B. Rewrite each run-on sentence below. Turn it into two smaller sentences.

1. Adam walks fast toward the water the rest of us walk behind him while looking for shells and rocks.

2. Aunt Sara builds sand castles in the summer once she won money in a contest and bought a bike.

Week 1 • Day 1

It is too long and it tells about too many things. It can be broken into 5 smaller sentences.

Adam walks fast toward the water. The rest of us walk behind him while looking for shells and rocks.

Aunt Sara builds sandcastles in the summer. Once she won money in a contest and bought a bike.

Sample Answers:


Name:

SentenceFluency

SENTENCE FLUENCY

A rambling sentence has too many ands, buts, or sos. Fix rambling and run-on sentences by breaking them into smaller sentences.

Read this cause-and-effect paragraph. Find the two run-on and two rambling sentences and underline them. Then rewrite each one, using the correct punctuation to break them up.

Have you ever left out a cold glass of milk only to come back and find that it’s become warm and have you ever tried to drink a big mug of hot chocolate quickly before it cooled off in the winter air? Most of us know that liquid won’t stay hot or cold for long. But if you put hot soup in a thermos, it will stay warm, a thermos will also keep cold liquid cold how can a thermos do this? It’s called radiation! Inside a thermos is a silver mirror, this special kind of mirror can reflect energy. Icy liquid has cold energy so the thermos gives back cold energy and hot liquid has warm energy so the thermos gives back warm energy and that’s how a thermos works. The mirror inside a thermos may not be good for combing your hair or checking your teeth, but it can be very useful at lunchtime!

1.

2.

3.

4.

Week 1 • Day 2

Have you ever left out a cold glass of milk only to come back and find that it’s become warm? Have you ever tried to drink a big mug of hot chocolate quickly before it cooled off in the winter air?But if you put hot soup in a thermos, it will stay warm. A thermos will also keep cold liquid cold. How can a thermos do this?

Inside a thermos is a silver mirror. This special kind of mirror can reflect energy.Icy liquid has cold energy, so the thermos gives back cold energy. Hot liquid has warm energy, so the thermos gives back warm energy.That’s how a thermos works!

WEEK

1

DAY 1


• ActivityA: Read aloud the first two sentences of Paragraph 1, pausing at the end of each one. Explain that you are pausing when you see end punctuation. Then divide students into pairs and have partners read the paragraphs to each other, pausing only at end punctuation. When students have finished reading, ask: Which paragraph was harder to read? Why? (Paragraph 2; there were no places to pause and take a breath) Help students to understand that Paragraph 2 is a run-on sentence. It is a long string of sentences without proper punctuation, and it tells about too many things.

• ActivityB(Convention): Write sentence 1 on the board. Say: This sentence tells about too many things. What two smaller sentences can we make? Remind students that each complete sentence needs end punctuation to separate one sentence from another. Punctuate the two separate sentences on the board. Then say: Now we can delete the word and, because we don’t need it to hold the two parts of the sentence together anymore. Have students rewrite sentence 2 independently.

DAY 2


• Read aloud the first sentence. Say: This is a rambling sentence. It has too many ideas for just one sentence. Model breaking the sentence into two smaller questions, emphasizing that each one ends with a question mark. Have students write the new questions on the lines for item 1.

• Have students finish reading the paragraph and completing the activity independently. Then go over the answers as a class.

• Convention: Point out the comma in the sentence beginning “Inside a thermos...” Say: A comma does not break a run-on sentence into two sentences. So, we delete the comma and change it to a period.

SENTENCE FLUENCYRevising Run-on Sentences


Convention:End punctuation

SENTENCE FLUENCY


Name:

SentenceFluency

SENTENCE FLUENCY

Watch out for run-on and rambling sentences as you write.

Choose one of the introductions below. Then write a sentence that tells what happens in each part of the story.

Introduction:

Once upon a time, there was a princess who loved to climb trees. One day, she was climbing a willow tree in the enchanted forest when...

It was a cold, windy day on Planet Azure. Lexi and Vin were riding their scooter-bots across the blue sand when...

Jonah had always wanted a dog, but there was something strange about the little puppy sitting on his doorstep...

Event:

Turning Point:

Event:

Conclusion:

Week 1 • Day 4

The tree starts weeping because the king wants to chop it down to make a new throne.

A lightning storm kills many trees, which makes the river flood the town.

The king realizes that trees are precious and saves the willow. He will keep his old throne.

Princess Kim and the willow become good friends.

Sample Answers:


Name:

SentenceFluency

SENTENCE FLUENCY

Read aloud your writing to check for run-on and rambling sentences.

A. Look at the sequence map for this fantasy story about Juan. Then fi nish writing the story.

One day, Juan went to the city dump. He found a computer thatlooked really old.

B. Read your story to a partner, pausing after each sentence. Check for run-on and rambling sentences as you read. Then correct any that you fi nd.

Week 1 • Day 3

Introduction Event Turning Point Event Conclusion

He took the computer home and plugged it in. All of a sudden, Juan was really small! The computer had made him shrink. What could he do now? He jumped down and built a pile of books under the outlet. He stood on top of the books and reached up to the computer cord. With all of his might, Juan unplugged the computer. He turned back to normal size! Later, Juan returned the computer to the dump. He never wanted to see it again!

Sample Answer:

DAY 3

Read the rule aloud. Say: Reading your writing aloud is a good editing strategy. When you read something aloud, you will catch errors you may not have noticed before. Then guide students through the activities.

• ActivityA: Remind students that a sequence map tells about the parts of a story. Have students discuss what is happening in each picture. Then read aloud the story starter and say: The picture for the first event after the introduction shows Juan plugging in the computer. So the next sentence could be, “He took the computer home and plugged it in.” Have students finish writing the story independently.

• ActivityB(Convention): Divide students into pairs and have them read their stories to each other. Instruct students to pause after each sentence, listening for ones that are too long or that run together without punctuation. Remind students that run-on sentences should be broken into smaller sentences ending in a period, an exclamation point, or a question mark.

DAY 4


• Ask: Do you ever read fantasy stories? What are they about? Remind students that a fantasy is something that could not happen in real life. It may involve robots or imaginary creatures. It can take place in the past, present, or future.

• Have students choose one of the introductions. Then circulate, helping students write a sentence for each part of the story. When finished, have students exchange papers to check for run-on sentences.

DAY 5 Writing Prompt• Write a fantasy story using the sentences you wrote

on Day 4. Add additional sentences to give more details about the story. Read your draft to a partner to check for run-on sentences.

• Correct any run-on sentences by breaking them into smaller sentences.


Name:

Sentence Fluency

SENTENCE FLUENCY

A run-on sentence is made up of two or more sentences that run together. Run-on sentences make your writing hard to read.

A. Read aloud each paragraph. Then answer the question.

Paragraph 1

Maria’s family has Thanksgiving at her grandmother’s house every year. Grandma has the biggest table in the family! It can fit turkey, enchiladas, and many more goodies. So, we all bring our favorite dishes and eat a big meal. Then we go for a long walk at the beach.

Paragraph 2

Maria’s family has Thanksgiving at her grandmother’s house every year because Grandma has the biggest table and it can fit turkey, enchiladas, and many more goodies so we all bring our favorite dishes and eat a big meal then we go for a long walk at the beach.

Why is Paragraph 2 a run-on sentence?

B. Rewrite each run-on sentence below. Turn it into two smaller sentences.

1. Adam walks fast toward the water the rest of us walk behind him while looking for shells and rocks.

2. Aunt Sara builds sand castles in the summer once she won money in a contest and bought a bike.

Week 1 • Day 1


Name:

SentenceFluency

SENTENCE FLUENCY

A rambling sentence has too many ands, buts, or sos. Fix rambling and run-on sentences by breaking them into smaller sentences.

Read this cause-and-effect paragraph. Find the two run-on and two rambling sentences and underline them. Then rewrite each one, using the correct punctuation to break them up.

Have you ever left out a cold glass of milk only to come back and find that it’s become warm and have you ever tried to drink a big mug of hot chocolate quickly before it cooled off in the winter air? Most of us know that liquid won’t stay hot or cold for long. But if you put hot soup in a thermos, it will stay warm, a thermos will also keep cold liquid cold how can a thermos do this? It’s called radiation! Inside a thermos is a silver mirror, this special kind of mirror can reflect energy. Icy liquid has cold energy so the thermos gives back cold energy and hot liquid has warm energy so the thermos gives back warm energy and that’s how a thermos works. The mirror inside a thermos may not be good for combing your hair or checking your teeth, but it can be very useful at lunchtime!

1.

2.

3.

4.

Week 1 • Day 2


Name:

SentenceFluency

SENTENCE FLUENCY

Read aloud your writing to check for run-on and rambling sentences.

A. Look at the sequence map for this fantasy story about Juan. Then fi nish writing the story.

One day, Juan went to the city dump. He found a computer thatlooked really old.

B. Read your story to a partner, pausing after each sentence. Check for run-on and rambling sentences as you read. Then correct any that you fi nd.

Week 1 • Day 3

Introduction Event Turning Point Event Conclusion


Name:

SentenceFluency

SENTENCE FLUENCY

Watch out for run-on and rambling sentences as you write.

Choose one of the introductions below. Then write a sentence that tells what happens in each part of the story.

Introduction:

Once upon a time, there was a princess who loved to climb trees. One day, she was climbing a willow tree in the enchanted forest when...

It was a cold, windy day on Planet Azure. Lexi and Vin were riding their scooter-bots across the blue sand when...

Jonah had always wanted a dog, but there was something strange about the little puppy sitting on his doorstep...

Event:

Turning Point:

Event:

Conclusion:

Week 1 • Day 4

10� Daily 6-Trait Writing • EMC 6024 • © Evan-Moor Corp.SENTENCE FLUENCY


Name:

SentenceFluency

SENTENCE FLUENCY

Use a comma and a conjunction (and, but, or or) to combine two short sentences into one compound sentence.

A. Read this advertisement for a guitar. Underline each compound sentence, and circle its comma and conjunction.

BE A POP STAR WITH YOUR OWN GUITAR!

The Pop Rock Music Store has new guitars in stock. We have almost a hundred, and we want to sell them now! Each guitar comes with five free lessons. Learn to play the hits of the day, or learn to write your own. So, hurry down today to get your new guitar. We may have a lot of them now, but they won’t last long!

B. Read each pair of sentences. Use a comma and the conjunction at the end to combine the sentences into one compound sentence.

1. Steven likes to sing. He plays piano. (and)

2. Michelle can play violin. She can dance in the talent show. (or)

3. The other kids want to sing. They don’t know a good song. (but)

Week 2 • Day 1

Steven likes to sing, and he plays piano.

Michelle can play violin, or she can dance in the talent show.

The other kids want to sing, but they don’t know a good song.


Name:

SentenceFluency

SENTENCE FLUENCY


A. Read this autobiography. Underline short sentences that could be combined into one compound sentence. Then use a comma and a conjunction to write each new compound sentence on the lines.

My name is Charlie. I am from Miami. My parents own a bike shop. When I was little, I played in the shop while my parents worked. All of my memories are about riding bikes. We never went to the mall or to the beach. I can’t swim fast. I can ride a bike all day! I won my first bike race when I was seven. When I grow up, I want to race more. I could be a pro racer. I could take over the bike shop.

1.

2.

3.

B. Read this description of a person. Find the errors in the compound sentences. Use proofreading marks to correct them.

Isabella works in the after-school center. She helps with homework, she coaches soccer. She has brown hair and green eyes. Her favorite color is red but don’t give her red licorice. She is allergic to candy! You can see Isabella on the playground you can see her in the library. You just won’t see her in the candy store!

Week 2 • Day 2

My name is Charlie, and I am from Miami.

I can’t swim fast, but I can ride a bike all day!

I could be a pro racer, and/or I could take over the bike shop.

and

DAY 1

Say: This week, we’ll learn how to put short sentences together into longer sentences. Longer sentences help our writing flow. Read the rule aloud. Then guide students through the activities.

• ActivityA: Read aloud the headline and the first two sentences of the advertisement. Explain that the second sentence is a compound sentence. Ask: What two sentences were joined to make this compound sentence? (“We have...” and “We want...”) What word is used to join them? (and) Say: And is a conjunction, or a special word that can connect two sentences. The words but and or are also conjunctions. Have students underline the sentence and circle the comma and conjunction. Then have them finish the activity independently.

• ActivityB(Convention): Read aloud item 1. Model forming a compound sentence on the board, saying: First, I write the first sentence. Then, I write a comma instead of a period. Next, I add the conjunction. Finally, I write the second sentence with a period at the end. Have students complete items 2 and 3 independently.

DAY 2


• ActivityA: Read aloud the autobiography. Then help students find and underline short sentences. For example, say: The first two sentences are very short and sound choppy, especially compared to the other ones. I’ll underline them. Keep going through the paragraph, having students follow along. Then have students write the compound sentences on their own. Go over the answers as a class.

• ActivityB(Convention): Remind students that every compound sentence needs a comma and a conjunction. Read aloud the paragraph. Then write the second sentence on the board. Ask: What is this compound sentence missing? (a conjunction) Model using the insertion mark to add and. Have students complete the activity on their own or in pairs.

SENTENCE FLUENCYCombining Sentences with Conjunctions

WEEK

2

© Evan-Moor Corp. • EMC 6024 • Daily 6-Trait Writing 107SENTENCE FLUENCY


Name:

SentenceFluency

SENTENCE FLUENCY

Use compound sentences in your writing.

Choose two rooms in your school. Write their names in the circles of the Venn diagram. Then fi ll in the diagram to compare and contrast the rooms.

Here are some things to think about:

• the furniture • what you do in the rooms • what’s on the walls • who is in the rooms

Week 2 • Day 4

Room: Room:

Both

Sample Answers:

listenlearn

posterschairsboardlights

teacher’s deskhave fun

music noteschairs in rowsmusic books

singplay recorder

Music Room Mr. Patel’s Room

chairs anddesks in groupsbookswindowscience projects

110

Name:

SentenceFluency

SENTENCE FLUENCY

Use nd sentences in y r writing

Read the Venn diagram. Then write a paragraph that compares and contrasts Earth and Mars. Include at least 3 compound sentences, using a comma anda conjunction.

W Day 3

3r fromsu

o

d

su

go rou su

m

r s m

fm

s mo

r rSou P s

s

Conjunctions

and but or

Earth Mars

htoB

Sample Answer:Both Earth and Mars are part of the same solar system. Earth is

the 3rd planet from the sun, and Mars is the 4th planet. Earth takes365 days to orbit the sun, but Mars takes almost twice as long! Bothplanets have ice on their poles. Also, volcanoes can be found on Earth,or they can be found on Mars. However, Mars has the largest volcanoin the solar system. The biggest difference is that Earth has animaland plant life, but Mars does not.

DAY 3


• Explain how the diagram works. Say: EverythinginthefirstcircletellsaboutEarth.EverythinginthesecondcircletellsaboutMars.Themiddlesectiontellswhatthetwoplanetshaveincommon. Then go through the diagram, reading it aloud.

• Model using the diagram to form a compound sentence. Say: Whenyoufindtwothingsthataredifferent,youcanmakeacompoundsentencewithbut.Forexample:“Earthhasanimalandplantlife,butMarsdoesnot.” Write the sentence on the board. Have students suggest other sentences that can be formed from the diagram with and, but, or or. Have students complete the activity independently.

Convention: Have students reread their finished paragraphs, checking each compound sentence for a comma and conjunction. Have students use proofreading marks to correct any errors they find.

DAY 4


• Review how a Venn diagram works. Then brainstorm various rooms in your school. Ask: Whichroomsinourschoolareverydifferent?(e.g., lunchroom, library)Aretheyalikeinanyway?Whichroomsaresimilarbuthavesmalldifferences?(classrooms) Whatmakesthemdifferent?

• Have students choose two rooms to compare and contrast and then fill out the diagrams independently. Circulate to offer assistance, and ensure that students are coming up with multiple points of comparison.

DAY 5 Writing Prompt• UseyourideasfromDay4towriteaparagraph

thatcomparesandcontraststworoomsinyourschool.Includeatleastthreecompoundsentences.

• Makesureeachcompoundsentencehasacommaandtheconjunctionand, but,or or.

Convention:Commas in compound sentences


Name:

SentenceFluency

SENTENCE FLUENCY


A. Read this advertisement for a guitar. Underline each compound sentence, and circle its comma and conjunction.

BE A POP STAR WITH YOUR OWN GUITAR!

The Pop Rock Music Store has new guitars in stock. We have almost a hundred, and we want to sell them now! Each guitar comes with five free lessons. Learn to play the hits of the day, or learn to write your own. So, hurry down today to get your new guitar. We may have a lot of them now, but they won’t last long!

B. Read each pair of sentences. Use a comma and the conjunction at the end to combine the sentences into one compound sentence.

1. Steven likes to sing. He plays piano. (and)

2. Michelle can play violin. She can dance in the talent show. (or)

3. The other kids want to sing. They don’t know a good song. (but)

Week 2 • Day 1

have a lot of them now, but they won’t last long!


Name:

Sentence Fluency

SENTENCE FLUENCY


A. Read this autobiography. Underline short sentences that could be combined into one compound sentence. Then use a comma and a conjunction to write each new compound sentence on the lines.

My name is Charlie. I am from Miami. My parents own a bike shop. When I was little, I played in the shop while my parents worked. All of my memories are about riding bikes. We never went to the mall or to the beach. I can’t swim fast. I can ride a bike all day! I won my first bike race when I was seven. When I grow up, I want to race more. I could be a pro racer. I could take over the bike shop.

1.

2.

3.

B. Read this description of a person. Find the errors in the compound sentences. Use proofreading marks to correct them.

Isabella works in the after-school center. She helps with homework, she coaches soccer. She has brown hair and green eyes. Her favorite color is red but don’t give her red licorice. She is allergic to candy! You can see Isabella on the playground you can see her in the library. You just won’t see her in the candy store!

Week 2 • Day 2


Name:

Sentence Fluency

SENTENCE FLUENCY


Read the Venn diagram. Then write a paragraph that compares and contrasts Earth and Mars. Include at least 3 compound sentences, using a comma and a conjunction.

Week 2 • Day 3

• 3rd planet from the sun

• takes 365 days to go around the sun

• has animal and plant life

• 4th planet from the sun

• takes 687 days to go around the sun

• has no animal or plant life

• has the largest volcano in the solar system

• part of the same solar system

• have ice on their North and South Poles

• have volcanoes

Conjunctions

and but or

Earth Mars

Both


Name:

Sentence Fluency

SENTENCE FLUENCY


Choose two rooms in your school. Write their names in the circles of the Venn diagram. Then fill in the diagram to compare and contrast the rooms.

Here are some things to think about:

• the furniture • what you do in the rooms • what’s on the walls • who is in the rooms

Week 2 • Day 4

Room: Room:

Both

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


Name:

SentenceFluency

SENTENCE FLUENCY

You can combine two simple sentences into a complex sentence, using certain conjunctions.

A. Read this thank-you note. Find each sentence that contains a conjunction from the box. Circle the conjunction. Underline the two sentences that it combines.

Dear Uncle Isaiah,

Thank you for my drawing pad and colored pencils. I like them because I am learning how to draw. I want to try drawing before I learn to paint. You can see my drawings if you visit this summer. I could even draw a picture of you while you are here.

Love,Shelby

B. Read each pair of sentences. Choose the best conjunction from the box to combine the sentences into one sentence. Then write the new sentence.

1. Gabe played video games. He read his comics.

2. Barkly doesn’t get a bone. He rolls over.

3. You do the dishes. I vacuum and dust.

Week 3 • Day 1

Conjunctions

after unless while

Conjunctions

before if because while

Gabe played video games after he read his comics.

Barkly doesn’t get a bone unless he rolls over.

You do the dishes while I vacuum and dust.


Name:

SentenceFluency

SENTENCE FLUENCY

Add variety to your writing by using complex sentences that start with a conjunction.

A. Read each sentence. Underline the two simple sentencesthat were combined. Circle the conjunction.

1. Before Chloe goes to bed, she always brushes her teeth.

2. Once Luis has finished his dinner, he may go outside.

3. Although it rained, we had a good time on the camping trip.

4. When the bell rang, everyone hurried into their classrooms.

B. Read each pair of sentences. Choose the best conjunction from the box to combine the sentences. Then write the new sentence, starting with the conjunction. Remember to use a comma between the combined sentences.

1. Melissa wins the spelling bee. She will be the Spelling Champion.

2. Carlos makes a funny face. The baby laughs.

3. You are slicing the carrots. I will chop the onion.

4. I clean up my mess. I’ll start my homework.

Week 3 • Day 2

Conjunctions

although oncebefore when

Conjunctions

If Once While Whenever

If Melissa wins the spelling bee, she will be the Spelling Champion.

Whenever/If Carlos makes a funny face, the baby laughs.

While you are slicing the carrots, I will chop the onion.

Once I clean up my mess, I’ll start my homework.

WEEK

3

DAY 1

Remind students that two simple sentences joined by and, but, or or form a compound sentence. Then say: This week, we’ll learn how to form complex sentences using other conjunctions. Complex sentences help your writing flow better. Then read the rule aloud. Guide students through the activities.

• ActivityA: Read aloud the conjunctions and the note. Then write the sentence starting “I like them...” on the board. Ask: What is the conjunction? (because) What two sentences does it join? (“I like them” and “I am learning...”) Then have students complete the activity on their own.

• ActivityB(Convention): Read aloud the conjunctions and explain that these can also be used to make complex sentences. Then read aloud item 1 and model forming a complex sentence on the board. For example, ask: Which conjunction can join these sentences in a way that makes sense? (after) Say: First, I’ll write the first sentence, then the conjunction, and then the second sentence. Have students complete the activity on their own.

DAY 2

Say: Yesterday, we learned to use certain conjunctions to form complex sentences. Today, we’ll learn how to write a complex sentence beginning with a conjunction. Read the rule aloud and guide students through the activities.

• ActivityA: Read aloud the conjunctions in the box. Then read aloud item 1. Ask: What is the conjunction? (before) Where is the conjunction? (at the beginning of the sentence) Model finding and underlining the two sentences that were combined. Then have students complete the activity independently.

• ActivityB(Convention): Call students’ attention to the commas used in the sentences in Activity A. Say: When you start a complex sentence with a conjunction, you put a comma between the two sentences you joined. Then read aloud item 1 and ask: Which conjunction can join these sentences in a way that makes sense? (If) Model writing the complex sentence on the board.

SENTENCE FLUENCYMore Ways to Combine Sentences



Name:

SentenceFluency

SENTENCE FLUENCY

Add variety to your writing by using complex sentences.

A. Think of a famous person whom you admire. Research the person’s life, using the Internet, books, or magazines. Then use the timeline below to write down six important events in his or her life.

The Life of

B. Write two complex sentences to describe events on your timeline. Begin one sentence with a conjunction.

Week 3 • Day 4

Abraham Lincoln

Sample Answer: Before Abraham Lincoln was president, he studied hard to become a lawyer. After he was elected President, the Civil War began.

1809 Abraham Lincoln is born in Kentucky.

1836 Lincoln studies hard and becomes a lawyer.

1860 Lincoln is elected President of the United States of America.

1861 The Civil War begins.

1862 President Lincoln issues the Emancipation Proclamation.He announces that all slaves are free.

1863 The Civil War ends. President Lincoln is shot in Washington, D.C.

Sample Answers:


Name:

SentenceFluency

SENTENCE FLUENCY


Read the timeline. It shows events in the life of Hank Aaron, a famous baseball player. Use the timeline to write a short paragraph about Hank Aaron. Use the conjunctions in the box to write at least three complex sentences.

1934 Henry Louis “Hank” Aaron is born in Mobile, Alabama.

1948 Hank sees Jackie Robinson, the fi rst African American to play in the Major Leagues. He decides his dream is to play in the Majors, too.

1954 Hank plays his fi rst major-league game for the Milwaukee Braves. He scores a home run the fi rst time at bat!

1974 Hank bats his 715th home run, breaking Babe Ruth’s record!

1976 Hank retires from baseball, having set many records.

2002 President George W. Bush awards Hank the Medal of Freedom.

Week 3 • Day 3

Conjunctions

after because until whilealthough before when

Sample Paragraph:

Baseball legend Hank Aaron was born in 1934 in Mobile, Alabama. After he saw Jackie Robinson play in 1948, Hank decided to become a professional baseball player. Six years later, Hank was playing for the Milwaukee Braves. When Hank stepped up to the plate for the fi rst time, he hit a home run! While Hank played for the Braves, he broke Babe Ruth’s record for home runs. In 1976, Hank retired from baseball. After he retired, President George W. Bush gave him the Medal of Freedom.

DAY 3


• Say: A timeline shows when events happened. The events go in time order, from top to bottom. Then read aloud the timeline, providing background knowledge as needed. (e.g., A home run is one of the best plays in baseball. Babe Ruth was a legendary baseball player who held the home run record for almost 40 years.)

• Say: The event for 1948 is written in two sentences. We could change those sentences into a complex sentence. I’ll use the word after to begin the sentence: “After Hank saw Jackie Robinson play in 1948, he decided to become a professional baseball player.” Have students write their paragraphs. Remind students to organize them in time order.

Convention: Circulate to ensure that if students form complex sentences by placing the conjunction at the beginning, they put a comma between the two combined sentences. Encourage students to use both forms of complex sentences.

DAY 4


• ActivityA: This activity can be completed in several ways: 1) Complete the timeline as a class, choosing one subject and using classroom reference materials; 2) Complete the timeline as a class, using the sample answers on the reduced page shown to the left; 3) Have students complete the timeline independently, choosing their own subjects and using classroom reference materials.

• ActivityB(Convention):Review the two ways of forming complex sentences from Days 1 and 2. Circulate to check for skill acquisition.

DAY 5 Writing Prompt• Write a short biography of someone you admire,

using the timeline you made on Day 4. Include at least three complex sentences in your biography.

• Be sure to use conjunctions correctly in your complex sentences. Use commas when you need them.

Convention:Conjunctions in complex sentences


Name:

Sentence Fluency

SENTENCE FLUENCY

You can combine two simple sentences into a complex sentence, using certain conjunctions.

A. Read this thank-you note. Find each sentence that contains a conjunction from the box. Circle the conjunction. Underline the two sentences that it combines.

Dear Uncle Isaiah,

Thank you for my drawing pad and colored pencils. I like them because I am learning how to draw. I want to try drawing before I learn to paint. You can see my drawings if you visit this summer. I could even draw a picture of you while you are here.

Love,Shelby

B. Read each pair of sentences. Choose the best conjunction from the box to combine the sentences into one sentence. Then write the new sentence.

1. Gabe played video games. He read his comics.

2. Barkly doesn’t get a bone. He rolls over.

3. You do the dishes. I vacuum and dust.

Week 3 • Day 1

Conjunctions

after unless while

Conjunctions

before if because while


Name:

Sentence Fluency

SENTENCE FLUENCY

Add variety to your writing by using complex sentences that start with a conjunction.

A. Read each sentence. Underline the two simple sentences that were combined. Circle the conjunction.

1. Before Chloe goes to bed, she always brushes her teeth.

2. Once Luis has finished his dinner, he may go outside.

3. Although it rained, we had a good time on the camping trip.

4. When the bell rang, everyone hurried into their classrooms.

B. Read each pair of sentences. Choose the best conjunction from the box to combine the sentences. Then write the new sentence, starting with the conjunction. Remember to use a comma between the combined sentences.

1. Melissa wins the spelling bee. She will be the Spelling Champion.

2. Carlos makes a funny face. The baby laughs.

3. You are slicing the carrots. I will chop the onion.

4. I clean up my mess. I’ll start my homework.

Week 3 • Day 2

Conjunctions

although oncebefore when

Conjunctions

If Once While Whenever


Name:

Sentence Fluency

SENTENCE FLUENCY


Read the timeline. It shows events in the life of Hank Aaron, a famous baseball player. Use the timeline to write a short paragraph about Hank Aaron. Use the conjunctions in the box to write at least three complex sentences.

1934 Henry Louis “Hank” Aaron is born in Mobile, Alabama.

1948 Hank sees Jackie Robinson, the first African American to play in the Major Leagues. He decides his dream is to play in the Majors, too.

1954 Hank plays his first major-league game for the Milwaukee Braves. He scores a home run the first time at bat!

1974 Hank bats his 715th home run, breaking Babe Ruth’s record!

1976 Hank retires from baseball, having set many records.

2002 President George W. Bush awards Hank the Medal of Freedom.

Week 3 • Day 3

Conjunctions

after because until whilealthough before when


Name:

Sentence Fluency

SENTENCE FLUENCY


A. Think of a famous person whom you admire. Research the person’s life, using the Internet, books, or magazines. Then use the timeline below to write down six important events in his or her life.

The Life of

B. Write two complex sentences to describe events on your timeline. Begin one sentence with a conjunction.

Week 3 • Day 4

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


Name:

SentenceFluency

SENTENCE FLUENCY

When you start every sentence the same way,your writing can sound boring.

A. Read Kaylee’s journal entries. Answer the question. Then fi nd and fi x the interjection that needs correct capitalization and punctuation.

June 10, 2009We met a new kid in Drama Club today. Elijah is from Alaska.

Elijah is very tall. Elijah wants to play Paul Bunyan in our school play. We made sets for the play. We went home. We had meatloaf for dinner. Yuck!

June 10, 2009Today we met a new kid in Drama Club. Elijah is from Alaska.

He is very tall! Since we are doing Paul Bunyan for the school play, Elijah wants to play Paul. After we made sets for the play, it was time to go home. Do you know what was for dinner? We had meatloaf. yuck

Which journal entry sounds better? What is the difference between the sentence beginning in each one?

B. Read the short paragraph. Rewrite the paragraph so the sentences do not begin in the same way.

Cynthia wrote a story. Cynthia’s story is called “Catch That Rat!” Cynthia wants Greg to draw pictures for her story.

Week 4 • Day 1

The second entry sounds better. In the fi rst entry, the sentences begin with the same words, but in the second entry, the sentences begin in different ways.

Cynthia wrote a story. Her story is called “Catch That Rat!” She wants Greg to draw pictures to go with her story.

Sample Answers:


Name:

SentenceFluency

SENTENCE FLUENCY

Look for sentences that begin in the same way. Rewrite them so your writing doesn’t sound boring.

Read each paragraph. Write an X next to the paragraph with sentence beginnings that need to be improved. Then rewrite that paragraph on the lines. Try beginning the sentences in different ways. Also, fi x the interjection that needs correct punctuation.

Sabrina’s family went to the Neighborhood Cleanup Day. There was a trash pickup contest. Quickly, Sabrina picked up trash in the park and in the schoolyard. She picked up so much trash that she won the contest! Overall, the neighborhood collected twenty bags of trash and recycling. Wow, that’s a lot of litter! It’s hard to believe there’s so much junk hanging around the neighborhood.

For the summer, Henry went to Arizona. It was hot. It was fun. First, Henry met a lot of relatives. Then, he visited the Grand Canyon. Then, there was a party for his birthday. Then, there was a giant thunderstorm. Henry had never seen anything like it. “Yikes look at the lightning and clouds!” he shouted. His cousins laughed. They were used to the storms. They went to the movies a few times. They played a lot and rode bikes around town.

Week 4 • Day 2

For the summer, Henry went to Arizona. The weather was hot, but Henry had a lot of fun. First, he met a lot of relatives. Then, he visited the Grand Canyon. After that, there was a party for his birthday. The most exciting thing that happened was the giant thunderstorm. Henry had never seen anything like it. “Yikes, look at the lightning and clouds!” he shouted. His cousins laughed. Everyone in Arizona was used to the storms. A few times, they went to the movies. They also spent time playing and riding bikes around town.

Sample Answer:

WEEK

�

DAY 1


• ActivityA: Read aloud the entries. Then reread the first entry, emphasizing the repetition of the words we and Elijah. Ask: What do you notice about this entry? (All of the sentences begin with we or Elijah.) Direct students to the third sentence in the second entry. (“He is very tall!”) Ask: What kind of word is used to replace the name? (pronoun) Continue comparing the entries, pointing out the improvements in the second entry.

Convention:Say: An interjection is a small word that shows great feeling, such as wow or ouch. When an interjection stands apart from a sentence, it begins with a capital letter and ends with an exclamation point. Have students find and fix the incorrect interjection in the second entry.

• ActivityB: Ask: Which word is repeated at the beginning of each sentence? (Cynthia) Model revising a sentence. For example, say: In the second sentence, I can replace Cynthia’s with Her. Point out that there are several ways to rewrite the sentences.

DAY 2


• Have students read the paragraphs. Then ask: Which paragraph has too many sentences that begin the same way? (the second one)

• Model rewriting a sentence. For example, say: You can change then to after that. Or you can add transitions and change the words around in a sentence: “The most exciting thing that happened was the giant thunderstorm.” Have students share their revisions, pointing out the variety.

Convention: Point out the sentence in the first paragraph that begins “Wow...” Say: Sometimes an interjection begins a sentence. A comma separates the interjection from the rest of a sentence. Ask: Which sentence needs correcting in the second paragraph? (“Yikes...”) Remind students to correct the sentence as they rewrite the paragraph.

SENTENCE FLUENCYBeginning Sentences in Different Ways



Name:

SentenceFluency

SENTENCE FLUENCY

If you begin your sentences in different ways,your writing will sound more interesting.

A. Think of a gift someone has given you. Complete the web, describing the gift and the person who gave it to you.

B. Write one sentence about the gift. Use an interjection in your sentence.

Week 4 • Day 4

Interjections

cool hey oops

wow yikes whoa

Gift:

what it is

who gave it to me

why I like it

what I did with it

has good sound

small, used

learned a new song

karaoke machine

I can practice singing.

I can sing with friends.

Grandpa Luke

He likes singing, too.

Wow, Aunt Lily can really sing!

shared it with my family

Sample Answers:


Name:

SentenceFluency

SENTENCE FLUENCY

Revise your sentences so they begin in different ways.Your writing will sound more interesting.

Read this thank-you letter. Look for sentences that begin in the same way. Then rewrite the body of the letter, revising the sentences so they begin in different ways. Also, fi x any interjections that need correct capitalization and punctuation.

Dear Kate, Thank you for giving me your old skateboard. The board is

perfect. The board is just what I wanted. If I didn’t have this board, I would have to borrow Miranda’s! Miranda’s board is pink. Miranda’s board has flowers on it. ick Soon, I’ll get some stickers for it. Soon, I’ll also get a new helmet.

I want to try out the board soon. I want to go skateboarding with you! Patrick can come, too. Patrick is good at going down hills. The first time I went down a hill, I crashed! Whoa, Nelly!

Your friend,Nelly

Week 4 • Day 3

Thank you for giving me your old skateboard. The board is perfect. It is just what I wanted. If I didn’t have this board, I would have to borrow Miranda’s! Her board is pink, and it has fl owers on it. Ick! Soon, I’ll get some stickers for it. I’ll also get a new helmet. I hope to try out the board soon. Maybe I could go skateboarding with you! Patrick can come and teach me how to go down hills. I crashed the fi rst time I went down a hill. Whoa, Nelly!

Sample Answer:

DAY 3


• Read aloud the letter, inviting students to raise their hands each time they hear sentences that begin in the same way. Then verbally model a revision. For example, say: It is another word for the board. So, I can change “The board is just what I wanted” to “It is just what I wanted.” I could also put the two sentences’ ideas together: “I wanted a board like yours, so it is perfect.”

• Have students rewrite the letter independently or in pairs. Then invite them to read aloud their finished rewrites.

Convention: Ask: Which interjections are in the letter? (ick and whoa) Invite students to explain what they did to correct the errors.

DAY 4


• ActivityA: Help students brainstorm gifts to write about. Then read aloud the web and model completing a section of it. For example, say: Once I received a used karaoke machine. I liked it because I could practice singing, and I could sing with friends. I’ll write those two things by the lines coming from the circle.

• ActivityB(Convention): Model forming a sentence from your web. For example, say: I was surprised when my aunt tried out the karaoke machine. I can start my sentence with wow: “Wow, Aunt Lily can really sing!”

DAY 5 Writing Prompt• Write a thank-you note for a gift you have received.

Use the web you completed on Day 4 to describe your gift. Remember to begin your sentences in different ways.

• Include at least one interjection on its own or at the beginning of a sentence. Use correct punctuation.

Convention:Interjections


Name:

Sentence Fluency

SENTENCE FLUENCY

When you start every sentence the same way, your writing can sound boring.

A. Read Kaylee’s journal entries. Answer the question. Then find and fix the interjection that needs correct capitalization and punctuation.

June 10, 2009We met a new kid in Drama Club today. Elijah is from Alaska.

Elijah is very tall. Elijah wants to play Paul Bunyan in our school play. We made sets for the play. We went home. We had meatloaf for dinner. Yuck!

June 10, 2009Today we met a new kid in Drama Club. Elijah is from Alaska.

He is very tall! Since we are doing Paul Bunyan for the school play, Elijah wants to play Paul. After we made sets for the play, it was time to go home. Do you know what was for dinner? We had meatloaf. yuck

Which journal entry sounds better? What is the difference between the sentence beginning in each one?

B. Read the short paragraph. Rewrite the paragraph so the sentences do not begin in the same way.

Cynthia wrote a story. Cynthia’s story is called “Catch That Rat!” Cynthia wants Greg to draw pictures for her story.

Week 4 • Day 1


Name:

SentenceFluency

SENTENCE FLUENCY

Look for sentences that begin in the same way. Rewrite them so your writing doesn’t sound boring.

Read each paragraph. Write an X next to the paragraph with sentence beginnings that need to be improved. Then rewrite that paragraph on the lines. Try beginning the sentences in different ways. Also, fi x the interjection that needs correct punctuation.

Sabrina’s family went to the Neighborhood Cleanup Day. There was a trash pickup contest. Quickly, Sabrina picked up trash in the park and in the schoolyard. She picked up so much trash that she won the contest! Overall, the neighborhood collected twenty bags of trash and recycling. Wow, that’s a lot of litter! It’s hard to believe there’s so much junk hanging around the neighborhood.

For the summer, Henry went to Arizona. It was hot. It was fun. First, Henry met a lot of relatives. Then, he visited the Grand Canyon. Then, there was a party for his birthday. Then, there was a giant thunderstorm. Henry had never seen anything like it. “Yikes look at the lightning and clouds!” he shouted. His cousins laughed. They were used to the storms. They went to the movies a few times. They played a lot and rode bikes around town.

Week 4 • Day 2


Name:

Sentence Fluency

SENTENCE FLUENCY

Revise your sentences so they begin in different ways. Your writing will sound more interesting.

Read this thank-you letter. Look for sentences that begin in the same way. Then rewrite the body of the letter, revising the sentences so they begin in different ways. Also, fix any interjections that need correct capitalization and punctuation.

Dear Kate, Thank you for giving me your old skateboard. The board is

perfect. The board is just what I wanted. If I didn’t have this board, I would have to borrow Miranda’s! Miranda’s board is pink. Miranda’s board has flowers on it. ick Soon, I’ll get some stickers for it. Soon, I’ll also get a new helmet.

I want to try out the board soon. I want to go skateboarding with you! Patrick can come, too. Patrick is good at going down hills. The first time I went down a hill, I crashed! Whoa, Nelly!

Your friend, Nelly

Week 4 • Day 3


Name:

SentenceFluency

SENTENCE FLUENCY

If you begin your sentences in different ways,your writing will sound more interesting.

A. Think of a gift someone has given you. Complete the web, describing the gift and the person who gave it to you.

B. Write one sentence about the gift. Use an interjection in your sentence.

Week 4 • Day 4

Interjections

cool hey oops

wow yikes whoa

Gift:

what it is

who gave it to me

why I like it

what I did with it

12� Daily 6-Trait Writing • EMC 6024 • © Evan-Moor Corp.SENTENCE FLUENCY


Name:

SentenceFluency

SENTENCE FLUENCY

Use statements, questions, and exclamations in the same paragraph to make your writing sound interesting.

Read these book reviews. Find and correct each sentence fragment. Then answer the questions.

Book Review A

Charlotte’s Web is about two animals. It was written by E.B. White.Wilbur is a pig. Charlotte is a spider. Wilbur’s owner wants to kill him. Charlotte tries to save him. She writes messages in her webs. You should read this book. You will see what happens. Is happy and sad.

Book Review B

Charlotte’s Web is by E.B. White. The main characters are Wilbur and Charlotte. Wilbur is a friendly pig, and Charlotte is a clever spider. When Wilbur’s owner wants to turn him into a Christmas ham, Charlotte tries to save Wilbur. She writes messages in her webs! Clever messages about him. So, what happens? Read the book and find out! The ending is both happy and sad.

1. Which review has statements, questions, and exclamations?

2. Which review has only statements?

3. Which review sounds better while reading it aloud? Why?

Week 5 • Day 1

A

B

Sample Answer: Review B sounds better because it has different kinds of sentences.

happy and sad

clever about him


Name:

SentenceFluency

SENTENCE FLUENCY

Use short and long sentences in the same paragraph. Different sentence lengths help your writing flow.

A. Read this paragraph. Then rewrite the paragraph so it fl ows better. Combine some of the short, choppy sentences into longer sentences.

I love mangoes. I eat fresh mangoes. I eat mango ice cream. I eat mango salsa. One day, I wanted a mango. Aunt Molly said, “No.” I took it. Aunt Molly wasn’t looking. It wasn’t ripe. It was hard! I dropped the heavy thing on my foot. Ouch! That hurt.

B. Read each sentence. Write F if the sentence is a fragment. Write C if the sentence is complete. Then choose two fragments. Turn each one into a complete sentence. Write the new sentences on the lines.

1. Kelly sat.

2. A lot of cute, furry rabbits.

3. Grandpa Miguel lives there.

4. In a house in the country.

5. New Sentence:

6. New Sentence:

Week 5 • Day 2

Sample Answer: I love mangoes. I eat fresh mangoes. I even eat mango ice cream and mango salsa. Once I wanted a mango, but Aunt Molly said, “No.” So I took it when Aunt Molly wasn’t looking. It wasn’t ripe. It was hard! I dropped the heavy thing on my foot. Ouch! That hurt.

C

F

C

F

I saw a lot of cute, furry rabbits.

Grandpa lives in a house in the country.

Sample Answers:

DAY 1


• Convention: Read aloud Book Review A with expression. Then return to the sentence fragment “Is happy and sad.” Ask: Is this a complete sentence? (no) Say: This is a sentence fragment. Because it is missing a telling part, it is not a complete sentence. We can combine it with a previous sentence to make “You should read this happy and sad book.” Write the two original sentences on the board and model using proofreading marks to combine them. Repeat the process for Book Review B.

• Have students answer questions 1 and 2. For question 3, say: When you read aloud statements mixed with questions and exclamations, your voice goes up and down. This makes your writing more interesting to listen to. When all the sentences are the same, your voice sounds flat and boring.

• In Review A, have students underline these sentences: “You should read this book. You will see what happens.” Then have them circle the sentences with the same ideas in Review B. Ask: Which sentences are more interesting and exciting?

DAY 2


• ActivityA: Read aloud the paragraph, emphasizing its choppiness. Then model combining sentences. Say: The third and fourth sentences are both about eating. We can combine them to make “I even eat mango ice cream and mango salsa.” Have students complete the activity independently or in groups. Then have volunteers read aloud their completed paragraphs for other students to provide feedback on how they sound.

• ActivityB(Convention): Review the concept of sentence fragments. Then read aloud item 1. Ask: Does it have a naming part and a telling part? (yes) Say: Even though this is a very short sentence, it is still a complete sentence. Have students complete the activity independently.

SENTENCE FLUENCYWriting a Smooth Paragraph

WEEK

�


Convention:Correcting sentence fragments

SENTENCE FLUENCY


Name:

SentenceFluency

SENTENCE FLUENCY

Include different kinds of sentences for a smooth-sounding paragraph.

A. Think of a special day you had at school. Fill in the chart with details that describe the day.

Special School Day:

Saw

Heard

Smelled

Tasted

Touched

B. Use the details from Activity A to write complete sentences. Follow the prompts.

1. Write a long sentence about the day.

2. Write a short sentence about the day.

3. Write an exclamation about the day.

4. Write a question you could ask about the day.

Week 5 • Day 4

What can we do next year?

We all screamed for ice cream!

The old food stank.

From squishy earthworms to organic ice cream, Earth Day had it all.

Earth Day

principal planting a tree

Earth Day cheer our class made up

stinky old vegetables we put in the compost pile

organic vanilla ice cream

squishy earthworms we put in the garden

Sample Answers:


Name:

SentenceFluency

SENTENCE FLUENCY


Read this description of an event. Then rewrite the paragraph, fi xing the sentence fragments and improving the fl ow. Use these strategies for revising the sentences:

• Break up run-on sentences.

• Combine short, choppy sentences into compound or complex sentences.

• Use both short and long sentences.

• Use questions and exclamations.

It was the last day of school. It was exciting. The classes gathered in the gym. Principal Lee gave out awards. Victor won the Perfect Attendance award. He came to school. Every day of the year. Zoe won Best at Math. Paul won Best Reader. We had silly awards, too. I won Best at Recess. Everybody laughed. Later, we had games and they were on the playground and I saw Alicia win the blue ribbon. For the jump rope contest. The last bell rang. We yelled, “See you next year!”

Week 5 • Day 3

Sample Answer: The last day of school was exciting. The classes gathered in the gym, and Principal Lee gave out awards. Victor won the Perfect Attendance award. He came to school every day of the year! Zoe won Best at Math, while Paul won Best Reader. And what did I win? I won Best at Recess! Everybody laughed. Later, we had games on the playground. I saw Alicia win the blue ribbon for the jump rope contest. When the last bell rang, we yelled, “See you next year!”

DAY 3


• Read aloud the paragraph and go over the list of sentence strategies. For each strategy, ask students to find an example of where it can be used. For example, ask: Is there a run-on sentence you can break up? (yes)

• Have students complete the activity on their own. Circulate to assist those who may need help. When students have finished, invite volunteers to read their revisions to the class. Use the differences in revisions to point out that sentences can be revised in many ways, depending on what sounds best to the writer.

Convention: After reading their revisions, have students explain how they corrected the sentence fragments in the description.

DAY 4


• ActivityA: Help students brainstorm a special school day, such as an outdoor activities day or a special school assembly. Then go through the chart. Say: For each sense, describe something you observed with that sense. Model brainstorming details for each sense, using the sample answers on the reduced page shown to the left. Then have students choose an event and complete the chart independently.

• ActivityB: Use various students’ completed charts to model forming each type of sentence.

DAY 5 Writing Prompt• Write a description of a special school day.

Include different types of sentences, and begin your sentences in different ways. Use the details and sentences you wrote on Day 4, and add new sentences.

• Read your description aloud to check for flow. Remember to look for and correct any sentence fragments in your description.


Name:

Sentence Fluency

SENTENCE FLUENCY

Use statements, questions, and exclamations in the same paragraph to make your writing sound interesting.

Read these book reviews. Find and correct each sentence fragment. Then answer the questions.

Book Review A

Charlotte’s Web is about two animals. It was written by E.B. White. Wilbur is a pig. Charlotte is a spider. Wilbur’s owner wants to kill him. Charlotte tries to save him. She writes messages in her webs. You should read this book. You will see what happens. Is happy and sad.

Book Review B

Charlotte’s Web is by E.B. White. The main characters are Wilbur and Charlotte. Wilbur is a friendly pig, and Charlotte is a clever spider. When Wilbur’s owner wants to turn him into a Christmas ham, Charlotte tries to save Wilbur. She writes messages in her webs! Clever messages about him. So, what happens? Read the book and find out! The ending is both happy and sad.

1. Which review has statements, questions, and exclamations?

2. Which review has only statements?

3. Which review sounds better while reading it aloud? Why?

Week 5 • Day 1


Name:

Sentence Fluency

SENTENCE FLUENCY

Use short and long sentences in the same paragraph. Different sentence lengths help your writing flow.

A. Read this paragraph. Then rewrite the paragraph so it flows better. Combine some of the short, choppy sentences into longer sentences.

I love mangoes. I eat fresh mangoes. I eat mango ice cream. I eat mango salsa. One day, I wanted a mango. Aunt Molly said, “No.” I took it. Aunt Molly wasn’t looking. It wasn’t ripe. It was hard! I dropped the heavy thing on my foot. Ouch! That hurt.

B. Read each sentence. Write F if the sentence is a fragment. Write C if the sentence is complete. Then choose two fragments. Turn each one into a complete sentence. Write the new sentences on the lines.

1. Kelly sat.

2. A lot of cute, furry rabbits.

3. Grandpa Miguel lives there.

4. In a house in the country.

5. New Sentence:

6. New Sentence:

Week 5 • Day 2


Name:

Sentence Fluency

SENTENCE FLUENCY


Read this description of an event. Then rewrite the paragraph, fixing the sentence fragments and improving the flow. Use these strategies for revising the sentences:

• Break up run-on sentences.

• Combine short, choppy sentences into compound or complex sentences.

• Use both short and long sentences.

• Use questions and exclamations.

It was the last day of school. It was exciting. The classes gathered in the gym. Principal Lee gave out awards. Victor won the Perfect Attendance award. He came to school. Every day of the year. Zoe won Best at Math. Paul won Best Reader. We had silly awards, too. I won Best at Recess. Everybody laughed. Later, we had games and they were on the playground and I saw Alicia win the blue ribbon. For the jump rope contest. The last bell rang. We yelled, “See you next year!”

Week 5 • Day 3


Name:

Sentence Fluency

SENTENCE FLUENCY


A. Think of a special day you had at school. Fill in the chart with details that describe the day.

Special School Day:

Saw

Heard

Smelled

Tasted

Touched

B. Use the details from Activity A to write complete sentences. Follow the prompts.

1. Write a long sentence about the day.

2. Write a short sentence about the day.

3. Write an exclamation about the day.

4. Write a question you could ask about the day.

Week 5 • Day 4



VOICE


Name:

Voice

VOICE

Some writing has an exciting voice.

A. Fill in the phrases that help make this narrative exciting.

Kittens, Kittens, Kittens!by Rosie

Mrs. Hornblower’s cat, Lucy Lou,

with six kittens yesterday! It was quite a morning, because

Mrs. Hornblower is our bus driver. Lucy Lou was hiding in the

closet, and Mrs. H was for her.

While we were worried for Mrs. H, we were

about being very late for school!

Later, Mrs. Hornblower said she was sorry for making us

tardy. And everyone when she

announced, “All my on Bus 83 may

help name the kittens! And if you want a kitten of your own,

you can ask your parents to call me!”

B. What do you think Mrs. Hornblower might say about her day? Write two sentences in an exciting style.

Week 1 • Day 1

Word Box

searching wildly surprised everyone good friendscheered loudly getting nervous

surprised everyone

searching wildly

getting nervous

cheered loudlygood friends

What an amazing day it was! My little Lucy Lou surprised me with kittens, and all my

bus riders were late for school. That was plenty of excitement for the whole week!

Sample Answer:


Name:

Voice

VOICE

Some writing has a playful voice. It makes the writing fun to read.

A. Read Riley’s playful narrative about the day she was late for school.

Late for Schoolby Riley

This morning I waited for the bus. I waited, and I waited, and I waited. Then Grandma told me Alejandro’s mom had phoned. She said that our bus driver, Mrs. Hornblower, was late for work because she was going crazy looking for her cat, Lucy Lou. After searching her entire house, Mrs. H finally found little Lucy Lou snug as a bug in a rug, snoozing away in Mrs. Hornblower’s sun hat on top of a big blue beach blanket. Lucy Lou had a surprise for Mrs. H—six new baby kittens! Now, I have one question:

Will my teacher believe me when I have to say, That the Cat in the Hat made me late on this day?

B. How did Riley make her writing fun to read?Write an example of each way listed below.

1. Repeated words:

2. Amusing words:

3. Words that begin with the same letter:

4. The last two lines are a

Week 1 • Day 2

I waited, and I waited, and I waited.

snug as a bug in a rug, snoozing

rhyme; poem; reference to Dr. Seuss

Lucy Lou; little Lucy Lou; fi nally found; big blue beach blanket

WEEK

1

DAY 1

Read the rule aloud. Say: Everyone’s writing has a different voice, or style. Sometimes it sounds exciting. Write these sentences on the board: 1) The cat had kittens. 2) We were shocked to discover that Kiwi had four tiny kittens. Ask: Which is more exciting? (2) Help students understand that the adjectives and strong verbs help make the sentence exciting. Then guide students through the activities.

• Activity A: Have students complete the activity. Then have a student read aloud the completed paragraph. Ask: How do you think Rosie feels about what happened? (excited about the kittens) What words and ideas make this writing sound exciting? (e.g., searching wildly, cheered loudly)

• Activity B: Before writing, brainstorm what Mrs. Hornblower might have felt and said, and list ideas on the board. Encourage students to use words that express feeling. Have them share their sentences.

• Convention: Explain that we often confuse the words can and may. Say: Can means “to be able to.” May is what you use when you are asking or giving permission. Have students find and circle places in the narrative where Rosie used the words correctly.

DAY 2

Read the rule aloud. Say: Writing something funny does not always mean writing jokes. Writers sometimes play with language to have some fun with their readers. Guide students through the activities.

• Activity A: Ask: Is this narrative about the same event as Rosie’s? (yes) How was the voice different? (funnier) What can you tell about the personality of this writer? (has a good sense of humor)

• Activity B: Say: This writer used a more playful voice to write her narrative. There are several things that she purposefully did to make her writing fun. Find the words that she repeated. (I waited) Ask: What effect does the repetition have on those words? What does it sound like she was feeling when she waited? (e.g., bored, frustrated) Repeat the process with the remaining items, making sure students understand how each one contributes to the voice of the piece.

VoiceExamining Different Writing Voices

© Evan-Moor Corp. • EMC 6024 • Daily 6-Trait Writing 131VOICE


Name:

Voice

VOICE

Write in an exciting, funny, or serious voice.

Think of a school morning when some events didn’t go as usual. It can be real or imaginary. Fill in the events in this fl owchart. Then choose a writing style for your story by checking a box.

Writing Style: Serious Funny Exciting

Event 1

Event 2

Event 3

Event 4

Event 5

Week 1 • Day 4

Answers will vary.


Name:

Voice

VOICE

Some writing has a formal, serious-sounding voice.

A. Alejandro wrote a letter to his teacher, explaining why he didn’t have his homework. He used formal language and made sure to include important facts that his teacher would take seriously. Underline the facts and circle examples of formal language.

Dear Mrs. Garcia,I must apologize for not having my homework today. I would like

to explain what happened. This morning, I stood at the bus stop for a long time. Finally, I went back into the house and my mom called the school. We learned the bus driver was late getting to work. Just then, the bus honked, and I ran out the door without my backpack! That is why I do not have my homework today.

As you know, I have brought in my homework every day this month. I can promise you I will bring the missing homework tomorrow. May I still receive homework points for it?

Your student,Alejandro

B. Pretend you are Alejandro’s mother. Write two sentences to Mrs. Garcia in support of Alejandro. Use a serious style.

C. Write can or may to complete the sentences.

1. I go to the library?

2. I return these books for you.

Week 1 • Day 3

May

can

Sample Answer: Please believe that my son completed his homework last night. We went over it together. It was me who rushed him out the door this morning, so he would not miss the bus.

DAY 3

Read the rule aloud. Explain: Sometimes a voice can sound serious. Using formal language and including important, concrete facts in your writing will give it a serious-sounding voice. Guide students through the activities.

• ActivityA:Read the letter aloud. Ask: How do you think Alejandro feels about not having his homework? (worried) Say: The worry that he feels shows through in his writing voice. It makes him sound serious. Have students identify the important facts in the letter. (e.g., bus driver was late) Ask: How do the facts affect the voice of the letter? (The facts contain details that support what happened to Alejandro. They make the letter sound serious.) Then ask: How do you think Mrs. Garcia would feel if Alejandro did not use formal language? (might not believe him) Say: The formal language helps Alejandro’s voice sound serious and honest.

• ActivityB: Ask students what they think Alejandro’s mother would write in her own letter to Mrs. Garcia. (e.g., He is telling the truth.) Ask students why his mother would also write in a serious voice. (wants Mrs. Garcia to believe her)

• ActivityC(Convention): Review the convention skill and have students complete the sentences.

DAY 4


To help students complete the flowchart, encourage them to first think about their usual morning routine, from waking up to arriving at school. Then ask them to think of a time when things didn’t go as usual (real or imagined) and write a brief description of each event. Then have students choose the voice they want to use to describe the morning.

DAY 5 Writing Prompt• Write about a school morning when things didn’t

go as usual. Use the events and style you chose on Day 4.

• Be sure to use can and may correctly.

Convention:Using can and may


Name:

Voice

VOICE

Some writing has an exciting voice.

A. Fill in the phrases that help make this narrative exciting.

Kittens, Kittens, Kittens!by Rosie

Mrs. Hornblower’s cat, Lucy Lou,

with six kittens yesterday! It was quite a morning, because

Mrs. Hornblower is our bus driver. Lucy Lou was hiding in the

closet, and Mrs. H was for her.

While we were worried for Mrs. H, we were

about being very late for school!

Later, Mrs. Hornblower said she was sorry for making us

tardy. And everyone when she

announced, “All my on Bus 83 may

help name the kittens! And if you want a kitten of your own,

you can ask your parents to call me!”

B. What do you think Mrs. Hornblower might say about her day? Write two sentences in an exciting style.

Week 1 • Day 1

Word Box

searching wildly surprised everyone good friendscheered loudly getting nervous


Name:

Voice

VOICE

Some writing has a playful voice. It makes the writing fun to read.

A. Read Riley’s playful narrative about the day she was late for school.

Late for Schoolby Riley

This morning I waited for the bus. I waited, and I waited, and I waited. Then Grandma told me Alejandro’s mom had phoned. She said that our bus driver, Mrs. Hornblower, was late for work because she was going crazy looking for her cat, Lucy Lou. After searching her entire house, Mrs. H finally found little Lucy Lou snug as a bug in a rug, snoozing away in Mrs. Hornblower’s sun hat on top of a big blue beach blanket. Lucy Lou had a surprise for Mrs. H—six new baby kittens! Now, I have one question:

Will my teacher believe me when I have to say, That the Cat in the Hat made me late on this day?

B. How did Riley make her writing fun to read?Write an example of each way listed below.

1. Repeated words:

2. Amusing words:

3. Words that begin with the same letter:

4. The last two lines are a

Week 1 • Day 2


Name:

Voice

VOICE

Some writing has a formal, serious-sounding voice.

A. Alejandro wrote a letter to his teacher, explaining why he didn’t have his homework. He used formal language and made sure to include important facts that his teacher would take seriously. Underline the facts and circle examples of formal language.

Dear Mrs. Garcia,I must apologize for not having my homework today. I would like

to explain what happened. This morning, I stood at the bus stop for a long time. Finally, I went back into the house and my mom called the school. We learned the bus driver was late getting to work. Just then, the bus honked, and I ran out the door without my backpack! That is why I do not have my homework today.

As you know, I have brought in my homework every day this month. I can promise you I will bring the missing homework tomorrow. May I still receive homework points for it?

Your student,Alejandro

B. Pretend you are Alejandro’s mother. Write two sentences to Mrs. Garcia in support of Alejandro. Use a serious style.

C. Write can or may to complete the sentences.

1. I go to the library?

2. I return these books for you.

Week 1 • Day 3


Name:

Voice

VOICE

Write in an exciting, funny, or serious voice.

Think of a school morning when some events didn’t go as usual. It can be real or imaginary. Fill in the events in this fl owchart. Then choose a writing style for your story by checking a box.

Writing Style: Serious Funny Exciting

Event 1

Event 2

Event 3

Event 4

Event 5

Week 1 • Day 4

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


Name:

Voice

VOICE

To persuade someone, match your voice to your purposeand audience.

A. Two students wrote to the governor of their state with a special request. Which voice matches the purpose and audience best? Which one is more likely to persuade the governor? Then fi nd and correct the double negative.

1. Dear Governor, Have you heard about “I Love to Write” Day? It is a special day

to encourage everyone, young and old, to write. I learned about it from my fourth-grade teacher. Last year, nine governors named November 15 as a special day in their states. They recognized that it is important for all people to become better writers. So, I am writing to you with a great idea! Why not celebrate “I Love to Write” Day in our state next year? It would be fun for everyone. Thank you for considering my request.

2. Hi! I’m a 4th-grader in Mr. Marshall’s class. Let me tell you about “I Love

to Write” Day. Last Thursday, we had a lot of fun writing poems in our class. But “I Love to Write” Day is for everybody, not just kids. There isn’t no day like this in our state yet. You should make it a big deal all over the state next year. How about it? That would be sweet! Thanks!

B. Match the formal language in the fi rst letter to the informal language in the second.

Informal Language Formal Language

Hi!

not just kids

make it a big deal

That would be sweet!

Thanks!

Week 2 • Day 1

It would be fun for everyone.

Dear Governor,

Thank you

celebratefor all people

is


Name:

Voice

VOICE

To persuade your readers, speak directly to them, givereasons that support your ideas, and show emotion.

A. A student wrote an article for his school newsletter. Help him proofread it for double negatives. Use proofreading marks to take out a negative word, and write a word from the box in its place.

Cereal Day Fights Hungerby Cody

You can help fight hunger in our town! Every morning, some children don’t have nothing to eat for breakfast. We can help those kids by giving to the Food Pantry. The Food Pantry helps families. It is a place where people can go to get food when they do not have no money to buy it.

Next Friday is Cereal Day. Just bring one box of cereal to school. It doesn’t cost a lot, and it’s easy to carry in yourbackpack. Mrs. Young will take all the cereal to the Food Pantry. Then there will be lots to give away.

Don’t forget your cereal box next Friday! We can help to make sure there won’t be nobody who goes hungry.

B. Write two sentences that would persuade your friends to take part in Cereal Day.

Week 2 • Day 2

Word Box

any anyone anything

anything

any

anyone

Sample Answer: Can you imagine not eating breakfast? Let’s help those kids!

WEEK

2

DAY 1

Read the rule aloud. Review what it means to persuade. (to cause someone to do something by giving them reasons; to convince) Then guide students through the activities.

• ActivityA: Read aloud the two letters. Ask: Who is the audience? (governor) Which one is likely to persuade him or her? (Letter 1; uses a formal voice)

Convention: Say: A negative is a word that means “no.” Words such as not, don’t, never, nobody, and nothing are negatives. Using two negatives in the same sentence is called a double negative, which you should avoid. Point out the sentence in Letter 2 with double negatives. (“There isn’t no day...”) Have students fix it. Remind them that the contraction isn’t contains the negative not, and should be treated as a negative.

• ActivityB: Help students compare the voice and choices in language of the two letters. Say: These two letters basically say the same thing, but in different ways. Ask: What does the author of the first letter use instead of Hi? (Dear Governor) Right away, you can tell a difference in voice between the two letters. Have students complete the activity.

DAY 2


• ActivityA(Convention): Have students read the article and correct the double negatives. Then ask: Who is the audience of the article? (students) What is its purpose? (to persuade students to support Cereal Day) Is the article persuasive? (yes) Why? (It speaks directly to the reader with pronouns such as you, your, and we; it appeals to the readers’ emotions with statements such as, “Some children don’t have anything to eat”; it provides reasons that support Cody’s ideas, such as that cereal is inexpensive and easy to carry.)

• ActivityB:Ask: What would make your friends want to participate in Cereal Day? Brainstorm ideas on the board. Have students write their sentences and read them aloud. Discuss what makes the sentences persuasive.

VoiceUsing Your Voice to Persuade

© Evan-Moor Corp. • EMC 6024 • Daily 6-Trait Writing 13�VOICE


Name:

Voice

VOICE

Use your voice when you want to be persuasive.

Read these community service project ideas. Choose one project to persuade your class to do. Write your opinion statement in the box. Then write a reason to do that project in each circle.

Community Service Projects:

Volunteer at a wildlife rescue center. Help birds, amphibians, and small mammals that are hurt or sick.

Hold a book drive to collect new and used books. Donate the books to schools or libraries that need them.

Raise money to build wells in Africa. Hold fundraisers to collect the money.

Opinion Statement:

Week 2 • Day 4

Answers will vary.


Name:

Voice

VOICE

Bring out your voice by clearly stating your opinion.

A. Decide how you would answer each question. Write a strong opinion statement and one reason to support that opinion.

1. Your school has been given $10,000 dollars. The entire amount may be spent on new gym equipment, new art supplies, or new library books. Which one should the money be spent on?

2. Should your class go on a field trip to a science museum, a play, or an aquarium?

3. Should students be allowed to have their cellphones in the classroom?

B. Read these sentences. Use proofreading marks to correct the double negatives.

1. We have not been on no field trips this year.

2. I’ve never been to no aquarium.

3. Nobody said nothing about going to a zoo.

Week 2 • Day 3

The donation to our school should be spent on new gym equipment. The equipment we have now is old and may be unsafe.

Our class should take a fi eld trip to the science museum. We could do research there for our upcoming science projects.

Students should be allowed to keep their cellphones during class. Cell phones are important to have in case of emergency.

Sample Answers:

delete no, insert any; OR delete not

any

anything

an

DAY 3

Read the rule aloud. Say: In persuasive writing, you must always take a stand and state your opinion on the topic or issue. Make your opinion statement strong by using your voice. Then guide students through the activities.

• ActivityA: Say: An opinion statement is one sentence that tells how you feel about a topic. Read the first topic aloud. Ask if the following is a strong opinion statement: “I think that maybe the money should be spent on art supplies and library books.” (no; it does not take a stand on one thing) Model writing a strong opinion statement for the first topic on the board. (e.g., “The donation to our school should be spent on new gym equipment.”)

Then say: Often, the sentence after your opinion statement gives the most important reason for your opinion. Model writing the next sentence. (e.g., “The equipment we have now is old and may be unsafe.”) Ask: Does this sentence support my opinion statement? (yes) Circulate as students complete the activity, offering assistance.

• ActivityB(Convention): Have volunteers read the incorrect sentences aloud. Then have students complete the activity independently. Finally, have students read the corrected sentences aloud.

DAY 4

Read the rule aloud. Then guide students to complete the activity.

Read each of the service projects and discuss what each one might entail. Then have each student choose a project to write about. Prompt students to think about why they think the class should do that project, what makes it better than the other projects, and why it is important to do. Have students write their reasons in the circles to complete the graphic organizer.

DAY 5 Writing Prompt• Write a paragraph to persuade your class to perform a

community service project. Use your ideas from Day 4.

• Be sure your sentences do not contain double negatives.

Convention:Double negatives


Name:

Voice

VOICE

To persuade someone, match your voice to your purpose and audience.

A. Two students wrote to the governor of their state with a special request. Which voice matches the purpose and audience best? Which one is more likely to persuade the governor? Then find and correct the double negative.

1. Dear Governor, Have you heard about “I Love to Write” Day? It is a special day

to encourage everyone, young and old, to write. I learned about it from my fourth-grade teacher. Last year, nine governors named November 15 as a special day in their states. They recognized that it is important for all people to become better writers. So, I am writing to you with a great idea! Why not celebrate “I Love to Write” Day in our state next year? It would be fun for everyone. Thank you for considering my request.

2. Hi! I’m a 4th-grader in Mr. Marshall’s class. Let me tell you about “I Love

to Write” Day. Last Thursday, we had a lot of fun writing poems in our class. But “I Love to Write” Day is for everybody, not just kids. There isn’t no day like this in our state yet. You should make it a big deal all over the state next year. How about it? That would be sweet! Thanks!

B. Match the formal language in the first letter to the informal language in the second.

Informal Language Formal Language

Hi!

not just kids

make it a big deal

That would be sweet!

Thanks!

Week 2 • Day 1


Name:

Voice

VOICE

To persuade your readers, speak directly to them, givereasons that support your ideas, and show emotion.

A. A student wrote an article for his school newsletter. Help him proofread it for double negatives. Use proofreading marks to take out a negative word, and write a word from the box in its place.

Cereal Day Fights Hungerby Cody

You can help fight hunger in our town! Every morning, some children don’t have nothing to eat for breakfast. We can help those kids by giving to the Food Pantry. The Food Pantry helps families. It is a place where people can go to get food when they do not have no money to buy it.

Next Friday is Cereal Day. Just bring one box of cereal to school. It doesn’t cost a lot, and it’s easy to carry in yourbackpack. Mrs. Young will take all the cereal to the Food Pantry. Then there will be lots to give away.

Don’t forget your cereal box next Friday! We can help to make sure there won’t be nobody who goes hungry.

B. Write two sentences that would persuade your friends to take part in Cereal Day.

Week 2 • Day 2

Word Box

any anyone anything

1�0 Daily 6-Trait Writing • EMC 6024 • © Evan-Moor Corp.

Name:

Voice

VOICE

Bring out your voice by clearly stating your opinion.

A. Decide how you would answer each question. Write a strong opinion statement and one reason to support that opinion.

1. Your school has been given $10,000 dollars. The entire amount may be spent on new gym equipment, new art supplies, or new library books. Which one should the money be spent on?

2. Should your class go on a field trip to a science museum, a play, or an aquarium?

3. Should students be allowed to have their cellphones in the classroom?

B. Read these sentences. Use proofreading marks to correct the double negatives.

1. We have not been on no field trips this year.

2. I’ve never been to no aquarium.

3. Nobody said nothing about going to a zoo.

Week 2 • Day 3

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

Name:

Voice

VOICE

Use your voice when you want to be persuasive.

Read these community service project ideas. Choose one project to persuade your class to do. Write your opinion statement in the box. Then write a reason to do that project in each circle.

Community Service Projects:

Volunteer at a wildlife rescue center. Help birds, amphibians, and small mammals that are hurt or sick.

Hold a book drive to collect new and used books. Donate the books to schools or libraries that need them.

Raise money to build wells in Africa. Hold fundraisers to collect the money.

Opinion Statement:

Week 2 • Day 4

1�2 Daily 6-Trait Writing • EMC 6024 • © Evan-Moor Corp.VOICE


Name:

Voice

VOICE

A story can be told from different points of view. Your point of view affects the voice you use when you write.

Travis and Aunt Heather each wrote a personal narrative about the same situation. Read the narratives. Then answer the questions.

TravisMy birthday is going to be a real bummer. First, I found out that

Mom and Dad have to work all day, so I’ll be spending the day with Aunt Heather. But then I saw her at the grocery store last night. “What are we going to do for my birthday?” I asked her. “Umm, I don’t know,” Aunt Heather said. She frowned a little bit. “But Mom and Dad said we could do something really fun!” “I know, but I think I caught a cold,” she said with a sniffle.

1. What does Travis think will happen on his birthday?

2. What kind of voice does he use in his narrative?

Aunt Heather

I ran into Travis at the grocery store today! He asked me what we were doing for his birthday. “Umm, I don’t know,” I told him as I tried not to smile. “Mom and Dad said we could do something really fun,” he whined. “I know, but I think I caught a cold.” I faked a sniffle. I think he believed me! I can’t wait until Saturday when Travis finds out we’re having a surprise birthday party for him!

3. What does Aunt Heather know will happen on Travis’s birthday?

4. What kind of voice does she use in her narrative?

Week 3 • Day 1

Aunt Heather will be too sick to do anything fun on his birthday.

sad/disappointed

excited/secretive

She knows there will be a surprise party.

————

———


Name:

Voice

VOICE

Be creative by telling a story from a different point of view.

A. Look at the pictures. Read the sentences.

Kristen finds a shiny marble. The marble falls out of her pocket.

Eddie finds his missing marble. He puts it back in his collection.

B. Imagine the story from the marble’s point of view. Imagine it is telling the story to another marble. Finish this conversation between the marbles. Remember to start a new paragraph each time someone new speaks.

“Boy, am I glad to be back!” said the striped marble.“Where have you been?” asked a white marble.

Week 3 • Day 2

1

43

2

Sample Answer: “Eddie dropped me on his way home from school.” “Oh, no! What happened?” “A girl picked me up and put me into her pocket. Then she started to ride away! Luckily, I was able to jump out of her pocket. Soon, Eddie found me and brought me home.”

DAY 1

Use different places in the classroom to demonstrate the concept of “point of view.” For example, say: When I stand at the front of the class, my point of view includes the door and the reading table. When I stand in the back, my point of view includes the board and the window. Your point of view is the way you see things. Read the rule aloud and guide students through the activity.

• Read aloud Travis’s narrative and question 1. Ask: From Travis’s point of view, what does he think will happen? (His Aunt Heather will be too sick to do anything fun.) Then read aloud question 2. Ask: How is Travis feeling? (sad, disappointed) Say: Those feelings affect his writing voice. Words such as bummer make the writing sound sad.

• Have students read Aunt Heather’s narrative and answer questions 3 and 4 individually or in groups. Go over the answers as a class, pointing out how Travis’s and Heather’s voices differ according to their points of view.

Convention:Point out the dialogue in the narratives. Say: When you write dialogue, you indent, or start a new paragraph, each time a new person speaks. Have students write a dash next to each paragraph that starts with dialogue.

DAY 2


• ActivityA: Invite students to read the sentences as you guide them through the pictures. To check for understanding, ask: If Kristen told the story, what would she say? What would Eddie say?

• ActivityB(Convention): Say: Often, a story is told from the main character’s point of view. But it can be fun to tell a story from another point of view. Today, we’ll imagine the marble has a point of view. Ask: What would the marble tell the other marbles? Invite students to share their ideas. Then have students complete the activity. You may want them to work in pairs, role-playing the striped and white marbles before writing down their conversations. Remind students to indent their lines of dialogue.

VOICEWriting from Different Points of View

WEEK

3

© Evan-Moor Corp. • EMC 6024 • Daily 6-Trait Writing 1�3VOICE


Name:

Voice

VOICE

Tell a story from a different point of view. Use the character’s voice.

A. Think of a folk tale or fairy tale you know. Write the name of the main character. Then write the name of another character who could tell the story.

Name of Folk Tale:

Main Character:

Other Character:

B. Think about your other character’s point of view. Answer the questions.

1. How would your character see the story differently from the main character? Would his or her attitude or feelings be different? Give an example.

Example:

2. What kind of voice(s) would your character use to tell the story?

Week 3 • Day 4

sorry/friendly/informal

He would say he went to Grandmother’s to keep her company, not to eat her. He would say he was in Grandmother’s bed because he came down with the fl u.

The wolf would say that there was a big mistake and he didn’t mean any harm to Little Red Riding Hood. He would feel like he did nothing wrong.

“Little Red Riding Hood”

the wolfLittle Red Riding Hood

Sample Answers:


Name:

Voice

VOICE

Use voice to emphasize a character’s point of view.

A. Read this version of “The Little Red Hen.” It is told from Hen’s point of view. Use the paragraph symbol (¶) to mark where there should be a new paragraph. Then answer the question.

Once, I found some grains of wheat. I wanted to plant the wheat and make bread. So I went to my good friend, Pig. “Will you help me plant the wheat?” I asked. “Sorry, but I can’t,” he said. I also asked for help baking the bread. Pig couldn’t help me with that, either. Well, now that I’ve tired myself out and baked the bread, guess who wants a piece? Pig, of course! But I decided to keep it for myself because I was the one who worked hard on it. This bread is mine—ALL MINE!

What voice does Hen use when explaining her point of view?Give an example from the story to support your answer.

B. Read Pig’s version of the story. Rewrite it with a stronger voice, having Pig defend himself with more excitement. Include at least one line of dialogue.

Hen is my friend. But she won’t share her bread. One day, she asked for help planting the wheat. I said I couldn’t help her. I also couldn’t help her with the baking. I had important homework to do.

Week 3 • Day 3

Hen has a strong, angry voice. Examples are: using exclamations, writing words in capital letters, and the phrases “tired myself out,” “worked hard on it.”

Hen is my very best friend. But, she can be stingy sometimes! “Will you help me plant the wheat?” she asked me one day. I said I was terribly sorry. It was true! I had very important homework to do. I also couldn’t help her bake the bread. And now Hen won’t let me eat the bread. This is not fair! When my mom made pumpkin pie, I invited Hen over for a slice.

Sample Answers:

DAY 3


• ActivityA(Convention): Read aloud the narrative, having students raise their hands every time a new paragraph should be started. Then draw the proofreading mark for “new paragraph” on the board. Say: Use this symbol to show where to break a larger paragraph into smaller ones.

Read aloud the question and ask: How is Hen feeling? How do you know? (She is angry; she emphasizes certain words and gives reasons for her feelings.) Then have students answer the question. Go over the answers as a class.

• ActivityB: Ask: How is Pig’s point of view different from Hen’s? If you were Pig, how would you defend yourself? What kind of voice would you use? You may want students to brainstorm ideas in groups.

DAY 4

Read the rule aloud. Guide students through the activities.

• ActivityA: Say: Yesterday, we told a tale from a different point of view. Today, we’ll try doing that with another story. Brainstorm popular folk tales and fairy tales. Then model completing the activity, using the sample answers on the reduced page to the left. Have students complete the activity.

• ActivityB: Read aloud question 1. Use the sample answers on the reduced page to the left to model seeing the story from the wolf’s point of view. For question 2, say: The wolf’s feelings will influence his voice. Will he be happy or silly? Or, will he be sorry and serious?

DAY 5 Writing Prompt• Use your ideas from Day 4 to write a famous tale

from another character’s point of view. Use voice to emphasize the character’s attitudes and feelings. Include dialogue in your story.

• Be sure to begin a new paragraph each time someone new speaks.

Convention:Indenting dialogue

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

Name:

Voice

VOICE

A story can be told from different points of view. Your point of view affects the voice you use when you write.

Travis and Aunt Heather each wrote a personal narrative about the same situation. Read the narratives. Then answer the questions.

TravisMy birthday is going to be a real bummer. First, I found out that

Mom and Dad have to work all day, so I’ll be spending the day with Aunt Heather. But then I saw her at the grocery store last night.

“What are we going to do for my birthday?” I asked her.“Umm, I don’t know,” Aunt Heather said. She frowned a little bit.“But Mom and Dad said we could do something really fun!”“I know, but I think I caught a cold,” she said with a sniffle.

1. What does Travis think will happen on his birthday?

2. What kind of voice does he use in his narrative?

Aunt Heather

I ran into Travis at the grocery store today! He asked me what we were doing for his birthday.

“Umm, I don’t know,” I told him as I tried not to smile.“Mom and Dad said we could do something really fun,” he whined.“I know, but I think I caught a cold.” I faked a sniffle. I think

he believed me! I can’t wait until Saturday when Travis finds out we’re having a surprise birthday party for him!

3. What does Aunt Heather know will happen on Travis’s birthday?

4. What kind of voice does she use in her narrative?

Week 3 • Day 1

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

Name:

Voice

VOICE

Be creative by telling a story from a different point of view.

A. Look at the pictures. Read the sentences.

Kristen finds a shiny marble. The marble falls out of her pocket.

Eddie finds his missing marble. He puts it back in his collection.

B. Imagine the story from the marble’s point of view. Imagine it is telling the story to another marble. Finish this conversation between the marbles. Remember to start a new paragraph each time someone new speaks.

“Boy, am I glad to be back!” said the striped marble.“Where have you been?” asked a white marble.

Week 3 • Day 2

1

43

2


Name:

Voice

VOICE

Use voice to emphasize a character’s point of view.

A. Read this version of “The Little Red Hen.” It is told from Hen’s point of view. Use the paragraph symbol (¶) to mark where there should be a new paragraph. Then answer the question.

Once, I found some grains of wheat. I wanted to plant the wheat and make bread. So I went to my good friend, Pig. “Will you help me plant the wheat?” I asked. “Sorry, but I can’t,” he said. I also asked for help baking the bread. Pig couldn’t help me with that, either. Well, now that I’ve tired myself out and baked the bread, guess who wants a piece? Pig, of course! But I decided to keep it for myself because I was the one who worked hard on it. This bread is mine—ALL MINE!

What voice does Hen use when explaining her point of view?Give an example from the story to support your answer.

B. Read Pig’s version of the story. Rewrite it with a stronger voice, having Pig defend himself with more excitement. Include at least one line of dialogue.

Hen is my friend. But she won’t share her bread. One day, she asked for help planting the wheat. I said I couldn’t help her. I also couldn’t help her with the baking. I had important homework to do.

Week 3 • Day 3


Name:

Voice

VOICE

Tell a story from a different point of view. Use the character’s voice.

A. Think of a folk tale or fairy tale you know. Write the name of the main character. Then write the name of another character who could tell the story.

Name of Folk Tale:

Main Character:

Other Character:

B. Think about your other character’s point of view. Answer the questions.

1. How would your character see the story differently from the main character? Would his or her attitude or feelings be different? Give an example.

Example:

2. What kind of voice(s) would your character use to tell the story?

Week 3 • Day 4

1�8 Daily 6-Trait Writing • EMC 6024 • © Evan-Moor Corp.VOICE


Name:

Voice

VOICE

Use rhyming words and images in poems to describe your subject in your own voice.

A. Read the poem. Find words that rhyme at the ends of the lines. Underline the words. Then circle the letters that spell the vowel sound.

Who Has Seen the Wind?by Christina Rossetti

Who has seen the wind?Neither I nor you:But when the leaves hang tremblingThe wind is passing through.

Who has seen the wind?Neither you nor I:But when the trees bow down their headsThe wind is passing by.

B. “Who Has Seen the Wind?” uses images to describe something invisible—the wind. Look at the chart below. For each invisible thing, write an image that can be used to describe it. Then think of two other invisible things and images to describe them.

Something You Can’t See Image

1. music

2. winter

3.

4.

Week 4 • Day 1

a jokegravity

an orchestra playingsnow falling on bare treesa boy laughing and holding his bellya girl falling off her skateboard

Sample Answers:


Voice

VOICE

You can copy the style and pattern of a poem, but use your own ideas.

A. Read this limerick by Edward Lear. Underline the rhyming words.

There was a Young Lady whose chin,Resembled the point of a pin;So she had it made sharp,And purchased a harp,And played several tunes with her chin.

B. Complete these limericks with your own ideas. Remember to use the proper end rhyme.

Today is the worst kind of day.The skies are cold and gray.There’s nothing to do.I’m bored and I’m blue.

There once was a young man named Sam,Who was always caught in a jam.

That’s the last we saw of poor Sam.

Week 4 • Day 2Name:

He followed a dog,And got lost in the fog.

I want to go out and play.

Sample Answer:

DAY 1


• ActivityA(Convention): Say: Some poems have rhyming words at the ends of lines. A group of lines is called a stanza. This poem has two stanzas. Read aloud the first stanza of the poem. Ask: Which words rhyme? (you, through) Then ask: Is the /oo/ sound in these words spelled the same? (no) When thinking of rhyming words, remember that they don’t have to be spelled the same. What matters is their sound. Repeat the process for the second stanza.

• ActivityB: Say: You can’t see the wind, but you can see a tree bend because of it. In this poem, the tree is an image, or picture, used to describe the wind. Read the first noun in the chart. Say: Music is also something you can’t see. But how is it made? (e.g., instruments, voice) Say: When I think of music, I think of an orchestra playing, so that’s my image for music. What is your image? You may want students to brainstorm and complete the chart in pairs. For items 3 and 4, suggest that students think of sounds, feelings, forces of nature, etc.

DAY 2


• ActivityA(Convention): Read the poem aloud. Say: Limericks are short, funny poems that have a specific rhyme. Review the meaning of “rhyme scheme.” (the pattern of rhymes in a poem) Have students identify the rhyme scheme. (AABBA)

• ActivityB: Read aloud the first limerick starter. To help students complete the poem, ask questions, such as: What would you want to do on that kind of day? How else would you feel? Model completing the poem on the board, using the sample answer on the reduced page to the right.

Then read the second limerick starter. Show students the process of completing the poem. For example, say: Sam could get in a jam because he followed a dog. But the last line says that no one saw him again, so he must have gotten lost. Fog rhymes with dog, so I could say that he could get lost in the fog. Have students complete the poem independently.

VOICEUsing Voice in Poetry

WEEK

�


Convention:End rhyme

VOICE


Voice

VOICE

Use your own words to plan an acrostic poem about yourself.

Write the letters of your name in the boxes. Next to each letter, write words or phrases that begin with that letter.

Letters Words and Phrases


S silly, suddenly, some, socks

H happy, hockey, handsome, helpful, hungry, home

A a, another, apple, Adam, and, ant

N never, no, noon, needs a nap

E everyone, even, elephant

Sample Answers:


Name:

Voice

VOICE

Use your voice to say something in an interestingor different way.

A. Brad wrote an acrostic poem about his shoes. Read the poem. Underline the rhyming words at the ends of the lines. Then answer the question.

Shoeby Brad

Strings, stitches, and leatherHold my shoes together.Only, now that I get taller,Each toe starts to holler!

What is Brad saying about his shoes?

B. Audrey wrote an acrostic poem about her shoes. However, it doesn’t make sense. Try rewriting Audrey’s poem so it has a main idea and rhymes.

Shoeby Audrey

Sneakers on my feet,How they are complete.Oh, a sneaker’s cool,Especially the golden rule.

S

H

O

E

Week 4 • Day 3

neakers on my feetelp protect me from the street,r icky mud or dewy grass,ven from the broken glass.

They are getting too small for his feet.

Sample Answer:

DAY 3


• ActivityA: Say: Today, we’ll read an acrostic poem, in which each letter of the subject’s name starts a line. If you read down the left side of the poem, you’ll see the word shoe. Read aloud the poem. Then ask: What is the main idea of the poem? (The shoes are too small.) Say: The whole poem is about one thing, which makes it easy to understand. And Brad wrote it in a fun voice, which makes it interesting to read.

Convention: Reread the poem and point out the AABB rhyming pattern. Explain that even though the words aren’t spelled the same, and may even be pronounced slightly differently (tôller, häller), they still count as rhymes.

• ActivityB: Read aloud the poem. Ask: Does this poem have a main idea? (no) Say: The end words rhyme, but the lines don’t really make sense. Maybe Audrey was too focused on making words rhyme and forgot what the poem was about! Brainstorm ideas about sneakers. You may want students to complete the activity in small groups.

DAY 4


Say: Before you write an acrostic poem, it helps to brainstorm words that begin with the letters of your name. Have students write their names vertically in the boxes. Then say: Now write words and phrases that begin with each letter. You could write words that describe you or tell about things you do. Remember, this poem should tell about you. Circulate to provide assistance.

DAY 5 Writing Prompt• Write a rhyming acrostic poem about yourself. Use

your ideas from Day 4.

• Be sure your rhyming words make sense with the rest of the poem.


Name:

Voice

VOICE

Use rhyming words and images in poems to describe your subject in your own voice.

A. Read the poem. Find words that rhyme at the ends of the lines. Underline the words. Then circle the letters that spell the vowel sound.

Who Has Seen the Wind?by Christina Rossetti

Who has seen the wind?Neither I nor you:But when the leaves hang tremblingThe wind is passing through.

Who has seen the wind?Neither you nor I:But when the trees bow down their headsThe wind is passing by.

B. “Who Has Seen the Wind?” uses images to describe something invisible—the wind. Look at the chart below. For each invisible thing, write an image that can be used to describe it. Then think of two other invisible things and images to describe them.

Something You Can’t See Image

1. music

2. winter

3.

4.

Week 4 • Day 1


Voice

VOICE

You can copy the style and pattern of a poem, but use your own ideas.

A. Read this limerick by Edward Lear. Underline the rhyming words.

There was a Young Lady whose chin,Resembled the point of a pin;So she had it made sharp,And purchased a harp,And played several tunes with her chin.

B. Complete these limericks with your own ideas. Remember to use the proper end rhyme.

Today is the worst kind of day.The skies are cold and gray.There’s nothing to do.I’m bored and I’m blue.

There once was a young man named Sam,Who was always caught in a jam.

That’s the last we saw of poor Sam.



Name:

Voice

VOICE

Use your voice to say something in an interesting or different way.

A. Brad wrote an acrostic poem about his shoes. Read the poem. Underline the rhyming words at the ends of the lines. Then answer the question.

Shoeby Brad

Strings, stitches, and leatherHold my shoes together.Only, now that I get taller,Each toe starts to holler!

What is Brad saying about his shoes?

B. Audrey wrote an acrostic poem about her shoes. However, it doesn’t make sense. Try rewriting Audrey’s poem so it has a main idea and rhymes.

Shoeby Audrey

Sneakers on my feet,How they are complete.Oh, a sneaker’s cool,Especially the golden rule.

S

H

O

E

Week 4 • Day 3


Voice

VOICE

Use your own words to plan an acrostic poem about yourself.

Write the letters of your name in the boxes. Next to each letter, write words or phrases that begin with that letter.

Letters Words and Phrases


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


Name:

Voice

VOICE

Adriana Oscar

Interest your reader by showing who you really are. Use your unique voice to explain your feelings.

A. Read what each student says. Choose the quotation that is more interesting. Underline the details that explain the character’s feelings.

B. Write a sentence about something you love to do. Use your own unique voice.

C. Reread the quotations in Activity A. Find the three different word pairs that could be made into contractions. Write them on the lines. Then write the contractions for those words.

Word Pairs Contractions

1.

2.

3.

Week 5 • Day 1

Science is my favorite subject. I have learned how to build models of buildings and bridges. I would like to be a scientist some day! I could build real buildings and bridges.

Every time I open the oven and get a whiff of something sweet, I think of my grandpa. He spent hours teaching me how to bake his famous desserts.Someday I’ll have a bakery of my own. I’ll name it Pop’s Pastries!

I have I’ve I would I’d I could I’d

Answers will vary.


Name:

Voice

VOICE

Write honestly. Use your unique writing voice to let your readers get to know the real you.

Read each situation and complete the sentence. Be sure to useyour own unique voice.

1. If I won the Student of the Year award, I’d say:

2. If someone stole my lunch money, I’d say:

3. If I told my favorite joke, I’d say:

4. If my friend was sick, I’d say:

Week 5 • Day 2

Wow, I can’t believe it!

Hey! Who took my money? I want to know right now!

What did one wall say to the other? “Meet you at the corner!”

Can I get you anything? Do you want me to get the nurse?

DAY 1

Read the rule aloud. Then say: When you use your unique writing voice, you get your reader’s attention because you show your feelings and emotions. Your writing voice shines through in your words. Your reader might think, “Maybe that person feels the same way I do,” or “I wonder why the writer feels that way.” Then guide students through the activities.

• ActivityA: Invite two students to read aloud both speech balloons. Ask: Which person do you feel you know better? Which person shows more emotion? Which person has a stronger voice? (Adriana) Say: Adriana reveals more about herself. Her excited voice interests the reader. She shows us what she wants to be, instead of just telling us.

• ActivityB:Ask: What is something you love to do? How does it make you feel? What do you think about it? Have students write a sentence. Remind them to use their unique voice.

• ActivityC(Convention): Review how contractions are formed. Then write the contraction I’d on the board. Say: I’d is special, because it can stand for either I could or I would.Have students complete the activity. Go over the answers as a class.

DAY 2


• Say: Everybody responds to situations in different ways. No two people do or say the exact same things. The way you respond is part of your own voice. Read aloud item 1 and ask: How would you feel if you won the award? Would you feel surprised, excited, or happy? How would you express your feelings?

• Have students write their own reactions in the speech balloon. Repeat the process for each item, emphasizing that there is no “right” answer; students should only worry about being honest and writing from their hearts.

Convention: Have students identify the contraction in the activity. (I’d) You may also want to mention other contractions that are formed with I. (I’m, I’ll, I’ve)

VOICEDeveloping Your Own Voice

WEEK

�

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


Name:

Voice

VOICE

Use your unique voice to tell about personal experiences.

If you had to write a journal entry about how this year has been, what would you tell about? Answer the questions to help you think of ideas.

1. What was the best thing that happened this year? What was good about it?

2. What was the worst thing that happened this year? What was bad about it?

3. Name three things you’ve done this year. Use a contraction in your answer.

4. If you could live this year over again, what would you do differently?Use I’ve or I’d in your answer.

Week 5 • Day 4

Sample Answers:

I read a Harry Potter book.I was the fi rst one out of my cousins to fi nish it!

My hamster died.I missed him a lot. I was sad for a long time.

I’ve read a new book, traveled to Sacramento, and bought new shoes.

I’d turn in my homework every day. I’ve learned my lesson!


Name:

Voice

VOICE


Draw a comic strip that tells about a personal experience you’ve had. Use the ideas in the box to think of a good topic. Then draw what happened in the boxes.

• Use a speech balloon to show what was said.

• Use a thought bubble to show what was thought.

Week 5 • Day 3

Topic Ideas

a funny moment • a scary moment

an embarrassing moment • being proud of yourself

meeting a new friend • winning or losing a game

1 2

3 4

Drawings will vary. Sample content to place in boxes:

(The girl with a speech balloon: “Look, Mom!”)

(The girl with a thought bubble: “I’d fall over if I did that!”)

(The girl’s mom laughing.)

(A girl watching her dog chase his tail.)

DAY 3


• Go through the topics in the box. For example, ask: Did something ever happen at home that’s made you laugh? Maybe a pet or a brother or sister did something unusual?

• Model turning an experience into a comic strip. For example, say: I can write about my dog chasing his tail. I can split the event into four parts: seeing the dog, telling my mom what happened, my mom laughing, and me laughing. Model writing a thought in a thought bubble and what was said in a speech balloon. Be sure to remind students that they may use stick figures as illustrations in their comics.

DAY 4


• Read aloud the first question. Use the sample answers to model a response. For example, say: Reading a new book was great because my cousins and I had a contest to see who would finish it first, and I won! That’s what makes it special to me. Repeat for question 2.

• Give students time to answer questions 1 and 2 on their own. Circulate to assist students in giving reasons for their best and worst experiences.

• Convention:For questions 3 and 4, review the rules for the contractions. Use the sample answers to model forming a sentence for each question, using a contraction.

DAY 5 Writing Prompt• Use your unique voice to write a journal entry

about the best and worst parts of this year. Write about what you have done and what you would do differently. Use your ideas from Day 4.

• Be sure to spell contractions correctly.

Convention:Contractions


Name:

Voice

VOICE

Adriana Oscar

Interest your reader by showing who you really are. Use your unique voice to explain your feelings.

A. Read what each student says. Choose the quotation that is more interesting. Underline the details that explain the character’s feelings.

B. Write a sentence about something you love to do. Use your own unique voice.

C. Reread the quotations in Activity A. Find the three different word pairs that could be made into contractions. Write them on the lines. Then write the contractions for those words.

Word Pairs Contractions

1.

2.

3.

Week 5 • Day 1

Science is my favorite subject. I have learned how to build models of buildings and bridges. I would like to be a scientist some day! I could build real buildings and bridges.

Every time I open the oven and get a whiff of something sweet, I think of my grandpa. He spent hours teaching me how to bake his famous desserts.Someday I’ll have a bakery of my own. I’ll name it Pop’s Pastries!


Name:

Voice

VOICE

Write honestly. Use your unique writing voice to let your readers get to know the real you.

Read each situation and complete the sentence. Be sure to use your own unique voice.

1. If I won the Student of the Year award, I’d say:

2. If someone stole my lunch money, I’d say:

3. If I told my favorite joke, I’d say:

4. If my friend was sick, I’d say:

Week 5 • Day 2


Name:

Voice

VOICE


Draw a comic strip that tells about a personal experience you’ve had. Use the ideas in the box to think of a good topic. Then draw what happened in the boxes.

• Use a speech balloon to show what was said.

• Use a thought bubble to show what was thought.

Week 5 • Day 3

Topic Ideas

a funny moment • a scary moment

an embarrassing moment • being proud of yourself

meeting a new friend • winning or losing a game

1 2

3 4


Name:

Voice

VOICE


If you had to write a journal entry about how this year has been, what would you tell about? Answer the questions to help you think of ideas.

1. What was the best thing that happened this year? What was good about it?

2. What was the worst thing that happened this year? What was bad about it?

3. Name three things you’ve done this year. Use a contraction in your answer.

4. If you could live this year over again, what would you do differently? Use I’ve or I’d in your answer.

Week 5 • Day 4


194

Proofreading MarksUse these marks to show corrections.

Mark Meaning Example

Take this out (delete).

Add a period.

Make this a capital letter.

Make this a lowercase letter.

Fix the spelling.

Add a comma.

Add an apostrophe.

Add quotation marks.

Add an exclamation point ora question mark.

Add a hyphen.

Close the space.

Add a word or letter.

Underline the words.

Add a colon.

house

red

VOICE

Proofreading Marks

About Evan-Moor Educational Publishers

About Evan-Moor Educational PublishersAt Evan-Moor, our products are written, edited, and tested by professional educators. We strive to provide the best products and service possible. Evan-Moor’s materials are directed to teachers and parents of prekindergarten through 6th-grade students, and most materials are correlated to state standards. We address all major curriculum areas, including: Reading Science Math Early Childhood ELL Writing Geography Social Studies Arts & Crafts Teacher Resources

How We BeganIn 1979, Joy Evans and Jo Ellen Moore were team-teaching � rst grade in a Title I school. They decided to put ideas that worked for their students into a book. They joined with Bill Evans (Joy’s brother) to start Evan-Moor Educational Publishers with one title.

Who We BecameEvan-Moor now offers over 450 titles, many of which have won awards for quality, creativity, and innovation. Our materials are used in classrooms around the world.

Our MissionNow, as then, we are dedicated to helping children learn. We think it is the world’s most important job, and we strive to assist teachers and parents in this essential endeavor.

Evan-Moor products are available at � ne teacher supply stores and

bookstores everywhere and at www.evan-moor.com.

Evan-Moor’s

Best-Selling Writing TitlesWrite a Super SentenceGrades 1–3 EMC 205-PRO

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Writing Forms: Tops & Bottoms • Supports the 6 traits of writing• Clear teacher instructions• Correlated to state standards

Visit www.teaching-standards.com

to view a correlation of this book’s activities

to your state’s standards. This is a free service.

Correlatedto State Standards

This book is also available in a consumable student practice book edition.

Benefi t from the same targeted skills practice in a time- and money-saving format.

Save money Consumable books reduce the cost of copying

to your school by at least 30%.

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and save at least 30 minutes a week.

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Daily 6-Trait WritingStudent Practice Books128 pages in each individual book. Student Practice Books are sold in 5-packs.


Student practice books are a sole source product and are only available for purchase directly from Evan-Moor Educational Publishers. To purchase student books, visit www.evan-moor.com.

Daily Practice BooksPerfect Supplements to Your Core Curriculum!

Daily Language Review128 reproducible pages.

Grade 1 EMC 579-PROGrade 2 EMC 580-PROGrade 3 EMC 581-PROGrade 4 EMC 582-PROGrade 5 EMC 583-PROGrade 6 EMC 576-PROGrade 7 EMC 2797-PROGrade 8 EMC 2798-PRO

Daily 6-Trait Writing160 reproducible pages.


Daily Academic Vocabulary160 reproducible pages plus 32 transparencies!

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Daily Handwriting Practice112 reproducible pages.

Traditional ManuscriptAll Grades EMC 790-PRO

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• Practice for every day of the school year

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Perfect Supplements to Your Core Curriculum!Research-

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EMC 3451 $29.99 USA

ISBN 978-1-60823-632-9 9 781608 236329

529990 23472 03451 9

52

Daily Reading Comprehension • EMC 3451 • © Evan-Moor Corp.

8WEEK

Who and What

Students read to determine “who” (the main character) and “what” (the main

character’s actions).

DAY

1

Tell students that this week they will practice finding the main character in stories and paying

attention to what the character does. Say: The main character is the person or thing the story is

mostly about. Direct students’ attention to the illustration. Say: This picture gives clues about the

main character. What do you think the main character is? (cat) Let’s read the story to find out the

cat’s name and what the cat does. Read the instructions at the top of the page aloud. Then read the

story as students follow along. Guide students to complete the first activity. With each item, help

students locate the answer in the story and reread those sentences. Have students do the sight words

activity with a partner. They should read all the words out loud before deciding on their answers.

Check students’ answers together.

DAY

2

Review the skill of Who and What by asking students to respond yes or no to the following

statements: (1) The main character in a story can be a person. (yes) (2) Animals can be the main

characters. (yes) (3) Some stories are about people and animals. (yes) Then direct students’

attention to the story. Ask them to identify words they can read. Read the instructions aloud, and

invite students to read the story along with you. After reading, ask students to tell the main

character to a partner. Then lead students in completing the first activity. For items 2 and 3, reread

the sentences containing the answers. Complete the sight words activity, following the procedure

used on Day 1.

DAY

3

Direct students’ attention to the illustration of a teacher and students. Say: Let’s read the story to

see if there is one main character or two. Read the instructions aloud, and then read the story as

students follow along. You may choose to reread the story, with some students reading with you and

others acting it out. After reading, ask students to show with their fingers the number of main

characters. (one) Help students understand that most of the story is about Ben. Then guide them in

completing the first activity. For each item, read the sentence(s) in the story that support the correct

answer. Instruct students to do the sight words activity with a partner. Go over their answers

together.

DAY

4

Review the skill. Then direct students’ attention to the illustration. Say: This picture gives clues

about the main character. But the picture does not give enough information. We need to read to

find out the kind of bear it is and what that bear is doing. Read the instructions aloud. Read each

story sentence aloud, and have students read it after you, touching each word as they say it. Guide

students in completing the activities.

DAY

5

Remind students of the skill. Then say: Today we’re going to read a poem. Poems have main

characters, too, just like stories. Read the instructions aloud, and then read the poem aloud as

students follow along. Reread the poem as students read the words they know. Help students do

the first activity. For item 1, point out that both words in the answer choice must be correct.

Complete the sight words activity together, modeling for students how to read the sentence and

insert each answer choice.

3451.indb 52

3/24/10 12:35 PM

Name:

© Evan-Moor Corp. • EMC 3451 • Daily Reading Comprehension 53

Read the story. Think about the main character and what the character does.

Rosa has a cat named Puff.

He likes to play a game.

Rosa throws a toy mouse.

Puff runs after the mouse.

He picks it up in his mouth.

Puff brings the toy back to Rosa.

Rosa throws the toy over and over.

Puff plays for a long time.

Then he takes a nap.

Puff needs to rest.

Then he can play again!

Fill in the circle next to the correct answer.

1.WhatisPuff?Aa girlBa mouseCa cat

2.WhatdoesRosaliketodo?

ARosa likes to chase a toy mouse.

BRosa likes to take a nap.

CRosa likes to play with her cat.

3.WhichonedoesPuffplaywith?

A

B

C

SIGHT WORDS

Circle the two words that are the same.

1.then 2.them 3.than 4.then 5.they

WEEK 8

DAY 1Who and What

3451.indb 53

3/24/10 12:35 PM

Correlated to StateStandards

EMC 3451

Grade 1

GRADE 1

EMC 3451

Daily Reading Comprehension

1

GRaDe

1 • 150 fiction and nonfiction passages

• 30 weekly units include: –teacher lesson plan –5 reproducible student pages

• Direct instruction of reading skills

• Perfect for test prep• Supports any reading

program

345158cvrs.indd 1 4/15/10 1:25 PM

ISBN 9781596739215 EMC 6024i

esl lesson how much is too much?

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