Writing that Tantalizes Taste Buds. Presented by Tracy Wassmer Roanoke County Schools

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1 Writing that Tantalizes Taste Buds Presented by Tracy Wassmer Roanoke County Schools

2 Composing The composing domain includes the focusing, structuring, and elaborating that a writer does to construct an effective message for the reader (taken from the Virginia DOE web site).

3 P.O.W.E.R. Domain: Composing Use: Beginning of the year when introducing or reviewing the steps of the writing process. Ingredients: Copy of the POWER cheer for writing notebooks or one copy to post in your classroom 1. Teach your students how to use the acronym POWER to remember the steps of the writing process. P prewrite O organize your ideas W write your draft E edit R revise 2. Have students write POWER at the top of each prewriting. 3. Teach your students to check off each letter when they complete each step in the writing process. Yield: Students who can move through the steps of the writing process without having to ask their teachers What do I do now? Fifth graders love using this strategy when they take their writing prompt SOL test.

4 P.O.W.E.R P prewrite O organize your ideas W write your draft E edit R revise

5 People Paragraphs Domain: Composing Use: Before or after famous Americans are taught in social studies Ingredients: Large construction paper and notebook paper for each student, reference material (optional) 1.Have students fold a large piece of construction paper to make a booklet; label this booklet People Paragraphs. When students finish early, I allow them to add illustrations of each person we studied to their booklet covers. Some of my students print pictures of each famous American off the Internet and add or glue these pictures to their booklets. 2.Have students make a large stick figure in the center of a sheet of notebook paper and label the top of their paper with the assigned famous American. Have students add eyes and a mouth to this graphic organizer. Now either have students recall facts, read a short nonfiction book, use an encyclopedia or their social studies book, to write down 4 significant facts about the given person. Students will write down one fact on each limb of their stick figure graphic organizer. 3.Now have students write one short summary phrase regarding their person on the smile part of their stick figure organizer. 4.Next have students go back and organize their ideas by writing 1 5 next to each one. The smile will turn in to the topic sentence, but the students have to look at their other details to put them in logical order. Remind students that their ideas should be ordered as they actually happened in history. 5.Now have students write a paragraph by using their graphic organizer. I also use the P.O.W.E.R. strategy so my students can work at their own rate and can move through the steps of the writing process. Suggested Famous Americans: Helen Keller, Betsy Ross, Jackie Robinson, Thurgood Marshall, Juan Ponce de Leon, Thomas Jefferson, Christopher Newport, Rosa Parks. Optional: Students who finish early can also write an acrostic or free verse poem about each famous American. Yield: Students recall of famous Americans improves.

6 Give Me Five! Domain: Composing Use: Primary grade students love this strategy! However, this can be a very powerful strategy to use with 4 th and 5 th graders who are choosing topics that are too large. This is a quick strategy to help limit the scope of writing to the topic at hand. Ingredients: Writing journals or notebook paper 1. Have students trace their hand in the center of their writing journal. 2. Now have students write the assigned prompt on the palm portion of their hand graphic organizer and a specific detail on each finger. 3. Next have students go back and number their ideas in a logical manner by writing a number next to each idea. The topic, written on the palm portion of the organizer, is assigned number Last, students will use this graphic organizer to compose a short paragraph. Alternate: Students can draw a large flower with at least 5 petals in the center of their paper. They write the topic in the center of the flower and each detail in the petals. Yield: Students who can create their own graphic organizer.

7 Paragraph Cheer Domain: Composing Use: At the beginning of the year when teaching the parts of a paragraph. I continue using this cheer throughout the year to remind my students about the ingredients that make a great paragraph. Ingredients: Copy of cheer for student notebooks (see Appendix) writing journals or notebook paper, pom poms and megaphone (optional) Cheer: 1. Good Opening (students raise hands above their heads) 2. Good Closing (students bend and push hands towards the floor) 3. Use 3 examples of sparkling adjectives (students put hands up in the air and wiggle their fingers) AND vivid verbs (students keep hands above their heads in a V formation) 4. Paint a picture with your words (students pretend they are painting a fence in front of their bodies) 5. Stick to the topic and sound like yourself (students put up index finger in front of their bodies and point to themselves when they say yourself ) 6. And always revise and check for mistakes! (students put index finger out in front of them and pretend they are skimming their work, and then they make a large check mark in the air when they say check your mistakes ). Yield: Students who can remind themselves what makes a good paragraph by reciting this cheer while they compose their first drafts.

8 The Paragraph Cheer! 1. Good Opening (raise your hands above your head) 2. Good Closing (bend and push your hands towards the floor) 3. Use 3 examples of sparkling adjectives (put up your hands up in the air and wiggle your fingers) AND vivid verbs (keep your hands above your head in a V formation) 4. Paint a picture with your words (pretend you are painting a fence in front of your body) 5. Stick to the topic and sound like you (put up your index finger in front of your body and point to yourself when you say you ) 6. And always revise and check your mistakes! (put up your index finger out in front of you and pretend you are skimming your work for errors, and then make a large check mark in the air when you say check your mistakes ).

9 Written Expression The written expression domain focuses on vividness, specificity, and rhythm of the piece and the writer s attitude and presence (taken from the Virginia DOE web site).

10 V.A. V.A. VOOM! Domain: Written Expression Use: Throughout the school year to develop sentence structure Ingredients: Magic wand (optional), notebook paper or writing journals, copies of V.A. V.A. Voom! poster for writing notebooks 1.Have students write the VA VA VOOM acronym at the top of a sheet of notebook paper. Now have them write one short boring sentence below the acronym. Boring Sentence Examples: The dog barked; The lion roared; The children played; The baby cried; People clapped; The cat slept; Mom walked; The flowers grew; The bunny hopped; Joe found $100.00; Ants marched; Bees buzzed; The truck moved; The man danced; The cars crashed; The birds fly. 1.Now the students will revise the short sentence for each skill listed below. The students will rewrite the sentence 5 times adding one more skill each time. Example: The dog barked. V vocabulary (improve word choice) Example: The dalmation barked. A adjective (add an adjective) Example: The hungry dalmation barked. V verb (improve the verb) Example: The hungry dalmation howled. A adverb (add an adverb) Example: The hungry dalmation howled loudly. VOOM! (change the sentence order, add words, or add figurative language) Example: In the middle of the night, the hungry dalmation howled loudly. Optional: Students can write their own boring sentences to use for this activity. I also use the Project CRISS strategy called Carousel Brainstorming with this activity. I write one boring sentence at the top of 5 pieces of large construction paper. I divide my class into 5 groups and have them revise the boring sentence for each letter. When I say rotate, the groups move to the next sentence and work on the next revising step. Yield: Students who can use this skill independently while revising.

11 V.A V.A. VOOM! V vocabulary *improve word choice A adjective *add an adjective V verb A adverb *improve the verb *add an adverb VOOM! *change sentence order *add figurative language *add words

12 Put Some Meat On Dem Bones! Domain: Written Expression Use: Throughout the school year to develop sentence structure; best for 1 st 3 rd grade students Ingredients: Notebook paper or writing journals, plastic skeleton (optional), Slinky 1.Have your students write one boring sentence at the top of a sheet of paper. Boring Sentence Examples: The dog barked; The lion roared; The children played; The baby cried; People clapped; The cat slept; Mom walked; The flowers grew; The bunny hopped; Joe found $100.00; Ants marched; Bees buzzed; The truck moved; The man danced; The cars crashed; The birds fly. 2. Now have the students gradually stretch the sentence by adding juicy details. I love to model this by using a Slinky. I expand the Slinky as I add words to my sentence. My students love taking turns holding a Slinky when they share their meaty sentences. I require my students to write a total of 5 sentences by either stretching one idea and gradually making the sentence longer or by writing 5 sentences about the same topic but with different details. Eg. 1. The children played. 2. The energetic children played on the playground. 3. During recess, the energetic children played on the playground. 4. During recess, the energetic children played on the playground on the climbing equipment. 5. During recess, the energetic children played loudly on the climbing equipment. Optional: Students can write their own boring sentences to use for this activity. I also use the Project CRISS strategy called Carousel Brainstorming with this activity. I write one boring sentence at the top of 5 pieces of large construction paper (each sheet of paper will have a different sentence). I divide my class into 5 groups and have them revise the boring sentence by creating their own group sentences. Yield: Students who will add details to their own writing.

13 Frost Your Cake Domain: Written Expression Use: When teaching your students how to revise Ingredients: White piece of construction paper per student, colored marker or crayons, NCS mentor software or examples of writing pieces that need to be revised 1.Explain what the word revision means. I also show an example of a revised writing piece and a revised copy of the Declaration of Independence. It is best to show a draft, and then a revised copy so students can visually see what revising looks like as well as hear the difference. 2.Now have students draw a 3 or 4 tiered wedding cake on their construction paper and title this project Frost Your Cake How to Revise. I now give the students some time to add frosting designs to their tiers before we begin the actual lesson. 3.Now I refer the class to a revised example and point out each way the student revised. After highlighting each part on the draft, I have the students write this skill around their drawn cakes. I teach elementary students the following ways to revise: add figurative language, upgrade your verb, delete words to make your sentences more precise, delete repeated words or phrases, add adjectives to naked nouns, change common nouns to proper nouns, use a thesaurus to improve word choice, change the word order of your sentence, and change sentence beginnings so each sentence begins with a different word. At the end of this lesson, I have my students write the ways to revise around their tiered cake. Last, I have my students store this project in the front of their writing notebooks so they can refer to it when revising. Yield: Students who can independently make changes to their own drafts. I will never forget when one of my reluctant writers told me that he was going to frost his 5 th grade writing prompt like a wedding cake. This lesson definitely made an impact on this student!

14 Forced Revising Domain: Written Expression Use: When teaching your students how to revise. I also use this strategy on all assignments that are taken through all of the steps of the writing process. Ingredients: Revision checklist (see examples in Appendix section), notebook paper or writing journals, and colored pencils (optional). 1. Model how to complete each step on the Revision Checklist about three times before giving a checklist to your students to complete on their own. In my classroom, I hang a copy of a completed revision using my forced revising checklist so my students can refer to it when working independently. I have found that my students are more willing to revise if they are allowed to use various colored pencils. I also use this strategy in conjunction with my Frost Your Cake strategy so when my students are using various colored pencils I can quickly walk around the room and say Great job frosting your cake or I can tell you have made a lot of revisions today by seeing all of your colorful frosting!. 2. I have students turn in their revision checklist along with their prewriting, draft, and final copy. Optional: When I first introduce forced revising, I give several grades on completing the checklist. This has motivated my students to read each item and take enough time to go back in their drafts to make each required change. If your school is having a paper shortage, you can give each student one revision checklist in a plastic sleeve for their writing folder. Yield: Students who can independently make changes to their own drafts.

15 Be Specific! Domain: Written Expression Use: Throughout the school year to remind students to use specific, detailed vocabulary when writing Ingredients: Notebook paper or writing journals, a bag full of letter cards for each letter in the alphabet, or you can make a template using Activboard software where you have all of the letters of the alphabet behind a shape and you randomly pull out one letter at a time for this activity. 1. Have students create a 4 Square template on a sheet of notebook paper and title it Be Specific! 2. Now choose 4 of the categories listed below and have the students write one at the top of each box. Be Specific Categories: candy, fruit, state, animal, flower, car, plant, bird, toy, game, snack, street, day, etc. 3. Now I pull out one letter from a bag or use my Activboard template to pull out one letter of the alphabet, and I say Be Specific and have the student brainstorm a specific, detailed vocabulary word that begins with each of the 4 categories and write it in each square. When a student has written a word in each box, I ask him to stand and say Be Specific. I also ask early birds to try to add another word to each category as many times as they can before I ask the students to stop. 4. Last, I have the students share their ideas, and I record them on a class 4 Square template. Optional: I keep a Be Specific template in my early bird folder to get more category ideas from my students. I ask them to fill in the 4 Square template category ideas on this sheet. I print all 4 Square templates and put them in a book called Wonderful Words. My students love reading these books during silent reading. Some of my students also have used our class book during revising. Yield: Students who become more aware of using specific, detailed vocabulary.

16 Delectable Details Domain: Written Expression Use: Throughout the school year to remind students to use specific, detailed vocabulary when writing Ingredients: Notebook paper or writing journals, die cuts for each student, glue sticks, and a book about adjectives. I use Ruth Heller s adjective book or Hairy, Scary, Ordinary What is an Adjective by Brian P. Cleary. Die cut examples: fish, pig, witch, snowman, bear, pumpkin, eagle, butterfly, dog, cat, etc. *If your school does not own a die cut machine, you can have your student draw a picture of the nouns listed above for this activity. 1. Choose one die cut to use for this lesson and pass one out to each of your students. Have your students glue this die cut in the center of the sheet of paper on the left hand side of their writing journals. 2. Now read a book about adjectives (see above for two examples) and talk about adjectives and their job in sentences. Next, I read 3 sentences with and without adjectives and ask my students to tell me how my sentences changed. Through this discussion, I help my students understand that adjectives paint pictures in our minds. 3. Next, model for the students how to draw lines next to the die cut to create a graphic organizer that looks like a web. I ask my students to brainstorm at least ten adjectives per shape. I usually will do this activity as a guided lesson with two different die cuts before I have my students complete this activity on their own. 4. Then I have my students share their ideas and allow them to borrow ideas from one another. If they like an adjective, I ask them to add it to their own web. 5. Now I have them write at least 5 different detailed sentences using the die cut shape as their topic and their web for adjective ideas. I have my students write their sentences on the next sheet of paper in their journals so they can refer to their webs when composing. 6. Last, I give students time at the end of class to share their star sentence with a partner. Optional: You can also do this activity by having your students list verbs that describe each die cut. I then have my students write detailed sentences using some of the verbs they brainstormed. I cut out 10 different shapes at the beginning of the year so I can do this activity throughout the school year. This is also an activity that I keep on hand when I need a quick transition or filler activity. Later in the school year, I require my students to write each of the four types of sentences with their adjective or verb webs. Yield: Students who start using detailed vocabulary when they write.

17 Usage and Mechanics The usage/mechanics domain includes the system of symbols and cueing devices a writer uses to help readers make meaning (taken from the Virginia DOE web site).

18 G.U.M. Grade Domain: Usage and Mechanics Use: After I teach isolated usage and mechanics skills, I often only grade my students on applying the skill. I use grammar worksheets for practice and mastery of the concept, and use G.U.M grades to determine if my students can apply the skill that was taught. Ingredients: Sugarless gum (optional), notebook paper or premade worksheet (see Appendix for several examples of G.U.M Grades that I have created). 1.Pass out a piece of sugarless gum (optional) to each student and before they can open their wrapper they need to chant what G.U.M. stands for Grammar, Usage, and Mechanics. I remind my students that this is the part of the writing symphony that they must pay close attention to when writing. Moreover, I talk about the importance of editing our work for G.U.M. before turning in any work to be graded. I often ask my students when I assign written work to G.U.M. their work before turning it in. This acronym for some reasons motivates students to proofread their work! 2.I allow my students to chew gum when they complete their graded usage and mechanics assignments to remind them that every time they write they have to check over their work for grammar, usage, and mechanical errors. Yield: Students who love assessments! Kids love being allowed to chew gum. Students also begin reviewing their own work for G.U.M. without being prompted by their teacher.

19 Homophone Books Domain: Usage and Mechanics Use: Throughout the school year to learn, practice, and review grade level homophones Ingredients: Premade homophone books made by folding a large piece of construction paper and inserting 10 sheets of notebook paper per booklet OR writing journals, disconnected telephone, colored pencils or crayons (optional), a list of homophones (I use Word Journeys and The Reading Teacher s Book of List to decide which homophones to teach.) *I also read various homophone books throughout the year when I do this activity. One of my favorites is Dear Deer: A Book of Homophones by Gene Barretta. 1. Pass out a premade homophone booklet to each student and have them title it Homophone Book Now read a homophone book and talk about what a homophone is. I have my students write the definition of a homophone on the front cover of their booklet. I also have them write homophones=homonyms so they understand that these words are synonyms. I use both words throughout the school year so they learn that they are synonyms. I also pretend to call Mr. Homophone on a disconnected telephone and restate the definition of a homophone. 3. Now I have my students draw a line across the middle of the first page and write one of the homophones at the top of the page and the other homophone below the center line. Then I ask my students What does this word mean? while pointing at either homophone on the page. I ask them Which way do you think you spell that meaning? 4. Next I have my students draw a picture or pictures underneath each homophone. Many homophones have several meanings so we often number and draw a picture for each meaning. For example, when I teach the homonym bear I have my students draw the animal bear, a person not able to bear the pain of getting a shot, and a chair or shelf that can t bear the weight. 5. Then I write a sentence that contains context clues and ask my students to copy my example sentence. Before each quiz, I require my students to color their pictures and write two of their own sentences that include context clues to show understanding of each homophone. Optional: I complete three homophone premade books with my 3 rd grade students during one school year. Students who finish early are challenged to write one sentence that uses both homophones. I allow these students a chance to publish these homophone sentences on colored sentence strips. I display these sentences around my classroom word wall. Yield: Students who understand homophones and can use them for life.

20 Serving Up Sounds Domain: Usage and Mechanics Use: Throughout the school year to practice and learn irregular spellings and rules Ingredients: Markers or colored pencils, one paper plate per student *I use the following references when coming up with words for each of my lessons: Word Journeys by Kathy Ganske and Phonic Patterns by Edward Fry. Spelling patterns/sounds I use for my lessons: ph, kn, wr, ow/ou, y i and e, plurals s or es, plurals y or ies, oi/oy, tch, ck, and irregular plurals. *I also do Serving Up Sounds activities with small groups of students based on their needs when I score their writing pieces. 1. Pass out a paper plate and a set of markers to each student 2. Have the students title the top of their plate with the spelling skill you are focusing on. 3. Now go over the rule you are teaching and write several words on the board for the students to copy to their own plates. Then say other words that fit this pattern and call on students to spell each word. Write it on the board and have all students copy it to their plates. I typically have students only use two markers one color to write all the words and one color to underline the letters or sounds we are working on. 4. Next, I ask the class if they can think of any words that fit the particular pattern. I also give clues to words that fit this pattern to give my students an opportunity to practice their inference skills. 5. Then I have my students choral read their plates as a class, and I give them a chance to read them to a partner. 6. Last, I have my students flip over their plates and write the rule we learned in a sentence so they can summarize what we practiced. Optional: I have my students store all of their spelling plates in a Ziploc baggie so they can refer to them when working on their writing compositions. I also use these plates during reading class to improve fluency. After giving my students 3 minutes to practice reading their plates, I time them using a stopwatch. My students record the date and time on that given plate. They are always motivated to beat their time when this activity is repeated later in the school year. I also allow my students to read their spelling plates during silent reading time. Yield: A reference for students to use for irregular spelling patterns and rules. Students who can use the Looks Right spelling strategy when spelling words that do not follow patterns or typical sound rules.

21 You can print all of my handouts at the VSRA website.

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