Grades 3–6 to State Correlated Standards E- bo ok EMC 719 How to Teach Nonfiction Writing How to Teach Nonfiction Writing g makes it easy to develop confident, competent writers. Teacher directions and reproducible writing forms guide the development of student writing skills. Students will practice the following nonfiction writing forms: Research Reports Narrative personal narratives on a person a friendly letter on an animal on a place Expository an informational paragraph Graphic Components an explanation diagrams a comparison maps a news article graphs game directions charts a recipe captions Other Forms how to use a tool directions to go somewhere lists application forms Persuasive persuasive paragraphs questionnaires a book review announcements a business letter signs an editorial Correlated EMC 719 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. Author: Editor: Copy Editor: Illustrator: Designer: Cover: Jo Ellen Moore Marilyn Evans Cathy Harber Jo Larsen Shannon Frederickson Cheryl Puckett Congratulations on your purchase of some of the finest teaching materials in the world. Photocopying the pages in this book is permitted for single-classroom use only. Making photocopies for additional classes or schools is prohibited. For information about other Evan-Moor products, call 1-800-777-4362, fax 1-800-777-4332, or visit our Web site, www.evan-moor.com. Entire contents © EVAN-MOOR CORP. 18 Lower Ragsdale Drive, Monterey, CA 93940-5746. Printed in USA. Contents Part I Introduction..............................................................................2 Part Il Narrative Writing ....................................................................11 Part lll Expository Writing..................................................................23 Part lV Persuasive Writing.................................................................39 Part V Writing Reports ......................................................................54 Part VI Graphic Components.............................................................68 Part Vll Additional Nonfiction Writing Experiences...............................83 1 ©2001 by Evan-Moor Corp. How to Teach Nonfiction Writing • EMC 719 Part I Introduction What Is Nonfiction Writing? You write nonfiction whenever you write about real-life experiences—when you write about what is true and accurate. You are writing nonfiction when you… • write a letter to a friend • record observations during a science experiment • write directions to your house for a friend • complete invitations to a party • list the steps for a recipe Dea r Sam, How seein have yo class g you a u been? abo has be t schoo I miss ut en l. T We h the Nava reading he jo In hous ave a ne dian e w s. loves . We na dog at o med to e ur h at d og b im Skip. H o n es e . • send a letter of complaint to a business • write a report Be alert to naturally occurring occasions within the classroom that lend themselves to writing nonfiction. Page 3 provides some ideas. house : How to get to Jill’s Main. Go straight down ore Ave. Turn left on Sycam Work Go three blocks to . Jill’s Ave. a nd turn right nd one. house is the seco Cranb Sauce erry 1. Was ht 2. Gra hem. te the orang 3. Put ep the b proce erries in eel. of sug ssor. Add the food two c ar. u ps ©2001 by Evan-Moor Corp. 2 How to Teach Nonfiction Writing • EMC 719 Writing Nonfiction Across the Curriculum Language Arts/Reading • keep daily logs of assigned and self-selected literature being read • keep reading logs in various subject areas: social studies, science, etc. • write authentic stories to express feelings and share information Social Studies • write reports of various lengths; include graphic components • write biographical sketches about historical people and people currently in the news • write essays about places and events, both historical and current • write to public officials regarding a concern about the community or country Science • record observations of science experiments • record observations made while raising a plant or an animal • record observations made on field trips • write about an element of science, an important scientific discovery, or a scientist Math • write a step-by-step explanation of how a problem was solved • write a paragraph explaining the meaning of a math symbol • list ten ways math is used in your life Physical Education • explain the rules and playing strategies for a game • write a descriptive paragraph explaining how it feels to play/win/lose a game • write a report or create a picture book about a favorite sports figure Art and Music • write a biographical sketch of a famous artist • explain how a certain medium or technique is used • describe a favorite form of artistic expression and explain why it is a favorite Health • give the recipe for preparing a healthy dish • list all of the foods eaten for one day, explaining how each fits into the food pyramid • explain why one of the following is important for good health–sleep, nutritious food, exercise ©2001 by Evan-Moor Corp. 3 How to Teach Nonfiction Writing • EMC 719 The Writing Process Prewriting—Prewriting is what the writer does before writing begins. It’s the time to motivate and collect words, thoughts, facts, and questions to use when writing. This step draws on the writer’s experiences. Prewriting is the time to: • review steps in the writing format to be used • brainstorm possible topics • discuss the intended audience • determine the focus of the piece • organize ideas and collect information Drafting—This is the writer’s first expression of ideas in written form. The writer takes ideas and information and writes a rough draft. • Beginning—Grab the attention of the reader and introduce the subject. • Middle—Provide facts and examples to support or clarify the subject. • Conclusion—Summarize the main ideas of the piece and remind the reader why the subject is memorable or important. Responding—The writer rereads the piece to make sure that it makes sense. The writer shares it to get responses from others. (See page 5 for more information.) page 5 Responding to Writing Revising—The writer changes the rough draft to state ideas more clearly. This is the time to look at phrases and words that express the writer’s ideas in a more precise and interesting way. (See page 6 for a revising and editing checklist.) Modeling the Process Before students work in response pairs or small groups, the response process should be carefully modeled. If necessary, spend a number of weeks being the responder to student writing. Be clear about what facets of writing you are responding to (sentence structure, use of adjectives, clarity of ideas, etc.) so that students become aware of the scope of appropriate responses. Important Guidelines • Responses should be respectful. • Responses are addressed to the author. • Responses are designed to help authors be better writers. “Ben, you might give more facts to show why you think that is true.” (Not, “I don’t understand.” ) • Responses should be specific. “Sandy, I liked the way you explained the steps to that game.” (Not, “I liked your report.” ) • Responses should be sensitive. “Tom, I don’t understand why it’s important to recycle aluminum cans. Can you explain that to the reader in a more complete way?” (Not, “That doesn’t make sense.” ) Response Groups • Whole class One student shares with the rest of the class. The class listens carefully, compliments specific parts of the writing, and asks questions for clarification or more information. You may find it helpful to limit the number of compliments and questions. • Small group Groups follow the whole-class procedure. Editing—This is the point at which the writer checks the mechanics such as grammar, punctuation, and spelling. (See page 6 for a revising and editing checklist.) • Partners Two writers work together. They take turns sharing their writings and responding with compliments and questions. A more formal response can be facilitated by having the responder fill out a response form after reading or hearing the sample. Use the form on page 7 or create your own form to address the specific skills your class is working on. ©2001 by Evan-Moor Corp. 5 How to Teach Nonfiction Writing • EMC 719 page 6 Rewriting—The writer rewrites to include all the changes made during revising and editing. Rev ise a n d E di t A Checklist Name Think about these questions as you revise and edit your writing. Revise: Is my subject clear? Are my topic sentences and supporting details stated clearly? Do I need to add anything? Publishing—The writer presents the final story in a finished form. It is shared with others in some way. This sharing with others is a motivating factor for students, as well as an important element in the writing process. Do I need to cut any parts? Do I need to change my language to make the piece more interesting or easier to understand? Do I need to put things in a different order? Will the beginning grab the reader’s interest? Edit: Have I used correct punctuation? Have I spelled everything correctly? Did I use correct grammar? ©2001 by Evan-Moor Corp. ©2001 by Evan-Moor Corp. 4 6 How to Teach Nonfiction Writing • EMC 719 How to Teach Nonfiction Writing • EMC 719 Responding to Writing Modeling the Process Before students work in response pairs or small groups, the response process should be carefully modeled. If necessary, spend a number of weeks being the responder to student writing. Be clear about what facets of writing you are responding to (sentence structure, use of adjectives, clarity of ideas, etc.) so that students become aware of the scope of appropriate responses. Important Guidelines • Responses should be respectful. • Responses are addressed to the author. • Responses are designed to help authors be better writers. “Ben, you might give more facts to show why you think that is true.” (Not, “I don’t understand.” ) • Responses should be specific. “Sandy, I liked the way you explained the steps to that game.” (Not, “I liked your report.” ) • Responses should be sensitive. “Tom, I don’t understand why it’s important to recycle aluminum cans. Can you explain that to the reader in a more complete way?” (Not, “That doesn’t make sense.” ) Response Groups • Whole class One student shares with the rest of the class. The class listens carefully, compliments specific parts of the writing, and asks questions for clarification or more information. You may find it helpful to limit the number of compliments and questions. • Small group Groups follow the whole-class procedure. • Partners Two writers work together. They take turns sharing their writings and responding with compliments and questions. A more formal response can be facilitated by having the responder fill out a response form after reading or hearing the sample. Use the form on page 7 or create your own form to address the specific skills your class is working on. ©2001 by Evan-Moor Corp. 5 How to Teach Nonfiction Writing • EMC 719 ise a n d E di t v e R A Checklist Name Think about these questions as you revise and edit your writing. Revise: Is my subject clear? Are my topic sentences and supporting details stated clearly? Do I need to add anything? Do I need to cut any parts? Do I need to change my language to make the piece more interesting or easier to understand? Do I need to put things in a different order? Will the beginning grab the reader’s interest? Edit: Have I used correct punctuation? Have I spelled everything correctly? Did I use correct grammar? ©2001 by Evan-Moor Corp. 6 How to Teach Nonfiction Writing • EMC 719 Respon g n i t i se Wr Form Name Title of writing: Date Reviewer’s name Areas of strength: Areas needing change: Date Reviewer’s name Areas of strength: Areas needing change: ©2001 by Evan-Moor Corp. 7 How to Teach Nonfiction Writing • EMC 719 Tracking Student Writing Writing Portfolios page 9 Prepare a simple writing portfolio. Staple the contents sheet on page 9 to the inside of a sturdy folder. Attach the cover form on page 10. Po Name Date rtfoli Title of Piece o Conten ts Comments Use the writing portfolios to: • store student writing Students should date and file their writing samples. When a sample is added, it is recorded on the contents sheet. • generate ideas Students can review samples to choose a piece they would like to develop further. Students can reread or refer to previous writing as they edit and revise current writing. ©2001 by Evan-Moor Corp. 9 How to Teach Nonfiction Writing • EMC 719 page 10 Writin gI wo ul d li ke s to • document student progress It is valuable to compare pieces written at the beginning of the year with pieces written at the end of the year. Look at the paper with specific objectives in mind and document growth in achieving those objectives. —e hare xposito ry , na rra My Writing Portfolio tiv e, an dp ersuasive. See how m y wr iting h as improved. Name Individual Writing Conferences 10 ©2001 by Evan-Moor Corp. As your students practice writing various types of nonfiction, meet with them to discuss their individual progress and possible areas for growth. Record student and teacher comments (see page 7). Attach the evaluation form to the writing sample and return it to the writing portfolio. 1. Choose a writing sample from the writing portfolio. 2. Discuss and evaluate the sample for specific skills. How to Teach Nonfiction Writing • EMC 719 page 7 Wr Name iting Response Form Title of writing: Date Reviewer’s name Areas of strength: Areas needing change: Date Reviewer’s name Areas of strength: 3. Record strengths and areas that need improvement. Areas needing change: 4. Develop a goal for future writing. ©2001 by Evan-Moor Corp. ©2001 by Evan-Moor Corp. 8 7 How to Teach Nonfiction Writing • EMC 719 How to Teach Nonfiction Writing • EMC 719 P Name Date ©2001 by Evan-Moor Corp. Title of Piece foli t r o o Conten ts Comments 9 How to Teach Nonfiction Writing • EMC 719 Writin gI wo ul d li ke s to —e hare xp o s i t o ry ,n a rr a t ive My Writing Portfolio ,a n d p ers uasive. See how my wr iting h as improved. Name 10 ©2001 by Evan-Moor Corp. How to Teach Nonfiction Writing • EMC 719 Part Il Narrative Writing What Is It? Nonfiction narratives relate a true story about an event, an experience, or a person. This may be personal or biographical. Nonfiction narratives: • relate ideas, observations, or memories • may impart a lesson or message • follow the elements of a good story • use words that help make the piece come alive for the reader • provide a reason why the experience, event, or person is memorable page 12 Using This Section Note: Enlarge, mount, laminate, and post for student reference. 1. Enlarge, mount, and laminate the chart on page 12. Post it on a bulletin board dedicated to nonfiction writing. Use it to introduce nonfiction narratives and refer to it as you teach the lessons in this section. Non • A nonfiction narrative tells a true story. • It may be a personal narrative about the writer’s own life. an event or experience a special place 2. This section provides four personal narrative writing experiences (pages 13–19) and a lesson on writing a friendly letter (pages 20–22). Choose those appropriate to the needs of your students. pages 14–19 fiction Narrative a special object • It may be a biographical narrative about a special person. pages 21 and 22 Note: Make an overhead transparency of this page and/or reproduce for individual students. Note: Make an overhead transparency of this page and reproduce for individual students. P Name on ers al Narrat Steps to Follow ive riendly Lett er AF Basic Name Form 1. Pick a topic: event special object experience special place person al Narrat rson ive 2. Determine the voice you will use. Story Web Pe Name funny mysterious sad a mixture scary greeting middle How to Teach Nonfiction Writing • EMC 719 P Name date , Dear (provide facts) 3. Complete a story web. 4. Write a rough draft. ©2001 by Evan-Moor Corp. number street city, state zip code month day, year Is the story going to be: beginning (grab reader’s attention) 12 your address body of letter indent onal Narra ers It Happened tive riendly Lett er AF to Me Name beginning—grab your reader’s interest middle—use interesting and colorful language You’ll never believe what happened to me... conclusion—remind readers why the subject is memorable to you Pe rson al Narrat 5. Revise the language of your story. My Favorite Name (house number) (street name) ive Thing (city, state) (zip code) 6. Edit the punctuation and grammar of your story. Not many people know it, but is my favorite thing. 7. Share your (topic story or with others. subject) (month day, year) Pe conclusion (remind reader why story is important) Name r sonal Narrat My Special Place , ive (greeting) closing Your Friend, signature When I want to be alone, I always go to my special place. Pe ©2001 by Evan-Moor Corp. Name al Narrat rson iv 14 e How to Teach Nonfiction Writing • EMC 719 Guess Who ©2001 by Evan-Moor Corp. 21 How to Teach Nonfiction Writing • EMC 719 The most interesting person I ever met... ©2001 by Evan-Moor Corp. 15 How to Teach Nonfiction Writing • EMC 719 , (closing) (signature) ©2001 by Evan-Moor Corp. 16 How to Teach Nonfiction Writing • EMC 719 ©2001 by Evan-Moor Corp. ©2001 by Evan-Moor Corp. 17 How to Teach Nonfiction Writing • EMC 719 How to Teach Nonfiction Writing • EMC 719 ©2001 by Evan-Moor Corp. ©2001 by Evan-Moor Corp. 22 19 ©2001 by Evan-Moor Corp. 18 How to Teach Nonfiction Writing • EMC 719 How to Teach Nonfiction Writing • EMC 719 11 How to Teach Nonfiction Writing • EMC 719 Note: Enlarge, mount, laminate, and post for student reference. tion Narrativ c i f n e No • A nonfiction narrative tells a true story. • It may be a personal narrative about the writer’s own life. an event or experience a special place a special object • It may be a biographical narrative about a special person. 12 ©2001 by Evan-Moor Corp. How to Teach Nonfiction Writing • EMC 719 Writing a Personal Narrative Students will write true stories. They may write about an event, an experience, a special place, a special object, or a memorable person. Prepare in Advance • “Steps to Follow” on page 14, reproduced on an overhead transparency and for individual students • story web on page 15, reproduced for individual students • writing form (chosen from pages 16–19), reproduced for individual students • revise and edit checklist on page 6, reproduced for individual students Prewriting 1. Using the information on page 14, discuss the steps students will follow as they write. 2. Provide a topic category (event, experience, place, object, or person) chosen from the forms on pages 16–19. Discuss the types of things students may write about that topic. List their ideas on a chart or chalkboard. page 14 3. Students: Note: Make an overhead transparency of this page and/or reproduce for individual students. • select a topic (What do I want to write about?) • think about their audience (Who is going to read my narrative?) Pe Name rson al Narrat Steps to Follow ive 1. Pick a topic: page 15 special object experience special place person Is the story going to be: funny mysterious sad a mixture scary 3.a Complete a story web. al N rrati rson ve Story Web Pe 4. Write a rough draft. Name • think about the voice of the piece (Is this about something funny? Is it about a serious matter?) event 2. Determine the voice you will use. beginning—grab your reader’s interest middle middle—use interesting and colorful language beginning (grab reader’s attention) (provide facts) conclusion—remind readers why the subject is memorable to you 5. Revise the language of your story. 6. Edit the punctuation and grammar of your story. 7. Share your story with others. 4. Students make a simple story web (page 15) to serve as a guide as they write. (topic or subject) ©2001 by Evan-Moor Corp. 14 How to Teach Nonfiction Writing • EMC 719 conclusion (remind reader why story is important) Writing page 16 1. Using their story web, students write a rough draft. ©2001 by Evan-Moor Corp. 15 How to Teach Nonfiction Writing • EMC 719 Name 2. Students reread the piece to make sure that it makes sense. The writer may seek another person’s response. Pe al Narrat rsoItnHappened ive to Me You’ll never believe what happened to me... 3. Using the checklist on page 6, students revise and edit their work and recopy on another form if necessary. ©2001 by Evan-Moor Corp. ©2001 by Evan-Moor Corp. 13 16 How to Teach Nonfiction Writing • EMC 719 How to Teach Nonfiction Writing • EMC 719 Note: Make an overhead transparency of this page and reproduce for individual students. P Name on s r e al Narrat Steps to Follow ive 1. Pick a topic: event special object experience special place person 2. Determine the voice you will use. Is the story going to be: funny mysterious sad a mixture scary 3. Complete a story web. 4. Write a rough draft. beginning—grab your reader’s interest middle—use interesting and colorful language conclusion—remind readers why the subject is memorable to you 5. Revise the language of your story. 6. Edit the punctuation and grammar of your story. 7. Share your story with others. ©2001 by Evan-Moor Corp. 14 How to Teach Nonfiction Writing • EMC 719 P Name on s r e al Narrat Story Web beginning middle (grab reader’s attention) (provide facts) ive (topic or subject) conclusion (remind reader why story is important) ©2001 by Evan-Moor Corp. 15 How to Teach Nonfiction Writing • EMC 719 Name P onal Narrati v s r e e It Happened to Me You’ll never believe what happened to me... ©2001 by Evan-Moor Corp. 16 How to Teach Nonfiction Writing • EMC 719 Name al Narrat n o s r My Favorite ive Pe Thing Not many people know it, but ©2001 by Evan-Moor Corp. is my favorite thing. 17 How to Teach Nonfiction Writing • EMC 719 Name P onal Narrati v s r e e My Special Place When I want to be alone, I always go to my special place. ©2001 by Evan-Moor Corp. 18 How to Teach Nonfiction Writing • EMC 719 Name al Narrat n o s r ive Guess Who Pe The most interesting person I ever met... ©2001 by Evan-Moor Corp. 19 How to Teach Nonfiction Writing • EMC 719 Writing a Friendly Letter Friendly letters provide an opportunity to communicate what is happening in the writer’s life and to ask questions about what is happening to the recipient. Prepare in Advance • “Friendly Letter Form” on page 21, reproduced on an overhead transparency and for individual students • writing form on page 22, reproduced for individual students • stationery and envelopes (optional) Prewriting 1. Make an overhead transparency of the form on page 21. Use this to teach or review page 21 the parts of a friendly letter. Note: Make an overhead transparency of this page and reproduce for individual students. 2. Brainstorm to name people to whom students might write a friendly letter. List these on a chart or chalkboard. In some instances, all students will write to the same person (e.g., a thank-you note to someone who has helped the class). Other times, individual students will select a person to write to. Discuss the types of information students might include in a friendly letter. For example, write to a friend, pen pal, or relative describing what you are doing in school, or write a letter to someone you have read about in a periodical explaining why you admire him or her. 3. Students are assigned or select a person to write to. They think about what they wish to include in the letter. riendly Lett er AF Basic Name Form your address number street city, state zip code month day, year greeting date , Dear body of letter indent closing Your Friend, signature ©2001 by Evan-Moor Corp. 21 How to Teach Nonfiction Writing • EMC 719 page 22 riendly Lett er AF Name (house number) (street name) (city, state) (zip code) (month day, year) Writing , (greeting) 1. Students write a rough draft using the form on page 22. 2. Students reread the piece to make sure that it makes sense. The writer may share it to get another person’s response. , (closing) 3. Students revise and edit their work, and then produce a final copy on stationery. (signature) ©2001 by Evan-Moor Corp. 22 How to Teach Nonfiction Writing • EMC 719 4. Students address an envelope and mail the letter. ©2001 by Evan-Moor Corp. 20 How to Teach Nonfiction Writing • EMC 719 Note: Make an overhead transparency of this page and reproduce for individual students. riendly Lett er F A Basic Name Form your address number street city, state zip code month day, year greeting date , Dear body of letter indent Your Friend, closing signature ©2001 by Evan-Moor Corp. 21 How to Teach Nonfiction Writing • EMC 719 riendly Lett er F A Name (house number) (street name) (city, state) (zip code) (month day, year) , (greeting) , (closing) (signature) ©2001 by Evan-Moor Corp. 22 How to Teach Nonfiction Writing • EMC 719 Part Ill Expository Writing What Is It? Expository writing explains ideas, provides information, and describes “how to.” Expository writing is all around us—directions for games, how to use a product, articles in a newspaper, steps in a recipe, etc. Expository writing: • provides information • explains ideas • describes how to do something, how something works, how to get from one place to another • makes comparisons (how two or more items are alike and how they are different) • states a problem or question and provides reasonable solutions • requires that the writer… develop the topic clearly use facts, figures, and examples to support the main idea write in an orderly manner (by time, place, or importance) page 24 Note: Enlarge, mount, laminate, and post for student reference. Using This Section Expo 1. Enlarge, mount, and laminate the chart on page 24. Post it on a bulletin board dedicated to nonfiction writing. Use it to introduce expository writing, and refer to it as you teach the lessons in this section. • Expository writing explains ideas. • It presents true and accurate information. • It gives directions. It tells: how to do something 2. This section provides experiences in writing expository paragraphs that inform, explain, or compare and contrast (pages 26–30); writing a news article (pages 31–33); and writing directions (pages 34–38). Choose those appropriate to the needs of your students. page 32 page 29 sitory Writing how something works how to get from one place to another • It must be clear and well-organized. • It must contain adequate information to support the main idea. w do Ho es this wo rk? page 35 24 ©2001 by Evan-Moor Corp. E Name s ito r y Wr xpo Explaining iting po Ex Name s ito r y Wri ti n News Article Planning Sheet g The Problem Problem Is... Is… The How to Teach Nonfiction Writing • EMC 719 Rules How to Play Who? Problem: E Name s ito ry Wri ti n xpo Game g name of game Number of Players: Equipment: What? Rules of the Game: Where? Solution: When? Keeping Score: Draw the playing field or game board here. Why? How do you know the winner? How? ©2001 by Evan-Moor Corp. 29 How to Teach Nonfiction Writing • EMC 719 ©2001 by Evan-Moor Corp. ©2001 by Evan-Moor Corp. Penalties (if any): 32 How to Teach Nonfiction Writing • EMC 719 ©2001 by Evan-Moor Corp. 23 35 How to Teach Nonfiction Writing • EMC 719 How to Teach Nonfiction Writing • EMC 719 Note: Enlarge, mount, laminate, and post for student reference. r y Writin o t i s o p x g E • Expository writing explains ideas. • It presents true and accurate information. • It gives directions. It tells: how to do something how something works how to get from one place to another • It must be clear and well-organized. • It must contain adequate information to support the main idea. w do o H es this wo rk? 24 ©2001 by Evan-Moor Corp. How to Teach Nonfiction Writing • EMC 719 Note: Make an overhead transparency of this page and reproduce for individual students. E Name o r y Wri ti ng Steps to Follow sit o p x 1. Pick a topic. 2. Think about the type of writing you will use: • an explanation • a news article • directions • an informational paragraph 3. Make an outline. 4. Write a rough draft. State the subject or main idea and provide facts and/or examples to support it. 5. Revise the language of your piece. 6. Edit the punctuation and grammar of your piece. I wish they would get their facts right. I live at the South Pole! 7. Share your writing with others. ©2001 by Evan-Moor Corp. 25 How to Teach Nonfiction Writing • EMC 719 Writing Expository Paragraphs Students will write paragraphs that inform, explain, and compare. Prepare in Advance • “Steps to Follow” on page 25, reproduced on an overhead transparency and for individual students • paragraph planning sheet on page 27, reproduced for individual students • writing form (chosen from pages 28–30), reproduced for individual students • revise and edit checklist on page 6, reproduced for individual students page 25 Note: Make an overhead transparency of this page and reproduce for individual students. Ex Name Prewriting o r y Wri ti posit n Steps to Follow g 1. Pick a topic. 1. Using the chart on page 25, discuss the steps students will follow as they write. 2. Think about the type of writing you will use: • an explanation • a news article • directions • an informational paragraph 3. Make an outline. 4. Write a rough draft. State the subject or main idea and provide 2. Provide the topic category (informative, explanatory, or compare and contrast) chosen from the forms on pages 28–30. facts and/or examples to support it. 5. Revise the language of your piece. 6. Edit the punctuation and grammar of your piece. I wish they would get their facts right. I live 7. Share your writing with others. at the south pole! Brainstorm to write a list of possible main idea sentences students might use. Discuss the types of supporting details students may write about that topic. List their ideas on a chart or chalkboard. 3. Students think about the topic and decide what they want to include. They then complete a planning form (page 27) to develop their main idea/topic sentence and supporting facts or examples. ©2001 by Evan-Moor Corp. 25 How to Teach Nonfiction Writing • EMC 719 page 27 Name Ex posit o r y Wri ti Paragraph Planning Sheet ng Topic: Type of Paragraph: Main Idea: Facts and/or Examples: Writing 1. Using their outlines, students write a rough draft including: • the subject/topic of the piece • facts and/or examples to support or illustrate the topic ©2001 by Evan-Moor Corp. 27 How to Teach Nonfiction Writing • EMC 719 • a conclusion that reviews what has been stated page 29 2. Students reread the piece to make sure that it makes sense. The writer may seek another person’s response. Ex Name 3. Using the checklist on page 6, students revise and edit their work and recopy on another form if necessary. to r y Wri ti n posiExplaining g The Problem Problem Is... Is… The Problem: Solution: ©2001 by Evan-Moor Corp. ©2001 by Evan-Moor Corp. 26 29 How to Teach Nonfiction Writing • EMC 719 How to Teach Nonfiction Writing • EMC 719 Name o r y Wri ti t i s o p ng Paragraph Ex Planning Sheet Topic: Type of Paragraph: Main Idea: Facts and/or Examples: ©2001 by Evan-Moor Corp. 27 How to Teach Nonfiction Writing • EMC 719 o r y Wri ti t i s o p ng Informing Ex Name Recess Recess at at ©2001 by Evan-Moor Corp. (school name) 28 School School How to Teach Nonfiction Writing • EMC 719 E Name s ito r y Wri ti n o p x g Explaining The Problem Problem Is... Is… The Problem: Solution: ©2001 by Evan-Moor Corp. 29 How to Teach Nonfiction Writing • EMC 719 E Name s ito r y Wri ti n o p x g Compare and Contrast Then and Now When I was a baby ________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Now ____________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ©2001 by Evan-Moor Corp. 30 How to Teach Nonfiction Writing • EMC 719 Writing a News Article Expository Writing Writing a News Article Students will write a news article related to something happening in their own class, school, or community. Prepare in Advance • “Steps to Follow” on page 25, reproduced on an overhead transparency and for individual students • news article planning sheet on page 32, reproduced for individual students • writing form on page 33, reproduced for individual students • revise and edit checklist on page 6, reproduced for individual students Prewriting 1. Share examples of the types of articles contained in a newspaper. Analyze the elements that all good articles have in common— interesting and/or informative; accurate, up-to-date information; objective; may contain graphic elements to complete the story. page 32 Ex posit Name o r y Wri ti News Article Planning Sheet ng Who? What? 2. Brainstorm and write a list of topics students might write about. These should be topics related to the class, school, or community: a coming event, the outcome of a sports event, something special that has happened recently, or a human interest story about someone at school or in the neighborhood. Encourage students to think of important or unusual events that will interest, inform, or entertain their readers. 3. Explain that newspaper reporters must cover all the facts about events that happen, and that they use questions to help them get all the facts. Where? When? Why? How? ©2001 by Evan-Moor Corp. 32 How to Teach Nonfiction Writing • EMC 719 page 33 Ex Name ory W posit News riting Article In the News headline Using the form on page 32, students will answer the following questions to outline the information for their news articles: • Who is the story about? When did it happen? • What happened? Why did it happen? • Where did it happen? How did it happen? ©2001 by Evan-Moor Corp. 33 How to Teach Nonfiction Writing • EMC 719 Writing 1. Using their outlines, students write a rough draft including: • a headline to title the piece • an accurate telling of what happened 2. Students reread the piece to make sure that it makes sense. The writer may seek another person’s response. 3. Using the checklist on page 6, students revise and edit their work and recopy on another form if necessary. ©2001 by Evan-Moor Corp. 31 How to Teach Nonfiction Writing • EMC 719 E Name o r y Wri ti ng News Article sit o p x Planning Sheet Who? What? Where? When? Why? How? ©2001 by Evan-Moor Corp. 32 How to Teach Nonfiction Writing • EMC 719 E Name s ito r y Wri ti n o p x g News Article In the News headline ©2001 by Evan-Moor Corp. 33 How to Teach Nonfiction Writing • EMC 719 Expository Writing Writing Directions Writing directions requires accuracy, attention to details, and clarity. Students can easily check how well they’ve done by asking someone to try to follow the directions they’ve written. page 35 Prepare in Advance Ex Name ory posit GameWriting Rules How to Play name of game Number of Players: • “Steps to Follow” on page 25, reproduced on an overhead transparency and for individual students Equipment: Rules of the Game: • “How to…” writing form (chosen from pages 35–38), reproduced for individual students Keeping Score: Draw the playing field or game board here. page 36 • revise and edit checklist on page 6, reproduced for individual students How do you know the winner? posit o ry Wri ti Penalties (if any): Ex A Recipe Name How to Cook ng ©2001 by Evan-Moor Corp. 35 How to Teach Nonfiction Writing • EMC 719 name of recipe Number of Servings: Cooking Temperature: Ingredients: Prewriting Steps to Follow: 1. Using the chart on page 25, review the steps students will follow as they do expository writing. page 37 Serving Tips: 2. Select the type of directions to be written. Brainstorm to create a list of what the students should think about. List these on a chart or chalkboard. Nutritional Information: Ex Name ©2001 by Evan-Moor Corp. 36 to ry Wri ti posiHow ng to… How to Teach Nonfiction Writing • EMC 719 How to Use a object Draw a picture of the item here. Label the parts. • Are any materials needed? • What steps would need to be followed? When to Use: How to Use: • In what order do you need to do each step? • What problems might arise? Safety Tips (if needed): 3. Students fill in the blanks on their writing form to answer the questions posed. ©2001 by Evan-Moor Corp. 37 How to Teach Nonfiction Writing • EMC 719 Writing 1. Using the information on the planning form, students write a rough draft. 2. Students reread the piece to make sure that it makes sense. The writer may seek another person’s response. 3. Students revise and edit their work and recopy on another form if necessary. ©2001 by Evan-Moor Corp. 34 How to Teach Nonfiction Writing • EMC 719 E s ito ry Wri ti n o p x g Game Rules Name How to Play name of game Number of Players: Equipment: Rules of the Game: Keeping Score: Draw the playing field or game board here. How do you know the winner? Penalties (if any): ©2001 by Evan-Moor Corp. 35 How to Teach Nonfiction Writing • EMC 719 E sit o p x Recipe Name How to Cook Number of Servings: o ry Wri ti ng A name of recipe Cooking Temperature: Ingredients: Steps to Follow: Serving Tips: Nutritional Information: ©2001 by Evan-Moor Corp. 36 How to Teach Nonfiction Writing • EMC 719 E Name How to Use a s ito ry Wri ti n o p x g How to… object Draw a picture of the item here. Label the parts. When to Use: How to Use: Safety Tips (if needed): ©2001 by Evan-Moor Corp. 37 How to Teach Nonfiction Writing • EMC 719 E o r y Wri ti ng Directions sit o p x Name How to Get from place to place Directions: Draw a simple map here. ©2001 by Evan-Moor Corp. 38 How to Teach Nonfiction Writing • EMC 719 Part IV Persuasive Writing What Is It? In persuasive writing, the writer takes a stand and supports it. The writer uses facts, figures, and examples in an attempt to influence the readerʼs thoughts or actions; to convince the reader to believe or act, as the writer wants. Persuasive writing: • clearly states the position of the writer • provides relevant and accurate facts and examples to support the writer’s position • anticipates and addresses reader concerns or counter arguments page 40 Using This Section Note: Enlarge, mount, laminate, and post for student reference. 1. Enlarge, mount, and laminate the chart on page 40. Post it on a bulletin board dedicated to nonfiction writing. Use it to introduce persuasive writing and refer to it as you teach the lessons in this section. Per suasive Writing • Persuasive writing states the writerʼs opinion on a topic. • It tries to influence the readerʼs thoughts or actions. 2. This section provides four persuasive paragraph writing experiences (pages 42–46); writing a book review (pages 47 and 48); writing a business letter (pages 49–51); and writing an editorial (pages 52 and 53). Use those appropriate to the needs of your students. • It tries to convince the reader to believe or act as the writer wants. • Persuasive writing: clearly states the position of the writer supports the position with facts and examples anticipates and addresses the readerʼs concerns or arguments • Facts, figures, and examples must be accurate not based on misinformation or inaccuracies. 40 ©2001 by Evan-Moor Corp. page 48 page 45 How to Teach Nonfiction Writing • EMC 719 page 53 page 50 Note: Make an overhead transparency of this page and reproduce for individual students. Pe Name rsuas i v e Wri t i ng Pe Name ive W rsuaAs Book riting Review heading A Pet (title) should/should not be allowed to have a pet kind of pet (author) inside address childʼs name (publisher) (Tell enough about the book to interest others in reading it, but donʼt give away the whole story.) 1. What is this book about? usiness Lett er Basic AB Form Name street address city, state zip code month day, year Pe rsuas ive Writi An Editorial ng 1. Clearly state the issue you are writing about. Make your opinion clear in the beginning few sentences. your address date name of person street address city, state zip code name and address of person you are writing to salutation _____________________________________________________________________ ____________________________________________________________________ 2. State the purpose of your editorial. ____________________________________________________________________ ____________________________________________________________________ Dear _____________________________________________________________________ : body of letter ____________________________________________________________________ ____________________________________________________________________ _____________________________________________________________________ 3. Provide facts and/or examples supporting your purpose. _____________________________________________________________________ ____________________________________________________________________ _____________________________________________________________________ 2. Why do you think (or not think) itʼs a book others should read? Name ____________________________________________________________________ ____________________________________________________________________ (Give specific examples.) ____________________________________________________________________ 4. Write a concluding statement. _____________________________________________________________________ Sincerely, _____________________________________________________________________ _____________________________________________________________________ ____________________________________________________________________ closing ____________________________________________________________________ If the letter is typed, skip four lines and type signature your name. Sign your name in the space between the closing and your typed name. _____________________________________________________________________ ©2001 by Evan-Moor Corp. 45 How to Teach Nonfiction Writing • EMC 719 ©2001 by Evan-Moor Corp. ©2001 by Evan-Moor Corp. 48 ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ _____________________________________________________________________ How to Teach Nonfiction Writing • EMC 719 39 ©2001 by Evan-Moor Corp. 50 How to Teach Nonfiction Writing • EMC 719 ©2001 by Evan-Moor Corp. 53 How to Teach Nonfiction Writing • EMC 719 How to Teach Nonfiction Writing • EMC 719 Note: Enlarge, mount, laminate, and post for student reference. sive Writing a u s r Pe • Persuasive writing states the writer’s opinion on a topic. • It tries to influence the reader’s thoughts or actions. • It tries to convince the reader to believe or act as the writer wants. • Persuasive writing: clearly states the position of the writer supports the position with facts and examples anticipates and addresses the reader’s concerns or arguments • Facts, figures, and examples must be accurate, not based on misinformation or inaccuracies. 40 ©2001 by Evan-Moor Corp. How to Teach Nonfiction Writing • EMC 719 Note: Make an overhead transparency of this page and reproduce for individual students. P Name uas ive Writi n s r e g Steps to Follow 1. State your opinion. 2. State the purpose of the piece. 3. Plan supporting details for your opinion: facts statistics examples expert opinions personal experience 41 re the b t! ©2001 by Evan-Moor Corp. sa na es Ba na 4. Make a concluding statement. How to Teach Nonfiction Writing • EMC 719 Persuasive Writing Writing a Paragraph Persuasive writing requires that students make good use of both language and information to convince readers to agree with the stated opinion. Prepare in Advance page 41 Note: Make an overhead transparency of this page and reproduce for individual students. • “Steps to Follow” on page 41, reproduced on an overhead transparency and for individual students Pe Name ive W rsuasSteps to riting Follow 1. State your opinion. • persuasive writing form (chosen from pages 43–46), reproduced for individual students 2. State the purpose of the piece. 3. Plan supporting details for your opinion: facts statistics examples expert opinions personal experience • revise and edit checklist on page 6, reproduced for individual students s are the b na es t! Ba na 4. Make a concluding statement. Prewriting 1. Using the chart on page 41, discuss the steps students will follow as they do persuasive writing. ©2001 by Evan-Moor Corp. 2. Provide a topic chosen from those on pages 43–46. Discuss the possible stance students may take on the topic. Brainstorm and write a list of possible arguments that might be made for or against the premise. 41 How to Teach Nonfiction Writing • EMC 719 page 43 Pe Name rsuas i v e Wri t in g Recess I agree/disagree that recess should be longer. page 44 Writing Pe Name rsuas i v e Wri t i ng Allowance 1. Students write a rough draft including: I think I should get a larger allowance. • their opinion • the purpose of the piece ©2001 by Evan-Moor Corp. 43 How to Teach Nonfiction Writing • EMC 719 • facts and/or examples to support their opinion • a conclusion that makes one last attempt to influence the reader’s opinion page 45 Pe Name ©2001 by Evan-Moor Corp. 44 rsuas i v e Wri t ing How to Teach Nonfiction Writing • EMC 719 A Pet 2. Students reread the piece to make sure that it makes sense. The writer may seek another person’s response. page 46 child’s name Pe Name 3. Using the checklist on page 6, students revise and edit their work and recopy on another form if necessary. should/should not be allowed to have a pet s i v e Wri ti rsuaMy ng Opinion topic my opinion ©2001 by Evan-Moor Corp. ©2001 by Evan-Moor Corp. ©2001 by Evan-Moor Corp. 42 kind of pet 46 45 How to Teach Nonfiction Writing • EMC 719 How to Teach Nonfiction Writing • EMC 719 How to Teach Nonfiction Writing • EMC 719 P Name uas s r e i v e Wri t ing Recess I agree/disagree that recess should be longer. ©2001 by Evan-Moor Corp. 43 How to Teach Nonfiction Writing • EMC 719 P Name uas s r e i v e Wri t ing Allowance I think I should get a larger allowance. ©2001 by Evan-Moor Corp. 44 How to Teach Nonfiction Writing • EMC 719 P Name uas s r e i v e Wri t ing A Pet child’s name ©2001 by Evan-Moor Corp. should/should not be allowed to have a pet 45 kind of pet How to Teach Nonfiction Writing • EMC 719 P Name u a s i v e Wri ti n s r e g My Opinion topic my opinion ©2001 by Evan-Moor Corp. 46 How to Teach Nonfiction Writing • EMC 719 Persuasive Writing A Book Review A book review expresses the writer’s understanding and opinion about a book that he or she read. The purpose of the review is to convince the reader to read or to avoid the book. Prepare in Advance • “Steps to Follow” on page 41, reproduced on an overhead transparency and for individual students • book review form on page 48, reproduced for individual students • revise and edit checklist on page 6, reproduced for individual students page 41 Prewriting Note: Make an overhead transparency of this page and reproduce for individual students. 1. Using the chart on page 41, review the steps students follow as they do persuasive writing. Pe Name 2. State the purpose of the piece. 3. Plan supporting details for your opinion: facts statistics examples expert opinions personal experience 3. Brainstorm and make a list of the points to consider when writing a book review. ©2001 by Evan-Moor Corp. s are the b na t! Ba na 4. Make a concluding statement. es • What is the book’s theme or message? Why do you think the author wrote this book? What basic information or message does the author want to share? Follow 1. State your opinion. 2. Share several book reviews with the class. (See The Horn Book, School Library Journal, or Amazon.com for reviews.) Analyze the reviews to see what types of information are included. • What is the book about? What is the basic subject of this book? Is there one part of the book that seems really important? ive W rsuasSteps to riting 41 How to Teach Nonfiction Writing • EMC 719 page 48 Pe Name ive W rsuaAs Book riting Review (title) • What does the reviewer like about the book? Are the characters interesting? Does the book contain interesting information? Is the information easy to follow? Does the book make use of illustrations or other graphics? (author) (publisher) (Tell enough about the book to interest others in reading it, but don’t give away the whole story.) 1. What is this book about? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 2. Why do you think (or not think) it’s a book others should read? (Give specific examples.) _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 4. Students select a book to review. _____________________________________________________________________ _____________________________________________________________________ ©2001 by Evan-Moor Corp. 48 How to Teach Nonfiction Writing • EMC 719 Writing 1. After reading the book, students use the form on page 48 to write a rough draft of the review. 2. Students reread the piece to make sure that it makes sense. The writer may seek another person’s response. 3. Using the checklist on page 6, students revise and edit their work and recopy on another form if necessary. ©2001 by Evan-Moor Corp. 47 How to Teach Nonfiction Writing • EMC 719 ive Writi s a u s r ng A Book Pe Review Name (title) (author) (publisher) (Tell enough about the book to interest others in reading it, but don’t give away the whole story.) 1. What is this book about? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 2. Why do you think (or not think) it’s a book others should read? (Give specific examples.) _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ©2001 by Evan-Moor Corp. 48 How to Teach Nonfiction Writing • EMC 719 Persuasive Writing A Business Letter Business letters are usually persuasive. The writer is asking for something, making a complaint, or writing to an official to express an opinion about a situation. Prepare in Advance • “Steps to Follow” on page 41, reproduced on an overhead transparency and for individual students • business letter form on page 50, reproduced on an overhead transparency and for individual students • business letter writing form on page 51, reproduced for individual students • revise and edit checklist on page 6, reproduced for individual students • stationery and envelopes page 41 Note: Make an overhead transparency of this page and reproduce for individual students. Pe Name Prewriting ive W rsuasSteps to riting Follow 1. State your opinion. 1. Using the chart on page 41, review the steps students will follow as they do persuasive writing. 2. State the purpose of the piece. 3. Plan supporting details for your opinion: facts statistics examples expert opinions personal experience 2. Use the overhead transparency on page 50 to review the proper form for a business letter. 4. Make a concluding statement. t! Ba na s are the b na es 3. Discuss the types of persuasive letters that may be written and what each type would contain. • a letter of request to a person or a company • a letter of complaint to a person or a company ©2001 by Evan-Moor Corp. 41 How to Teach Nonfiction Writing • EMC 719 • a letter to an editor or an official page 50 Note: Make an overhead transparency of this page and reproduce for individual students. 4. Brainstorm to name people to whom students might write a business letter. List these on a chart or chalkboard. In some instances, all students will write to the same person (e.g., requesting someone to come speak to the class, requesting information the whole class needs, making a complaint about something that affects the whole class). Other times, individual students will select a person to write to. usiness Lett er Basic AB Form heading Name street address city, state zip code month day, year inside address date name of person street address city, state zip code salutation : body of letter closing If the letter is typed, skip four lines and type signature your name. Sign your name in the space between the closing and your typed name. page 51 ©2001 by Evan-Moor Corp. A Writing name and address of person you are writing to Dear Sincerely, 5. Students are assigned to select a person to write to. They think about what they wish to include in the letter. your address Name 50 How to Teach Nonfiction Writing • EMC 719 ess Lett er B usin Practice Form (house number street name) 1. Students write a rough draft using the form on page 51. (city, state zip code) 2. Students reread the piece to make sure that it makes sense. The writer may seek another person’s response. (number street name) (month day, year) (name and title) 3. Students revise and edit their work, and then produce a final copy on stationery. (city, state zip code) : (salutation) , (closing) (signature) 4. Students address an envelope and mail the letter. ©2001 by Evan-Moor Corp. 49 ©2001 by Evan-Moor Corp. 51 How to Teach Nonfiction Writing • EMC 719 How to Teach Nonfiction Writing • EMC 719 Note: Make an overhead transparency of this page and reproduce for individual students. ess Lett n i s u er Basic AB Form heading Name street address city, state zip code month day, year your address inside address date name of person street address city, state zip code name and address of person you are writing to salutation : Dear Sincerely, body of letter closing If the letter is typed, skip four lines and type signature your name. Sign your name in the space between the closing and your typed name. ©2001 by Evan-Moor Corp. 50 How to Teach Nonfiction Writing • EMC 719 usiness Lett er B Practice A Name Form (house number street name) (city, state zip code) (month day, year) (name and title) (number street name) (city, state zip code) : (salutation) , (closing) (signature) ©2001 by Evan-Moor Corp. 51 How to Teach Nonfiction Writing • EMC 719 Persuasive Writing Writing an Editorial An editorial contains both the facts about a topic and the writer’s opinion about it. As in other persuasive writing, the goal is to convince the reader to think or act as the writer does. Prepare in Advance • “Steps to Follow” on page 41, reproduced on an overhead transparency and for individual students • editorial planning form on page 53, reproduced for individual students • revise and edit checklist on page 6, reproduced for individual students Prewriting page 41 1. Using the chart on page 41, review the steps students will follow as they do persuasive writing. Note: Make an overhead transparency of this page and reproduce for individual students. 2. Share examples of editorials from newspapers or magazines. Discuss the types of information they contain. Determine which parts are fact and which parts are the writer’s opinion. ive W rsuasSteps to riting Follow 1. State your opinion. 2. State the purpose of the piece. 3. Plan supporting details for your opinion: facts statistics examples expert opinions personal experience 3. Look in the local newspaper for ideas to write about. List topics the students have strong feelings about. Determine which items on the list would make good topics for an editorial. ©2001 by Evan-Moor Corp. s are the b na 41 t! Ba na 4. Make a concluding statement. es 4. Using the form on page 53, students outline the ideas they wish to include in their editorial. Pe Name How to Teach Nonfiction Writing • EMC 719 Writing page 53 1. Using their outlines, students write a rough draft including: • a clear statement of the issue Name P uas ive Writi n ers g An Editorial 1. Clearly state the issue you are writing about. Make your opinion clear in the beginning few sentences. • their opinion on the issue ____________________________________________________________________ 2. State the purpose of your editorial. ____________________________________________________________________ ____________________________________________________________________ • the purpose of the editorial ____________________________________________________________________ ____________________________________________________________________ 3. Provide facts and/or examples supporting your purpose. ____________________________________________________________________ ____________________________________________________________________ • a list of facts or examples supporting their opinion ____________________________________________________________________ ____________________________________________________________________ 4. Write a concluding statement. ____________________________________________________________________ • a concluding statement ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 2. Students reread the piece to make sure that it makes sense. The writer may seek another person’s response. ____________________________________________________________________ ©2001 by Evan-Moor Corp. 53 How to Teach Nonfiction Writing • EMC 719 3. Students revise and edit their work, and then produce a final copy. ©2001 by Evan-Moor Corp. 52 How to Teach Nonfiction Writing • EMC 719 Name P ive Writi ng An Editorial uas s r e 1. Clearly state the issue you are writing about. Make your opinion clear in the beginning few sentences. _____________________________________________________________________________ _____________________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 2. State the purpose of your editorial. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 3. Provide facts and/or examples supporting your purpose. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 4. Write a concluding statement. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ©2001 by Evan-Moor Corp. 53 How to Teach Nonfiction Writing • EMC 719 Part V Writing Reports What Is It? Report writing is one of the most common forms of nonfiction writing required of students. Report writing: • requires a topic narrow enough to cover thoroughly • poses relevant questions about the topic and answers those questions with relevant facts and examples page 55 • contains information drawn from more than one source Note: Enlarge, mount, laminate, and post for student reference. • presents information in an clear, interesting way Report Writing • provides graphics to clarify information and to add interest • Report writing requires a topic narrow enough to cover thoroughly. • includes a bibliography that lists sources • It poses relevant questions about the topic and answers those questions with relevant facts and examples. • It contains information drawn from more than one source. • It presents information in a clear, interesting way. Using This Section • It may provide graphics to clarify information and to add interest. 1. Enlarge, mount, and laminate the chart on page 55. Post it on a bulletin board dedicated to nonfiction writing. Use it to introduce report writing, and refer to it as you teach the lessons in this section. • It includes a bibliography listing the sources used to locate information. 2. This section provides note-taking forms and lessons for writing reports about a person, a place, and an animal. Choose those experiences appropriate to the needs of your students. 55 ©2001 by Evan-Moor Corp. page 62 How to Teach Nonfiction Writing • EMC 719 page 60 ote Ta k er NWriting About Name 3. Three additional types of note-taking forms are provided on pages 65–67. Use these if you wish to do reports on other topics. a Person (name) Who (he/she lives or lived) When Where (he/she lives or lived) What (he/she does or did) page 64 Note Taker Writing About a Place Name Why (it is important to know about him/her) Name of Place: Before writing reports, students must be able to: • locate information • skim to find relevant details • take notes and summarize information • write paragraphs containing: topic sentences supporting details • write a bibliography ©2001 by Evan-Moor Corp. 54 Reason for Name: What is its significance? (either to history or today) Geographic location: _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ ©2001 by Evan-Moor Corp. How to Teach Nonfiction Writing • EMC 719 _________________________________ Description: _________________________________ _________________________________ Future significance: _________________________________ _________________________________ _________________________________ Plants, animals, and/or people living there: _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ ©2001 by Evan-Moor Corp. 60 64 How to Teach Nonfiction Writing • EMC 719 How to Teach Nonfiction Writing • EMC 719 Note: Enlarge, mount, laminate, and post for student reference. W t riting r o p e R • Report writing requires a topic narrow enough to cover thoroughly. • It poses relevant questions about the topic and answers those questions with relevant facts and examples. • It contains information drawn from more than one source. • It presents information in a clear, interesting way. • It may provide graphics to clarify information and to add interest. • It includes a bibliography listing the sources used to locate information. 55 ©2001 by Evan-Moor Corp. How to Teach Nonfiction Writing • EMC 719 Note: Make an overhead transparency of this page and reproduce for individual students. iting a Report r W Steps to Name Follow 1. Choose a Topic 2. Set up Subtopics 3. Find Information 4. Take Notes 5. Convert Notes to Paragraphs 6. Revise and Edit the Report 7. Produce a Final Copy 8. Add Additional Materials ©2001 by Evan-Moor Corp. 56 How to Teach Nonfiction Writing • EMC 719 Note: Make an overhead transparency of this page and reproduce for individual students. Bibliography How to list sources of information. Book (last name, first name) . author . title , publisher . copyright date Magazine (last name, first name) . . author (month year) , “title of article” . , date title of magazine page numbers Encyclopedia . . “article name” title of reference book . year published Online Sources (last name, first name) author . (date) ( URL “title of work” . ) (date of Web site visit) 57 ©2001 by Evan-Moor Corp. How to Teach Nonfiction Writing • EMC 719 iting a Report r W Checklist Name My topic is: These are the questions I want to answer (subtopics) in my report: I have read and taken notes in several sources. I have copied my final draft. I have added other materials to my report. (Check those used.) I have made a bibliography of my sources. diagrams illustrations I have written my rough draft. maps surveys I have revised my report—Content graphs language time lines ideas make sense story order conclusion I have edited my story—Mechanics spelling punctuation capitalization grammar ©2001 by Evan-Moor Corp. 58 How to Teach Nonfiction Writing • EMC 719 Writing Reports A Biography A biography is about a real person. It can be a person living today or a person from history. page 56 Note: Make an overhead transparency of this page and reproduce for individual students. W riting a Report Name Prepare in Advance Steps to Follow 1. Choose a Topic 2. Set up Subtopics • “Steps to Follow” on page 56, reproduced on an overhead transparency and for individual students 3. Find Information 4. Take Notes 5. Convert Notes to Paragraphs 6. Revise and Edit the Report • bibliography form on page 57, reproduced on an overhead transparency and for individual students 7. Produce a Final Copy 8. Add Additional Materials • report writing checklist on page 58, reproduced for individual students • note taker on page 60, reproduced for individual students ©2001 by Evan-Moor Corp. 56 How to Teach Nonfiction Writing • EMC 719 Prewriting page 57 1. Using the chart on page 56, discuss the steps students will follow when writing a research report. 2. Work with students to create a list of people they might write about. 3. Brainstorm and list questions the writer should answer as part of the biography. Where and when was the person born? Where and when did the person die? What were the person’s early years like? What kind of schooling or education did the person have? What was interesting and/or important about the person’s life? Why should the reader be interested in this person? 4. Review the places students can go to find information about the person (books, encyclopedias, interview someone, go online, etc.). 5. Using the chart on page 57, discuss the formats students should use to list sources of information. Model at least one example for each type of source. Post the models where students may refer to them. page 58 Wr Name iting a Report Checklist My topic is: These are the questions I want to answer (subtopics) in my report: I have read and taken notes in several sources. I have copied my final draft. I have added other materials to my report. (Check those used.) I have made a bibliography of my sources. diagrams illustrations I have written my rough draft. maps I have revised my report—Content graphs surveys language time lines ideas make sense story order conclusion I have edited my story—Mechanics spelling punctuation capitalization grammar 6. Students are assigned or select a person to write about. ©2001 by Evan-Moor Corp. 58 Writing How to Teach Nonfiction Writing • EMC 719 page 60 1. Using the note taker on page 60, students locate and record information about the person. 2. Using the information collected, students write a rough draft. ote Ta k er NWriting About Name a Person (name) Who (he/she lives or lived) When Where (he/she lives or lived) What (he/she does or did) 3. Students reread the piece to make sure that it makes sense. The writer may seek another person’s response. 4. Using the checklist on page 58, students revise and edit their work, and then produce a final copy. Why (it is important to know about him/her) ©2001 by Evan-Moor Corp. ©2001 by Evan-Moor Corp. 59 60 How to Teach Nonfiction Writing • EMC 719 How to Teach Nonfiction Writing • EMC 719 te Ta k er o N Writing About a Person Name (name) Who (he/she lives or lived) When Where (he/she lives or lived) What (he/she does or did) Why (it is important to know about him/her) ©2001 by Evan-Moor Corp. 60 How to Teach Nonfiction Writing • EMC 719 Writing Reports An Animal Students will research and write about an animal. page 56 Note: Make an overhead transparency of this page and reproduce for individual students. Prepare in Advance Wr iting a Report Name • “Steps to Follow” on page 56, reproduced on an overhead transparency and for individual students 1. Choose a Topic • bibliography form on page 57, reproduced on an overhead transparency and for individual students 5. Convert Notes to Paragraphs Steps to Follow 2. Set up Subtopics 3. Find Information 4. Take Notes 6. Revise and Edit the Report 7. Produce a Final Copy 8. Add Additional Materials • report writing checklist on page 58, reproduced for individual students • note taker on page 62, reproduced for individual students ©2001 by Evan-Moor Corp. 56 How to Teach Nonfiction Writing • EMC 719 Prewriting page 57 1. Using the chart on page 56, discuss the steps students will follow when writing a research report. 2. Discuss the animals students might write about. Remind students that it is important to keep the topic narrow or there will be too much to cover in a report—polar bears instead of bears; sharks instead of fish; pelicans instead of birds. 3. Brainstorm and list questions the writer should answer. Describe the animal’s physical appearance and adaptations. Where does the animal live? Describe the animal’s habitat. Describe its life cycle. What does it eat? How does it defend itself? Think of other interesting and/or important information. page 58 Wr iting a Report Name Checklist My topic is: These are the questions I want to answer (subtopics) in my report: 4. Review the places students can go to find information about animals (books, encyclopedias, interview someone, go online, etc.). I have read and taken notes in several sources. I have copied my final draft. I have added other materials to my report. (Check those used.) I have made a bibliography of my sources. diagrams illustrations 5. Using the chart on page 57, discuss the formats students should use to list sources of information. Model at least one example for each type of source. Post the models where students may refer to them. 6. Students are assigned or select an animal to write about. I have written my rough draft. maps I have revised my report—Content graphs surveys language time lines ideas make sense story order conclusion I have edited my story—Mechanics spelling punctuation capitalization grammar ©2001 by Evan-Moor Corp. 58 How to Teach Nonfiction Writing • EMC 719 page 62 Writing 1. Using the note taker on page 62, students locate and record information about the animal. 2. Using the information collected, students write a rough draft. 3. Students reread the piece to make sure that it makes sense. The writer may seek another person’s response. 4. Using the checklist on page 58, students revise and edit their work and then produce a final copy. N ote Taker Name of Animal: Habitat: 61 Endangered: yes Physical Characteristics: Special Adaptations: • • • • • • • • no • • • • Habits/Behaviors: What does it eat? How does it get its food? • • • • • • • • • • • • Describe its life cycle. What are its enemies? How does it protect itself? • • • • • • • • • • • • ©2001 by Evan-Moor Corp. ©2001 by Evan-Moor Corp. Writing About an Animal Name 62 How to Teach Nonfiction Writing • EMC 719 How to Teach Nonfiction Writing • EMC 719 N ote Taker Writing About an Animal Name Name of Animal: Habitat: Endangered: Physical Characteristics: Special Adaptations: • • • • • • • • • • • • Habits/Behaviors: What does it eat? How does it get its food? • • • • • • • • • • • • Describe its life cycle. What are its enemies? How does it protect itself? • • • • • • • • • • • • ©2001 by Evan-Moor Corp. 62 yes no How to Teach Nonfiction Writing • EMC 719 Writing Reports A Place Students will write a report about a place. This may be a place that is part of their own lives, page 56 another country, or a place that was important in history. Note: Make an overhead transparency of this page and reproduce for individual students. Wr Name Prepare in Advance iting a Report Steps to Follow 1. Choose a Topic 2. Set up Subtopics • “Steps to Follow” on page 56, reproduced on an overhead transparency and for individual students 3. Find Information 4. Take Notes 5. Convert Notes to Paragraphs 6. Revise and Edit the Report • bibliography form on page 57, reproduced on an overhead transparency and for individual students 7. Produce a Final Copy 8. Add Additional Materials • report writing checklist on page 58, reproduced for individual students • note taker on page 64, reproduced for individual students ©2001 by Evan-Moor Corp. 56 How to Teach Nonfiction Writing • EMC 719 page 57 Prewriting 1. Using the chart on page 56, discuss the steps students will follow when writing a research report. 2. Discuss the types of places students might write about, such as national parks, historical sites, political division (state, country, etc.), or a place that is in the news 3. Brainstorm and list questions the writer should answer. What is the name of the place and where is it located? What does it look like? What happened in this place? or Why is it in the news? Do people live there? What kinds of plants and animals would you find there? page 58 Wr Name iting a Report Checklist My topic is: These are the questions I want to answer (subtopics) in my report: 4. Review the places students can go to find information about places (books, encyclopedias, interview someone, go online, etc.). 5. Using the chart on page 57, discuss the formats students should use to list sources of information. Model at least one example for each type of source. Post the models where students may refer to them. I have read and taken notes in several sources. I have copied my final draft. I have added other materials to my report. (Check those used.) I have made a bibliography of my sources. diagrams illustrations I have written my rough draft. maps I have revised my report—Content graphs surveys language time lines ideas make sense story order conclusion I have edited my story—Mechanics spelling punctuation capitalization grammar 6. Students are assigned or select a place to write about. ©2001 by Evan-Moor Corp. 58 How to Teach Nonfiction Writing • EMC 719 page 64 Writing Note Taker Writing About a Place Name 1. Using the note taker on page 64, students locate and record information about the place. 2. Using the information collected, students write a rough draft. Name of Place: Reason for Name: What is its significance? (either to history or today) Geographic location: _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ Description: _________________________________ _________________________________ 3. Students reread the piece to make sure that it makes sense. The writer may seek another person’s response. 4. Using the checklist on page 58, students revise and edit their work and then produce a final copy. ©2001 by Evan-Moor Corp. 63 Future significance: _________________________________ _________________________________ _________________________________ Plants, animals, and/or people living there: _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ ©2001 by Evan-Moor Corp. 64 How to Teach Nonfiction Writing • EMC 719 How to Teach Nonfiction Writing • EMC 719 Note Taker Writing About a Place Name Name of Place: Reason for Name: What is its significance? (either to history or today) Geographic location: _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ Description: _________________________________ _________________________________ Future significance: _________________________________ _________________________________ _________________________________ Plants, animals, and/or people living there: _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ ©2001 by Evan-Moor Corp. 64 How to Teach Nonfiction Writing • EMC 719 ©2001 by Evan-Moor Corp. Paragraph Main Idea Supporting Information Paragraph Main Idea Supporting Information Supporting Information Topic or Subject aking Ma p Paragraph Main Idea Name te-T o N Note: Organizing Information by Mapping 65 How to Teach Nonfiction Writing • EMC 719 Note: Organizing Information Using an Outline N ote-Taking Outline Name title or heading I. main idea A. detail 1. information about the detail 2. more information about the detail B. detail 1. information about the detail 2. more information about the detail II. main idea A. detail 1. information about the detail 2. more information about the detail B. detail 1. information about the detail 2. more information about the detail ©2001 by Evan-Moor Corp. 66 How to Teach Nonfiction Writing • EMC 719 ©2001 by Evan-Moor Corp. 67 Source Source Source Question: aking Gr T e t id No Question: Name Question: Note: Organizing Information on a Grid How to Teach Nonfiction Writing • EMC 719 Part VI Graphic Components What Are They? The graphic components of nonfiction writing involve all the symbols and images used to provide added information and clarity to a piece of nonfiction writing. Graphic components include: • diagrams • maps page 69 • graphs Note: Enlarge, mount, laminate, and post for student reference. • charts G ra • photographs and illustrations with captions Diagrams are drawings or sketches of both living and inanimate things. Parts of the picture are labeled. Captions may be included to present additional information. Maps are representations of locations on the earth’s surface. Using This Section 1. Enlarge, mount, and laminate the chart on page 69. Post it on a bulletin board dedicated to nonfiction writing. Use it to introduce graphic components and refer to it as you teach the lessons in this section. 2. This section provides models and activities for each type of graphic listed above. Choose those appropriate to the needs of your students. Photographs and Illustrations represent or highlight parts of the text in picture form. Captions are short statements that give greater meaning to photographs or illustrations. 69 ©2001 by Evan-Moor Corp. How to Teach Nonfiction Writing • EMC 719 r a ms Note: Make an overhead transparency of this page to use as you discuss photographs and illustrations. Graphs Pho Chores tographs and Illustrat with Captions semicircular canal ions anvil hammer outer ear Charts outline information in the form of a table or a diagram. page 80 Note: Make an overhead transparency of this page to use as you discuss graphs. Parts of an Ear Graphs show how one quantity depends on or changes with another. page 76 page 71 Note: Make an overhead transparency of this page to use as you discuss diagrams. D ia g phic Component s cochlea wax nerve eardrum stirrup to the brain inner ear middle ear Line Graph wash dishes Photosynthesis Plastic Recycling Process Plastic is chopped into bits. O2 feed pets dust fix my lunch yard work How Many People Live Here? food chlorophyll © David R. Bridge CO 2 clean take out my room garbage Bar Graph energy Each How I Spend My Allowance = 10,000 people. Half Dome at Yosemite National Park Apes come in various sizes... The plastic bits are washed and dried. Madera . . .from the tiny lemur to the large gorilla. The chimpanzee is one of the larger apes. Cooper water Plastic is melted and poured into a mold. G Name h ra p ic Comp onen Food West Part ts Morgan Gr Name aph ic Comp onen Recreation Books/Videos ts Pictograph Graph Ask 12 people this question: “Do you prefer pizza or Circle hamburgers?” Present the information you collect on each of these graphs. Look at the picture. Write the name of each part on its line. • monitor ©2001 by Evan-Moor Corp. • keyboard 71• computer • mouse How to Teach Nonfiction Writing • EMC 719 80 76 ©2001 by Evan-Moor Corp. ©2001 by Evan-Moor Corp. aph ic Comp onen Captions ts lemur chimpanzee gorilla 1 1Writing /2 feet tall Captions 4 feet tall 5 feet tall (45.5 cm) meter) Read the information in (1.25 this meter) paragraph, and then(1.5 write a caption for the photograph. Making a Graph Label the Picture Gr Name CDs/Music Elephant Babies How to Teach Nonfiction Writing • EMC 719 How to Teach Nonfiction Writing • EMC 719 An elephant calf is very big. It weighs more than an adult human. The newborn calf sucks milk from its mother. The elephant cow will feed her baby for two years. After a few months of a milk-only diet, the calf will begin to eat plants. pizza Circle hamburger Bar Graph Write a paragraph describing how you use a computer. pizza pie hamburger Find a photograph in a newspaper or magazine. Paste the photograph on the back of this page, and then write a caption for it. Pictograph ©2001 by Evan-Moor Corp. 72 How to Teach Nonfiction Writing • EMC 719 ©2001 by Evan-Moor Corp. page 72 ©2001 by Evan-Moor Corp. 77 How to Teach Nonfiction Writing • EMC 719 page 77 68 ©2001 by Evan-Moor Corp. 81 How to Teach Nonfiction Writing • EMC 719 page 81 How to Teach Nonfiction Writing • EMC 719 Note: Enlarge, mount, laminate, and post for student reference. G omponen C c i h p ts ra Diagrams are drawings or sketches of both living and inanimate things. Parts of the picture are labeled. Captions may be included to present additional information. Maps are representations of locations on the earth’s surface. Graphs show how one quantity depends on or changes with another. Charts outline information in the form of a table or a diagram. Photographs and Illustrations represent or highlight parts of the text in picture form. Captions are short statements that give greater meaning to photographs or illustrations. 69 ©2001 by Evan-Moor Corp. How to Teach Nonfiction Writing • EMC 719 Teaching the Use of Graphics Prepare in Advance • Decide which of the graphic elements you wish to teach. Ideally, you will conduct a lesson on a specific graphic component prior to a writing assignment that would be enhanced by the use of that type of graphic element. Diagrams on pages 71–73 Maps on pages 74 and 75 Graphs on pages 76 and 77 Charts on pages 78 and 79 Photographs and illustrations on pages 80–82 • Make an overhead transparency of the model for that graphic element. • Reproduce the activity sheet(s) for individual students. Prewriting 1. Use the transparency to talk about the type of graphic being studied. Discuss when and where it might be used. Ask, “How would using a (name type of graphic) be helpful in presenting information?” 2. Have students find additional examples of the graphic element in classroom texts. 3. Review directions students will follow as they complete the activity. Writing 1. Students complete the activity sheet(s) to practice producing the graphic element. 2. Share and critique the results. Encourage students to use that graphic element in future nonfiction writing activities and in oral presentations. ©2001 by Evan-Moor Corp. 70 How to Teach Nonfiction Writing • EMC 719 Note: Make an overhead transparency of this page to use as you discuss diagrams. D ia g r a ms Parts of an Ear anvil hammer outer ear semicircular canal cochlea wax nerve eardrum stirrup middle ear inner ear to the brain Photosynthesis energy CO 2 Plastic Recycling Process Plastic is chopped into bits. O2 food chlorophyll The plastic bits are washed and dried. water Plastic is melted and poured into a mold. 71 ©2001 by Evan-Moor Corp. How to Teach Nonfiction Writing • EMC 719 G Name ic Comp onen h p t ra s Label the Picture Look at the picture. Write the name of each part on its line. • monitor • computer • keyboard • mouse Write a paragraph describing how you use a computer. ©2001 by Evan-Moor Corp. 72 How to Teach Nonfiction Writing • EMC 719 Gr Name omp one C c i h n ap ts Make a diagram of an object or an animal. Label the parts. A ©2001 by Evan-Moor Corp. (kind of object or animal) 73 How to Teach Nonfiction Writing • EMC 719 Note: Make an overhead transparency of this page to use as you discuss maps. M aps road highway house church store school railroad Amusement Park 74 ©2001 by Evan-Moor Corp. How to Teach Nonfiction Writing • EMC 719 G Name ic Comp onen h p t ra s Drawing a Map Make a map of one of these places: • the school playground • the route from your house to school • a map of your favorite amusement park ©2001 by Evan-Moor Corp. 75 How to Teach Nonfiction Writing • EMC 719 Note: Make an overhead transparency of this page to use as you discuss graphs. Graphs Chores Line Graph wash dishes clean take out my room garbage feed pets dust fix my lunch yard work Bar Graph How Many People Live Here? Each = 10,000 people. How I Spend My Allowance Madera Cooper West Part Food Morgan Books/Videos Recreation CDs/Music Pictograph Circle Graph 76 ©2001 by Evan-Moor Corp. How to Teach Nonfiction Writing • EMC 719 G Name ic Comp onen h p t ra s Making a Graph Ask 12 people this question: “Do you prefer pizza or hamburgers?” Present the information you collect on each of these graphs. pizza Circle Graph hamburger Bar Graph pizza pie hamburger Pictograph ©2001 by Evan-Moor Corp. 77 How to Teach Nonfiction Writing • EMC 719 Note: Make an overhead transparency of this page to use as you discuss charts. Charts Today’s Weather RAIN Partly cloudy with a chance of showers on and off all day. Yesterday Monterey 69/49, Seaside 71/50 butterfly (adult) The butterfly will lay an egg. Life Cycle of a Butterfly chrysalis (pupa) A big change is happening inside. City Temp Hi Lo Austin Boston Casper Chicago Dallas Fairbanks New York Portland Reno Tulsa Washington 75 46 59 45 69 32 51 66 67 66 55 52 35 22 36 45 29 39 54 44 40 44 egg An egg is laid on a leaf. caterpillar (larva) The caterpillar eats and grows. 78 ©2001 by Evan-Moor Corp. How to Teach Nonfiction Writing • EMC 719 G Name ra c Compon en i h p t s Making a Chart Find information on one of these topics: • the sizes of dinosaurs • the cost of “back-to-school” materials • the number of miles from your hometown to six vacation places • wildflowers growing in your home state or province Take notes here: On a sheet of blank paper, make a chart to share the information you collected with your class. ©2001 by Evan-Moor Corp. 79 How to Teach Nonfiction Writing • EMC 719 Note: Make an overhead transparency of this page to use as you discuss photographs and illustrations. with Captions s © David R. Bridge P and Illustrat s h p a r g o ion hot Half Dome at Yosemite National Park Apes come in various sizes... . . .from the tiny lemur to the large gorilla. The chimpanzee is one of the larger apes. lemur 1 1/2 feet tall (45.5 cm) chimpanzee 4 feet tall (1.25 meter) gorilla 5 feet tall (1.5 meter) 80 ©2001 by Evan-Moor Corp. How to Teach Nonfiction Writing • EMC 719 Name G ic Comp onen h p t ra Captions s Writing Captions Read the information in this paragraph, and then write a caption for the photograph. Elephant Babies An elephant calf is very big. It weighs more than an adult human. The newborn calf sucks milk from its mother. The elephant cow will feed her baby for two years. After a few months of a milk-only diet, the calf will begin to eat plants. Find a photograph in a newspaper or magazine. Paste the photograph on the back of this page, and then write a caption for it. ©2001 by Evan-Moor Corp. 81 How to Teach Nonfiction Writing • EMC 719 Gr Name omp one C c i h n ap Captions ts Writing Captions Read the information in this paragraph, and then write a caption for the drawing. The Midwife Toad The midwife toad is found in southwestern Europe. The male takes care of the eggs. After the female lays the eggs, the male wraps the strings of eggs around his thighs. Each night he moistens the eggs with pond water or dew. After a month, he takes the eggs to the pond. Tadpoles leave the eggs and swim away. Draw a picture to illustrate something you like to do. Write a caption under your illustration. ©2001 by Evan-Moor Corp. 82 How to Teach Nonfiction Writing • EMC 719 Part VII Additional Nonfiction Writing Experiences Making Lists Listing can be a preliminary stage to almost any project you do in class. The list can serve as a simple reminder to collect necessary materials before beginning a lesson, as a checklist of steps to follow while creating a multistep project, or a listing of information needed as part of a report. • Things I Need to Do Today on page 85 • Materials I Need on page 86 • Topics for Writing on page 87 Application Forms Occasionally students find they need to fill out an application form (getting a library card, receiving a textbook for class, joining the scouts, joining a sports team, getting permission slips, getting a public bus pass, making a book club order). Take advantage of these opportunities to discuss the importance of accuracy and neatness. If you can get real forms, use them for practice. If not, use the forms provided. • Applying for a Library Card on page 88 • Applying for a Classroom Job on page 89 • Application for Summer Camp on pages 90 and 91 Questionnaires Questionnaires may ask us to provide our likes and dislikes. They may ask our opinion about a product or an event. They may seek more personal information. A census is a type of questionnaire that asks questions about ethnicity, income, etc. • Likes and Dislikes on page 92 Announcements An announcement is a formal notice of something. It may announce a new arrival in a family or a special occasion such as a graduation. It may come through the mail announcing that you have won a prize. It may come from school announcing an open house, a back-to-school night, a class play or concert, or a sports event. • Announcing… on page 93 • An Announcement on page 94 ©2001 by Evan-Moor Corp. 83 How to Teach Nonfiction Writing • EMC 719 Signs Signs must present important information in a limited amount of space. They need to be clearly written and large enough to be seen by people walking or riding by. Frequently color or pictures are added to attract attention or present more information. Signs are posted for many reasons: warning signs posted at the sight of a problem or dangerous situation, signs notifying people about an upcoming sale or event, signs about a lost animal or object, and political signs when someone is running for office. • Lost Pet on page 95 • Vote for Me on page 96 ©2001 by Evan-Moor Corp. 84 How to Teach Nonfiction Writing • EMC 719 Making Lists Things I Need to Do Today Name ©2001 by Evan-Moor Corp. 85 How to Teach Nonfiction Writing • EMC 719 Making Lists Materials I Need Name I will need these items to complete my assignment. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. ©2001 by Evan-Moor Corp. 86 How to Teach Nonfiction Writing • EMC 719 Making Lists Topics for Writing Name Make a list of topics you find interesting. Add to the list when you think of new ideas. Keep the list in your writing portfolio. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. ©2001 by Evan-Moor Corp. 87 How to Teach Nonfiction Writing • EMC 719 A ion For m s Applying for a icat l p p Name Library Card When applying for a library card, you will need a parent or guardian’s signature and proof that your family lives in the city served by the library. Fill out the following application for a library card. Springfield County Library Please Print Name (Last) (First) (Middle Initial) Mailing Address (Street Address or P.O. Box) (City) (State) (Zip Code) Home Address if Different from Mailing Address (Address) (City) (State) I have had a County Library Card before. (Circle) (Zip Code) Yes No I agree to follow all the library rules. I will pay promptly any library fines for lost or damaged books. I will be responsible for all materials checked out with my card. (Signature) If you are under age 14, your parent or legal guardian must sign this application. (Signature of parent or guardian) ©2001 by Evan-Moor Corp. 88 How to Teach Nonfiction Writing • EMC 719 A Name ion For m s Applying for a icat l p p Classroom Job A job description lets employees know what kinds of work are expected of them. Read the descriptions of three classroom jobs below. Then pick the job you would like to apply for and fill out the application form. Attendance Monitor 1. Take attendance at 9:00 each morning. 2. Mark A for absent students. Mark T for tardy students. 3. Take the attendance folder to the office and place it in the basket on the counter. Equipment Monitor 1. Check balls and jump ropes out at each recess. Check them back in after recess. 2. Rewrite our room number on balls and ropes when the number fades. Paper Monitor 1. Once a day, pick up papers that are in the teacher’s “out” basket. 2. File the papers in student mailboxes. Job Application Your name Job name What are your qualifications for doing this job? Why do you want this job? ©2001 by Evan-Moor Corp. 89 How to Teach Nonfiction Writing • EMC 719 A ion For m s Application for icat l p p Name Summer Camp Camp Summer Fun Section 1—Personal Information First Name Middle Initial Address City State Telephone Zip Code Email Address Date of Birth Circle: Last Name Grade Male School Female Session You Wish to Attend: July 5–July 19 July 21–August 6 August 8–August 22 Major Activity: Sports and Swimming ©2001 by Evan-Moor Corp. Computers 90 Art and Music How to Teach Nonfiction Writing • EMC 719 Section 2—Emergency Information 1. List any activities the camper cannot participate in 2. List any allergies or physical limitations 3. List any medications the camper needs to take 4. Parent/Guardian’s Name 5. Work Telephone Home Telephone 6. Emergency Contacts List two people the camp can contact if the parent/guardian is not available. A. Name Telephone Relationship B. Name Telephone Relationship 7. Persons who may pick up the camper besides the parent: Anyone picking up the child at camp must be listed on this application. Picture identification is required. Please notify the camp director if the camper will be going home with someone other than the parent. Parent or Guardian’s Signature ©2001 by Evan-Moor Corp. Date 91 How to Teach Nonfiction Writing • EMC 719 estionnair u Q A e Likes and Dislikes Name Date Age Check the space that best describes your response. 1. Foods I Eat Pizza often sometimes never Hot dogs often sometimes never Broccoli often sometimes never . My favorite food is 2. Television I Watch Cartoons often sometimes never Sports often sometimes never News often sometimes never . My favorite television show is I watch television hours a week. 3. I Wear Sports Shoes often sometimes never The best brand of sports shoe is . I own a pair of this brand right now. yes no I don’t own this brand now, but I plan to buy a pair. ©2001 by Evan-Moor Corp. 92 yes no How to Teach Nonfiction Writing • EMC 719 ce ment n u o n s An Name Announcing Pretend you are going to make an important announcement about an upcoming event that will be presented on television. Include: • a title for the event • a description of the event • where it will occur (location) • when it will occur (time) • what it will cost (if there is a cost) ©2001 by Evan-Moor Corp. 93 How to Teach Nonfiction Writing • EMC 719 oun n n A ce ment s Name An Announcement Pretend you are writing an announcement for the local newspaper about something special that has happened in your class (the students won a game against the teacher, the class hamster had babies, there’s a new pet in class, the teacher got married, you got new computer equipment, etc.). Include: • a title • who or what the announcement is about • where the event happened • when the event happened • why it was memorable or important ©2001 by Evan-Moor Corp. 94 How to Teach Nonfiction Writing • EMC 719 Signs Lost and Found Name Lost Pet Your pet has disappeared. Create a sign to post around the neighborhood. In as few words as possible, include this information: description of your pet, its name, where it was last seen, any reward being offered, the name and telephone number to call if your pet is found. Include a photograph or drawing of the pet if possible. ©2001 by Evan-Moor Corp. 95 How to Teach Nonfiction Writing • EMC 719 Signs Signs That Inform Name Vote for Me You have decided to run for class president. You really want people to vote for you. Create a sign to post around the school that will convince people that you are the person for the job. In a few words, the sign should state the position you are running for, your name, your qualifications for the position, and what you will do for the students if elected. An eye-catching slogan is a good way to capture attention quickly. ©2001 by Evan-Moor Corp. 96 How to Teach Nonfiction Writing • EMC 719 About the Author: Jo Ellen Moore is one of the founders of Evan-Moor Educational Publishers. She taught elementary school for more than twenty years before beginning a second career in writing and publishing. She is the author of almost 200 teacher resource and activity books spanning all areas of the curriculum. Also Available: Additional Evan-Moor writing titles to help young writers: Writing Fabulous Sentences and Paragraphs EMC 575 Forms for Report Writing EMC 288 Guided Report Writing EMC 732 More Than a Report—Social Studies EMC 558 More Than a Report—Science EMC 559 More Than a Report—Celebrations EMC 560 How to Write a Story EMC 794 How to Use Journals and Logs Across the Curriculum EMC 577 About Evan-Moor Educational Publishers Who We Are • At Evan-Moor, we are proud that our products are written, edited, and tested by professional educators. • Evan-Moor’s materials are directed to teachers and parents of Prekindergarten through sixth-grade students. • We address all major curriculum areas including: reading social studies thematic units writing geography arts & crafts math science How We Began • In 1979, Joy Evans and Jo Ellen Moore were team-teaching first 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 book. • Bill and Joy’s parents’ garage served as the warehouse and shipping facility. • The first catalog was a folded 8 1⁄2" x 11" sheet of paper! Who We Became • Evan-Moor now offers over 450 titles. Our materials can be found in over 1,500 educational and trade book stores around the world. • We mail almost 2 million catalogs a year to schools and individual teachers. • Our Web site www.evan-moor.com offers 24-hour service and the ability to download many of our titles. • Evan-Moor is located in a 20,000-squarefoot facility in Monterey, California, with a staff of nearly 60 professionals. Our Mission Now, 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. TM Helping Children Learn Revised Editions of Evan-Moor’s 9 Best-Selling Writing Titles Now includes 2 Transparencies! Now includes 8 ! Transparencies Now includes 9 ! Transparencies How to Write a Story Grades 1–3 Paragraph Writing How to Write a Story Grades 4–6+ Writing Fabulous Sentences & Paragraphs Four step-by-step writing units help young writers create sensible stories with a beginning, a middle, and an end. Includes a story-writing center with reproducible charts, prompts, and writing forms. 96 pages. Correlated to state standards. EMC 799 Includes lessons and reproducibles to help students learn the parts of a story, reproducible planning forms, and guidelines for writing in six different genres. Includes a story-writing center with reproducible charts, prompts, and writing forms. 96 pages. Correlated to state standards. EMC 794 Writing Poetry with Children Grades 1–6+ A step-by-step guide for teaching students to write couplets, cinquains, haiku, and limericks. Includes reproducible instructions and illustrated writing forms. 96 pages. Correlated to state standards. EMC 734 Poetry Patterns & Themes Grades 3–6+ Includes lessons and reproducible forms for 41 types of poetry, including couplets, haiku, limericks, and recipe poetry. y 96 pages. Correlated to state standards. EMC 733 Write a Super Sentence Grades 1–3 Through 15 step-by-step guided lessons, students brainstorm adjectives, nouns, verbs, and where-and-when phrases, and use them to expand a simple sentence. Includes reproducible student activity pages and a writing center.r 64 pages plus 2 transparencies. Correlated to state standards. EMC 205 Grades 2–4 Includes teaching ideas, reproducible forms, and a paragraph-writing center.r Topics include parts of a paragraph, types of paragraphs, and planning paragraphs. 80 pages plus 8 transparencies. Correlated to state standards. EMC 246 Grades 4–6+ Lessons and activities progress from writing sentences to writing paragraphs. Complete teacher instructions and over 70 reproducible models and student writing forms. Includes an answer key. y 112 pages plus 9 transparencies. Correlated to state standards. EMC 575 Giant Write Every Day—Daily Writing Prompts Grades 2–6+ 300 “Quickwrites”—25 topics each month for short, daily practice; 202 story starters and titles for longer, more formal writings; 141 reproducible writing forms. 12 monthly sections. 176 pages. Correlated to state standards. EMC 775 Writing Forms—Tops & Bottoms EMC 719 ISBN 9781608234011 Grades K–2 Students will be motivated to do their best work when you showcase their reports, stories, or handwriting by putting their papers in the middle off these two-piece forms. 160 pages. EMC 596 $14.99 USA EMC 719