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AFTER READING
OBJECTIVES
Genre Narrative Paragraph
Writer's Craft Show, Don't Tell
Writing Trait Word Choice
  • Write a narrative paragraph for a test.
  • Identify key words in a prompt.
  • Focus on word choice.
  • Use a rubric.
ELL
Word Choice Pair an English learner with a proficient English speaker to discuss pictures in books or magazines. Have them list colorful words from the discussion to use in writing, such as friendly, picnic, caterpillar, broken, snowstorm, and furry.
CONVENTIONS There is
excellent control and accuracy,
including use of both simple
and compound sentences.
SENTENCES The paragraph
includes different kinds of
sentences, such as
exclamations.
WORD CHOICE The writer uses
vivid adjectives and verbs to
create strong details.
VOICE The writer's personality
shows in the writing. The writer
is engaged with the subject.
ORGANIZATION/PARAGRAPHS
The paragraph moves clearly
from one part of the event to
the next.
FOCUS/IDEAS Strong supporting
details show what happens
instead of telling what happens.
Writing Trait
DAY 1
Model the Trait
DAY 2
Improve Writing
DAY 3
Prewrite and Draft
DAY 4
Draft and Revise
DAY 5
Connect to Unit Writing
READING-WRITING CONNECTION
  • When you write a response for tests, remember that vivid adjectives and verbs can strengthen your answer.
  • Think about the words used in My Rows and Piles of Coins to show Saruni's excitement about owning a bicycle and his determination to save money to buy it.
MODEL WORD CHOICE Discuss Writing Transparency 5A. Point out underlined words in the prompt. Then discuss the model and the writing trait of word choice.
Think AloudThe writer chooses words that make actions and feelings clear. For example, she says, "I paced around" rather than "I was nervous" and "herd of players racing up and down" rather than "teams running." The last sentence is a strong, emotional ending.
Writing Transparency
Writing Transparency 5A
with | without Answers
WRITER'S CRAFT
Show, Don't Tell
Display Writing Transparency 5B. Work together to replace writing that tells with writing that shows.
Think AloudSHOW, DON'T TELL Tomorrow we will write a narrative paragraph. How could I show rather than tell about my feelings when I first went to the deep end of the pool? I might say, "I stood on the edge, teeth chattering. What would happen when I jumped?" These sentences show that I felt anxious and unsure. They are more interesting than simply writing, "I felt nervous about jumping in the deep end."
GUIDED WRITING Some students may need help with sensory details.
  • Help them find sentences in the selection that show, not tell.
  • Help them improve: I was happy.
Writing Transparency
Writing Transparency 5B
with | without Answers
READ THE WRITING PROMPT
Think about the first time you did something. It might have been
going to a new school, moving to
a new place, or joining a team. Write a narrative paragraph to a friend showing how you felt.
Writing Test Tips
  1. Read the prompt carefully.
  • Find key words.
  • Consider the purpose and audience. How will they affect your writing?
  1. Develop a plan. Think of what you want to say before writing. Fill out a simple graphic organizer. For example, for a story, think of a beginning, middle, and end. For a comparison/contrast essay, fill out a T-chart or a Venn diagram.
  2. Support your ideas. Use facts, examples, and details to strengthen your response. Avoid making general statements that are unsupported.
  3. Use a variety of sentence structures. Include compound sentences, varied sentence beginnings, and different sentence lengths and types.
  4. Choose clear, precise words. Use words that create pictures and help readers understand what you mean.
  5. Check your writing. If this is a timed test, you may not have time to recopy your work. However, you can neatly add, delete, or change words and make corrections in spelling, punctuation, or grammar. It pays to read your work again before handing it in.
EDITING/REVISING
CHECKLIST
  • Focus Do all details support the topic of doing something new?
  • Organization Do I use compound as well as simple sentences? Are they in logical order?
  • Support Do precise words create pictures for readers?
  • Conventions Are words with the vowel sounds in out and toy spelled correctly?
See The Grammar and Writing Book, pp. 74–79.
Revising Tips
Word Choice
  • Support narrative paragraph with words that show exactly how people and things look, sound, smell, taste, and feel.
  • Change vague or ordinary words to more specific, vivid ones.
  • Add vivid nouns and descriptive words to any details that tell instead of show.
ASSESSMENT Use the scoring rubric to evaluate students' work.
Week 1
Describe a Character 41g–41h
Week 2
A Song 63g–63h
Week 3
Math Story 85g–85h
Week 4
E-mail 115g–115h
Week 5
Narrative Paragraph 141g–141h
Personal Narrative
PREVIEW THE UNIT PROMPT
Write a personal narrative about
a time that you worked hard for
something you wanted. Tell what
you wanted, why you wanted it,
and how you worked to get it.
APPLY
  • A personal narrative is a story about an interesting experience or event in the storyteller's life.
  • Use vivid details to show readers the events and people in a personal narrative.
Writing for Tests   Narrative Paragraph
Trait of the Week
Word Choice
 
   
Close  
Writing Trait Rubric  
4 3 2 1
  Word Choice
Vivid style created by use of exact nouns, strong verbs, exciting adjectives, and clear figurative language
Some style created by strong and precise words
Little style created by strong, precise words; some lack of clarity
Word choice vague
or incorrect
Uses strong, specific words that make narrative paragraph unusually clear and lively
Uses some specific words that make narrative paragraph clear
Needs more precise word choice to create style and clarity in narrative paragraph
Narrative paragraph made dull or unclear by poor word choice