PCI2205

Descriptive, Narrative, and Expository Writing

by Rachel Kaspar

TABLE OF CONTENTS
Introduction Research and Standards Unit 1: Descriptive Writing

V VII
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

Unit 2: Narrative Writing

Teacher Instructions Blackline Master: Narrative Paragraph (with written directions) Blackline Master: Narrative Paragraph (without written directions) Narrative Writing Prompts Narrative Writing Rubric Getting Started Narrative Writing Overhead Elements of Narrative Writing Story Beginnings Story Middles Story Endings Testing Narrative Writing Elements Writing a Narrative Paragraph with Help Testing Narrative Writing with Prompts Narrative Writing Answer Key

77 79 80 81 82 83 84 85 91 101 122 135 147 152 158

Unit 3: Expository Writing

Teacher Instructions Blackline Master: Expository Paragraph (with written directions) Blackline Master: Expository Paragraph (without written directions) Expository Writing Prompts Expository Writing Rubric Getting Started Expository Writing Overhead Elements of Expository Writing Hook Sentence Steps or Points Clincher Sentence Testing Expository Writing Elements Testing Expository Writing (with prompts) Expository Writing Answer Key

161 164 165 166 167 168 169 170 174 185 203 218 224 230

TABLE OF CONTENTS
Unit 4: Writing Conventions

(continued)

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

Unit 5: Standardized Test Preparation

Test 1: Narrative Writing Paragraph: The Not So Boring Babysitter Writing Prompt: Write a story about a time when you were surprised. Test 2: Descriptive Writing Paragraph: Sad Saturday Writing Prompt: Describe a time when you felt sad. Test 3: Expository Writing Paragraph: How to Spend a Day at the Mall Writing Prompt: Explain the steps it takes to make a bed. Test 4: Narrative Writing Paragraph: Fran, the No Rock Music Dog Writing Prompt: Write a story about something funny that you have seen an animal do. Test 5: Descriptive Writing Paragraph: Shady Grove Writing Prompt: Describe a fort or a secret place that you would like to build. Test 6: Expository Writing Paragraph: As Easy as Boiling Water Writing Prompt: Explain how to pack a picnic lunch. Test 7: Narrative Writing Paragraph: Snow Day Writing Prompt: Write a story about a day when you did not have to go to school. Test 8: Descriptive Writing Paragraph: Art Without Eyes Writing Prompt: Describe an art project that you have created. Test 9: Expository Writing Paragraph: No More Tears Writing Prompt: Explain the steps you would take to help a friend stop crying. Test 10: Narrative Writing Paragraph: On the Wings of an Eagle Writing Prompt: Write a true or made-up story about riding on an animals back. Test 11: Descriptive Writing Paragraph: As Sweet as She Can Be Writing Prompt: Describe this picture. Test 12: Expository Writing Paragraph: No Beans for Me! Writing Prompt: Explain three reasons why you DO NOT like a certain kind of food. Standardized Test Answer Key

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

(continued)

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.

TEACHER INSTRUCTION PAGES

Teacher instructions are found at the beginning of the first three units. These instructions include a list of student objectives, an overview of the unit, and motivational activities designed to engage students in writing. In addition, a variety of writing prompts, similar to those seen on state standardized tests, is provided in each unit. Teachers may choose to use these writing prompts to provide additional opportunities for students to become successful writers.

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.

Teach It, Write It, Test It

VI

RESEARCH AND STANDARDS

Research on teaching writing indicates a need for both numerous practice activities and the part-to-whole approach, which are emphasized in this binder. The teaching framework of Teach It, Write It, Test It is further supported by research that shows, Some students may be able to copy and write single sentences with a fair degree of ease, but they struggle tremendously with paragraph writing. These students will need to be taught techniques that enable them to perform each subpart prior to pulling together all the parts. Substantial modeling will be necessary at each stage for the student to be successful. (Richards, 1999) Teach It, Write It, Test It meets both state and national standards (including the Standards for the English Language Arts, which are sponsored by the National Council of Teachers of English and the International Reading Association) regarding writing instruction. As students learn and practice basic types of writing (Narrative, Descriptive, and Expository) and basic writing conventions, they will:

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.

_____________________________________________________________________________________________________
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

Teach It, Write It, Test It

VII

UNIT 1: Descriptive Writing

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.

Getting Students Motivated

Ask students to describe what you are wearing. Have one student act as a recorder. If a student says that you are wearing a sweater, the recorder writes sweater on the board. Then, encourage students to add descriptive details by asking, What kind of sweater am I wearing? What color is it? How do you think it feels to the touch? How do you think it makes me feel when I am outside/inside? How would you describe the buttons, collar, sleeves, materials, etc? The recorder can add details by creating a web graphic organizer on the board. Upon completion of this activity, give each student a copy of the web graphic organizer on page 3. Have students use the graphic organizer provided to help describe an article of their own clothing.

Teach It, Write It, Test It

Descriptive Writing

Teacher Instructions (continued)

Bring in a can of spinach; a can opener (electric, if possible); small disposable bowls; and disposable spoons. Ask one student to act as the recorder again. Have students name the five senses as the recorder lists them as column headings on the board. Then, use the can opener to open the can of spinach. Encourage students to share words that describe how it sounds. Spoon the contents of the can into bowls. Give each student a bowl containing a small serving of spinach. Ask students to describe how it looks. Encourage creativity in word choice. Then, have students offer words to describe how the spinach smells, feels, and tastes. Have the recorder write these descriptive words under the appropriate headings listed on the board. Upon completion of this activity, have students choose a favorite type of food and create columns of descriptive words, using the five senses as column headings. Using the written words from the spinach activity, create a Five Senses Word Wall. Throughout the unit, encourage students to add descriptive words to long pieces of chart paper attached to the wall. Play a version of I Spy. Think of an object found in the classroom and orally describe it. At first, only describe it by color. Continue to add details to the description until students guess the object you are describing. Allow the winner to describe a familiar item while peers guess what it is. Play 20 Questions. Think of a subject such as a famous person or a familiar animal. Ask some students to take descriptive notes while their peers ask you detailed questions to which you provide yes or no answers. Have students take out a pencil, a ruler, a marker, a crayon, scissors, and a textbook. Ask them to place the items on their desk. Then, ask them to play Go Fish with a neighbor. Students must describe the object that they want, rather than calling it by name. For example, a student might say, Please give me your long writing utensil with a lead point. This description lets the other student know that the partner wants the pencil, not the marker or the crayon. Encourage creativity and detail. For fun, use descriptions to explain the upcoming days events. For example, you might tell students, Today we are going to the place where you can read about pirates, gorillas, superstars, or racecars. Where are we going? Students respond, To the library. Or, Today we are going to examine our knowledge of spelling words to prove that we are ready to move on to a new list. What are we going to have? Students respond, A spelling test. Encourage volunteers to use vivid descriptions. Use the descriptive writing overhead on page 9 to introduce topic sentence and closing sentence. Work together to locate and underline these particular sentences. Discuss their functions. (Topic sentence tells what the paragraph is going to be about. Closing sentence sums up the main idea of the paragraph and brings it to an end.) Have students use different words to rewrite the topic sentence and closing sentence on their own papers. Ask volunteers to share their new sentences by reading them aloud.

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

Name:_____________________________________________ Date:_______________________________

Descriptive Writing Write It!

Web Graphic Organizer

P C I

R E P R O D U C I B L E

Teach It, Write It, Test It

Unit 1

Name:_____________________________________________ Date:_______________________________

Descriptive Writing Write It!

Writing a Descriptive Paragraph

Instructions: Descriptive writing helps the reader see, hear, smell, feel, and/or taste the things that are being described. Write a descriptive paragraph.

_________________________________________________________

Topic Sentence
___________________________________________________________________________

_________________________________________________________________________________ _________________________________________________________________________________

detail sentences
_________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

Closing senteNce
_________________________________________________________________________________ _________________________________________________________________________________
Teach It, Write It, Test It Unit 1

P C I

R E P R O D U C I B L E

Name:_____________________________________________ Date:_______________________________

Descriptive Writing Write It!

Writing a Descriptive Paragraph

Instructions: Descriptive writing helps the reader see, hear, smell, feel, and/or taste the things that are being described. Write a descriptive paragraph.

_________________________________________________________

___________________________________________________________________________

_________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________
Teach It, Write It, Test It Unit 1

P C I

R E P R O D U C I B L E

Descriptive Writing

DESCRIPTIVE WRITING PROMPTS

Describe the worst food you have ever eaten. Describe your favorite kind of pizza. Describe something that makes you feel happy. Describe the perfect birthday cake. Describe your favorite kind of cookies. Describe your most embarrassing moment. Describe your ideal bedroom. Describe your favorite relative. Describe a pet that you would like to have. Describe how it feels to walk in sand. Describe a sound that you do not like. Describe how it feels to be loved. Describe what happens to your body when you are nervous. Pretend that you lost a pet. Describe your pet so that someone can find it. Describe the ocean. Describe how you feel after winning a game, a prize, or a race. Describe a picture in a book from top to bottom. Describe a picture in a book from left to right. Describe how it feels to be very hot or very cold. Describe an alien that visited you from outer space. Describe Earth to a pen pal in outer space. Describe your home. Describe the shoes that you are wearing today. Describe your school. Describe your classroom. Describe a typical school lunch. Describe a sunset that you have seen. Describe a car from the future. Describe a hug. Teach It, Write It, Test It Unit 1

P C I

R E P R O D U C I B L E