Beruflich Dokumente
Kultur Dokumente
by Rachel Kaspar
TABLE OF CONTENTS
Introduction Research and Standards Unit 1: Descriptive Writing
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1 3 4 5 6 7 8 9 10 12 20 41 55 63 69 75
Teacher Instructions Blackline Master: Web Graphic Organizer Blackline Master: Descriptive Paragraph (with written directions) Blackline Master: Descriptive Paragraph (without written directions) Descriptive Writing Prompts Descriptive Writing Rubric Getting Started Descriptive Writing Overhead Elements of Descriptive Writing Topic Sentence Descriptive Details Closing Sentence Writing Titles Testing Descriptive Writing Elements Testing Descriptive Writing with Prompts Descriptive Writing Answer Key
161 164 165 166 167 168 169 170 174 185 203 218 224 230
TABLE OF CONTENTS
Unit 4: Writing Conventions
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Capitalizing I Capitalizing the First Word in a Sentence Capitalizing Proper Nouns Using End Punctuation Using Commas Using Apostrophes Word Usage (Subject/ Verb Agreement) Word Usage (Am, Is, Are) Word Usage (Was, Were) Writing Conventions Answer Key
232 235 239 244 248 252 257 261 266 271
INTRODUCTION
The ability to communicate successfully through writing is an essential life skill. Students are expected to write effectively for a variety of reasons. National educational standards now require that students know and understand the basic types of writing and their essential components. Teach It, Write It, Test It is designed for students who need extra help learning the essential components necessary when writing Descriptive, Narrative, and Expository paragraphs. These components are broken down into teachable parts with a variety of activities designed to meet the varied needs and learning styles of all students. Through the successful use of this product, teachers can ensure that students will grasp the fundamental skills necessary for writing success. Students will learn to identify and write different types of paragraphs and their specific components. Multiple step-by-step writing opportunities will be provided. Each specific component is broken down, allowing teachers to pick and choose activities to meet individual needs. Teach It, Write It, Test It is divided into five units: UNIT 1: Descriptive Writing UNIT 2: Narrative Writing UNIT 3: Expository Writing UNIT 4: Writing Conventions UNIT 5: Standardized Test Preparation The first three units in the binder contain teacher instructions, activity pages, and blackline masters. In each unit writing components are broken down and taught step-by-step. Each new step is taught using a variety of methods found on the Teach It pages. Then, students are given an opportunity to practice the step through the use of the Write It pages. Finally, each new skill is tested in standardized test format on Test It pages. The testing formats were developed based on research of standardized tests from a variety of different states. The Teach It, Write It, Test It process continues through the Descriptive, Narrative, Expository, and Writing Conventions units. This step-by-step process allows teachers to pinpoint individual learning needs. The activity pages make it simple to measure and evaluate writing skills, needs, and strengths. Multiple writing and testing opportunities eliminate the fear of writing failure. Teach It, Write It, Test It prepares students for writing success in three basic types of writing: Descriptive, Narrative, and Expository. The standardized test format equips students to meet the challenge of writing in accordance with state and national standards. In the Writing Conventions unit, students are taught basic writing conventions in the areas of capitalization, punctuation, and word usage. Specific skills in each area are taught in the Teach It portion. Then, students are given an opportunity to employ these skills in the Write It portion. Finally, students are tested in the proper use of these conventions in the Test It portion. The testing format prepares students for the type of assessment that will most likely be seen on state standardized tests. In the Standardized Test Preparation unit, comprehensive tests are provided to assess both writing conventions and writing components that are specifically required for each type of writing. Students are required to read a Descriptive, Narrative, or Expository paragraph. Questions follow that test writing conventions and paragraph components. Finally, on a subsequent page, students are required to read a writing prompt. Then, they are expected to write a Descriptive, Narrative, or Expository paragraph using Teach It, Write It, Test It
INTRODUCTION
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appropriate writing conventions and components necessary to successfully complete the specific type of paragraph. As students practice different types of writing, their individual writing voices develop and emerge. Through the process of Teach It, Write It, Test It, students gain confidence that will successfully carry them through standardized tests and into writing success for life.
ACTIVITY SHEETS
Each unit includes numerous activity sheets with directions designed to support a variety of learning styles. In the Descriptive, Narrative, and Expository units, components of that specific type of paragraph are addressed individually. Each skill is taught first, and then students are given an opportunity to write using that skill. Finally, each component is tested. At the end of each unit, comprehensive tests for that specific type of writing are provided along with multiple opportunities for writing practice in standardized test preparation format.
BLACKLINE MASTERS
Blackline masters have been included in the first three units for teachers who wish to provide additional writing, editing, and revising experiences for students. Templates with written directions help students successfully include all of the components necessary to create Descriptive, Narrative, and Expository paragraphs. Lined templates require students to remember and apply specific paragraph components on their own. Teachers can choose the blackline master most suitable for each individual learner in the classroom.
ASSESSMENT
Rubric charts have been included in the Descriptive, Narrative, and Expository units. These rubrics are created specifically for the scoring of each type of writing and are based on standardized test requirements found in a variety of states in the area of writing. According to recent research regarding the impact of standardized testing on students with learning disabilities (LD), Undoubtedly the largest barrier to success is the lack of exposure to the subject matter and skills tested by large scale assessments. While every state is required to have high academic standards that are the same for every student, we know that many students with disabilities are not yet being taught to those standards. (Cortiella, 2004) Because many students with learning differences are expected to pass state standardized tests each year, modifications are needed to ensure that all students receive the instruction necessary to succeed.
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apply strategies to comprehend a wide variety of texts, apply knowledge of writing conventions to evaluate and critique texts, write for a variety of purposes and audiences, write in an effort to communicate effectively, write coherent sentences and paragraphs, write to clearly communicate main idea and support it with appropriate details, write to explain and describe given topics, write to convey individual feelings and opinions in an exchange of information; and increase written vocabulary.
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Cortiella, Candace (2004, June). Implications of High-Stakes Testing for Students with Learning Disabilities. Retrieved February 22, 2006, from the Schwab Learning website: http://www.schwablearning.org/articles.asp?r=846&g=2 Richards, Regina G. (1999, May). Strategies for Dealing with Dysgraphia. Retrieved February 22, 2006, from the LD Online website: http://www.ldonline.org/article.php?id=550&loc=79
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Teacher Instructions
Objectives
Students will identify the elements of descriptive writing. Students will write to describe using all five senses. Students will identify and write topic sentences for descriptive paragraphs. Students will identify and write supporting sentences for descriptive paragraphs. Students will identify and write closing sentences for descriptive paragraphs. Students will write descriptive titles. Students will prepare for writing success on standardized tests.
Overview
In this unit students will learn the elements of descriptive writing. They will understand the parts of a descriptive paragraph and will be able to generate a descriptive paragraph. Students will identify a topic sentence, supporting sentences, and a closing sentence in a paragraph. They will also write these types of sentences in paragraph form. Students will use sensory descriptions to add detail to sentences. In the descriptive writing unit, the components of a descriptive paragraph are broken down into parts. Each component is taught separately. Then, students are given opportunities to write using newly learned skills. Finally, each component is tested individually. Skills build cumulatively throughout the unit. The unit begins by teaching the elements of descriptive writing. Then, the topic sentence skill is taught, and students are given the opportunity to write. After the writing section, topic sentence is then tested. Next, descriptive details are taught, written, and tested. After descriptive details, closing sentence is taught, written, and tested. Finally, students learn to write titles. To close the unit, all elements of descriptive writing are tested in standardized test preparation format. On pages 55-62, students are taught to write titles. This is the only section in the binder in which title writing is covered. Please feel free to use these pages when teaching students to write titles for Descriptive, Narrative, or Expository paragraphs.
Descriptive Writing
Activity Sheets
Activity sheets are included on pages 10 74. Students can complete these activities individually, with partners, or in small groups. Many of these activities can be used as a take-home component.
Answer Key
An answer key on pages 75 76 is provided for the descriptive writing section. Teach It, Write It, Test It
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