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by Rae Kapar

Descriptive, Narrative,

and Expository Writing

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tABlE oF contEnts

ir V

Reear a saar VII

unit 1: derpe Wrg

Teacher Instructions 1

Blackline Master: Web Graphic Organizer 3Blackline Master: Descriptive Paragraph (with written directions) 4

Blackline Master: Descriptive Paragraph (without written directions) 5

Descriptive Writing Prompts 6

Descriptive Writing Rubric 7

Getting Started 8

Descriptive Writing Overhead 9

Elements of Descriptive Writing 10

Topic Sentence 12

Descriptive Details 20

Closing Sentence 41

Writing Titles 55

Testing Descriptive Writing Elements 63Testing Descriptive Writing with Prompts 69

Descriptive Writing Answer Key 75

unit 2: narrae Wrg


Blackline Master: Narrative Paragraph (with written directions) 79

Blackline Master: Narrative Paragraph (without written directions) 80

Narrative Writing Prompts 81

Narrative Writing Rubric 82

Getting Started 83

Narrative Writing Overhead 84

Elements of Narrative Writing 85Story Beginnings 91

Story Middles 101

Story Endings 122

Testing Narrative Writing Elements 135

Writing a Narrative Paragraph with Help 147

Testing Narrative Writing with Prompts 152

Narrative Writing Answer Key 158

unit 3: Expry Wrg


Blackline Master: Expository Paragraph (with written directions) 164

Blackline Master: Expository Paragraph (without written directions) 165Expository Writing Prompts 166

Expository Writing Rubric 167

Getting Started 168

Expository Writing Overhead 169

Elements of Expository Writing 170

Hook Sentence 174

Steps or Points 185

Clincher Sentence 203

Testing Expository Writing Elements 218

Testing Expository Writing (with prompts) 224

Expository Writing Answer Key 230

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unit 4: Wrg ce

Capitalizing I 232

Capitalizing the First Word in a Sentence 235

Capitalizing Proper Nouns 239

Using End Punctuation 244

Using Commas 248

Using Apostrophes 252

Word Usage (Subject/Verb Agreement) 257

Word Usage (Am, Is, Are) 261

Word Usage (Was, Were) 266

Writing Conventions Answer Key 271

unit 5: saarze te Prepara

Test 1: Narrative Writing

Paragraph:The Not So Boring Babysitter

Writing Prompt: Write a story about a time when you were surprised.

Test 2: Descriptive Writing

Paragraph:Sad Saturday

Writing Prompt: Describe a time when you elt sad.

Test 3: Expository Writing

Paragraph:How to Spend a Day at the Mall

Writing Prompt: Explain the steps it takes to make a bed.


Paragraph:Fran, the No Rock Music Dog

Writing Prompt: Write a story about something unny that you have seen an animal do.


Paragraph:Shady Grove

Writing Prompt: Describe a ort or a secret place that you would like to build.

Test 6: Expository WritingParagraph:As Easy as Boiling Water

Writing Prompt: Explain how to pack a picnic lunch.


Paragraph:Snow Day

Writing Prompt: Write a story about a day when you did not have to go to school.


Paragraph:Art Without Eyes

Writing Prompt: Describe an art project that you have created.


Paragraph:No More Tears

Writing Prompt: Explain the steps you would take to help a riend stop crying.

Test 10: Narrative WritingParagraph:On the Wings of an Eagle

Writing Prompt: Write a true or made-up story about riding on an animals back.


Paragraph:As Sweet as She Can Be

Writing Prompt: Describe this picture.


Paragraph:No Beans for Me!

Writing Prompt: Explain three reasons why you DO NOT like a certain kind o ood.

Standardized Test Answer Key

tABlE oF contEnts (continued)

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The ability to communicate successully through writing is an essential lie skill. Students are expected

to write eectively or a variety o reasons. National educational standards now require that students

know and understand the basic types o writing and their essential components.

Teach It, Write It, Test Itis designed or students who need extra help learning the essential components

necessary when writing Descriptive, Narrative, and Expositoryparagraphs. These components are brokendown into teachable parts with a variety o activities designed to meet the varied needs and learning

styles o all students.

Through the successul use o this product, teachers can ensure that students will grasp the undamental

skills necessary or writing success. Students will learn to identiy and write dierent types o paragraphs

and their specifc components. Multiple step-by-step writing opportunities will be provided. Each specifc

component is broken down, allowing teachers to pick and choose activities to meet individual needs.

Teach It, Write It, Test Itis divided into fve units:

unit 1: derpe Wrg

unit 2: narrae Wrg

unit 3: Expry Wrg

unit 4: Wrg ce

unit 5: saarze te Prepara

The frst three units in the binder contain teacher instructions, activity pages, and blackline masters.

In each unit writing components are broken down and taught step-by-step. Each new step is taught

using a variety o methods ound on the Teach It pages. Then, students are given an opportunity to

practice the step through the use o the Write It pages. Finally, each new skill is tested in standardized

test ormat on Test It pages. The testing ormats were developed based on research o standardized

tests rom a variety o dierent states. The Teach It, Write It, Test Itprocess continues through the

Descriptive, Narrative, Expository, and WritingConventionsunits.

This step-by-step process allows teachers to pinpoint individual learning needs. The activity pages

make it simple to measure and evaluate writing skills, needs, and strengths. Multiple writing and

testing opportunities eliminate the ear o writing ailure.

Teach It, Write It, Test Itprepares students or writing success in three basic types o writing: Descriptive,

Narrative, and Expository. The standardized test ormat equips students to meet the challenge o writing

in accordance with state and national standards.

In the Writing Conventionsunit, students are taught basic writing conventions in the areas o

capitalization, punctuation, and word usage. Specifc skills in each area are taught in the Teach It

portion. Then, students are given an opportunity to employ these skills in the Write It portion. Finally,

students are tested in the proper use o these conventions in the Test It portion. The testing ormat

prepares students or the type o assessment that will most likely be seen on state standardized tests.

In the Standardized Test Preparation unit, comprehensive tests are provided to assess both writing

conventions and writing components that are specifcally required or each type o writing. Students

are required to read a Descriptive, Narrative, orExpositoryparagraph. Questions ollow that test writing

conventions and paragraph components. Finally, on a subsequent page, students are required to read

a writing prompt. Then, they are expected to write a Descriptive, Narrative, orExpositoryparagraph using

intRoduction

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appropriate writing conventions and components necessary to successully complete the specifc type

o paragraph.

As students practice dierent types o writing, their individual writing voices develop and emerge.

Through the process oTeach It, Write It, Test It, students gain confdence that will successully carry

them through standardized tests and into writing success or lie.

tEAchER instRuction PAGEs

Teacher instructions are ound at the beginning o the frst three units. These instructions include a list

o student objectives, an overview o the unit, and motivational activities designed to engage students

in writing. In addition, a variety o writing prompts, similar to those seen on state standardized tests,

is provided in each unit. Teachers may choose to use these writing prompts to provide additional

opportunities or students to become successul writers.

ActivitY shEEts

Each unit includes numerous activity sheets with directions designed to support a variety o learning

styles. In the Descriptive, Narrative, and Expositoryunits, components o that specifc type o paragraph

are addressed individually. Each skill is taught frst, and then students are given an opportunity to

write using that skill. Finally, each component is tested. At the end o each unit, comprehensive tests

or that specifc type o writing are provided along with multiple opportunities or writing practice in

standardized test preparation ormat.

BlAcKlinE MAstERs

Blackline masters have been included in the frst three units or teachers who wish to provide additional writing,

editing, and revising experiences or students. Templates with written directions help students successullyinclude all o the components necessary to create Descriptive, Narrative, and Expositoryparagraphs. Lined

templates require students to remember and apply specifc paragraph components on their own. Teachers can

choose the blackline master most suitable or each individual learner in the classroom.

AssEssMEnt

Rubric charts have been included in the Descriptive, Narrative, and Expositoryunits. These rubrics

are created specifcally or the scoring o each type o writing and are based on standardized test

requirements ound in a variety o states in the area o writing.

According to recent research regarding the impact o standardized testing on students with learningdisabilities (LD), Undoubtedly the largest barrier to success is the lack o exposure to the subject

matter and skills tested by large scale assessments. While every state is required to have high academic

standards that are the same or every student, we know that many students with disabilities are not yet

being taught to those standards. (Cortiella, 2004) Because many students with learning dierences are

expected to pass state standardized tests each year, modifcations are needed to ensure that all students

receive the instruction necessary to succeed.

intRoduction (continued)

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REsEARch And stAndARds

Research on teaching writing indicates a need or both numerous practice activities and the part-to-whole

approach, which are emphasized in this binder. The teaching ramework oTeach It, Write It, Test It

is urther supported by research that shows, Some students may be able to copy and write single

sentences with a air degree o ease, but they struggle tremendously with paragraph writing. These

students will need to be taught techniques that enable them to perorm each subpart prior to pulling

together all the parts. Substantial modeling will be necessary at each stage or the student to be

successul. (Richards, 1999)

Teach It, Write It, Test Itmeets both state and national standards (including the Standards or the English

Language Arts, which are sponsored by the National Council o Teachers o English and the International

Reading Association) regarding writing instruction. As students learn and practice basic types o writing

(Narrative, Descriptive, and Expository) and basic writing conventions, they will:

apply strategies to comprehend a wide variety of texts, apply knowledge of writing conventions to evaluate and critique texts, write for a variety of purposes and audiences, write in an effort to communicate effectively, write coherent sentences and paragraphs, write to clearly communicate main idea and support it with appropriate details, write to explain and describe given topics, write to convey individual feelings and opinions in an exchange of information; and increase written vocabulary.

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Cortiella, Candace (2004, June). Implications of High-Stakes Testing for Students with Learning Disabilities. RetrievedFebruary 22, 2006, rom the Schwab Learning website: http://www.schwablearning.org/articles.asp?r=846&g=2

Richards, Regina G. (1999, May). Strategies for Dealing with Dysgraphia. Retrieved February 22, 2006, rom the LDOnline website: http://www.ldonline.org/article.php?id=550&loc=79

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Objtivs

Studentswillidentifytheelementsofdescriptivewriting.

Studentswillwritetodescribeusingallfivesenses.

Studentswillidentifyandwritetopicsentencesfordescriptiveparagraphs.

Studentswillidentifyandwritesupportingsentencesfordescriptiveparagraphs.

Studentswillidentifyandwriteclosingsentencesfordescriptiveparagraphs.

Studentswillwritedescriptivetitles.

Studentswillprepareforwritingsuccessonstandardizedtests.

Ovviw

Inthisunitstudentswilllearntheelementsofdescriptivewriting.Theywillunderstandthepartsofa

descriptiveparagraphandwillbeabletogenerateadescriptiveparagraph.Studentswillidentifyatopic

sentence,supportingsentences,andaclosingsentenceinaparagraph.Theywillalsowritethesetypes

ofsentencesinparagraphform.Studentswillusesensorydescriptionstoadddetailtosentences.

Inthedescriptivewritingunit,thecomponentsofadescriptiveparagrapharebrokendownintoparts.

Eachcomponentistaughtseparately.Then,studentsaregivenopportunitiestowriteusingnewlylearned

skills.Finally,eachcomponentistestedindividually.Skillsbuildcumulativelythroughouttheunit.

Theunitbeginsbyteachingtheelementsofdescriptivewriting.Then,thetopicsentenceskillistaught,andstudentsaregiventheopportunitytowrite.Afterthewritingsection,topicsentenceisthentested.

Next,descriptivedetailsaretaught,written,andtested.Afterdescriptivedetails,closingsentence

istaught,written,andtested.Finally,studentslearntowritetitles.Toclosetheunit,allelementsof

descriptivewritingaretestedinstandardizedtestpreparationformat.

Onpages55-62,studentsaretaughttowritetitles.Thisistheonlysectioninthebinderinwhich

titlewritingiscovered.Pleasefeelfreetousethesepageswhenteachingstudentstowritetitlesfor

Descriptive,Narrative,orExpositoryparagraphs.

Gttig Stdts Motivtd

Askstudentstodescribewhatyouarewearing.Haveonestudentactasarecorder.Ifastudentsays

thatyouarewearingasweater,therecorderwritessweaterontheboard.Then,encouragestudents

toadddescriptivedetailsbyasking,WhatkindofsweateramIwearing?Whatcolorisit?Howdoyou

thinkitfeelstothetouch?HowdoyouthinkitmakesmefeelwhenIamoutside/inside?Howwould

youdescribethebuttons,collar,sleeves,materials,etc?Therecordercanadddetailsbycreatinga

webgraphicorganizerontheboard.Uponcompletionofthisactivity,giveeachstudentacopyofthe

webgraphicorganizeronpage3.Havestudentsusethegraphicorganizerprovidedtohelpdescribe

anarticleoftheirownclothing.

UNIT1:DescriptiveWriting

Teacher InSTrucTIOnS

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Bringinacanofspinach;acanopener(electric,ifpossible);smalldisposablebowls;anddisposable

spoons.Askonestudenttoactastherecorderagain.Havestudentsnamethefivesensesastherecorder

liststhemascolumnheadingsontheboard.Then,usethecanopenertoopenthecanofspinach.

Encouragestudentstosharewordsthatdescribehowitsounds.Spoonthecontentsofthecaninto

bowls.Giveeachstudentabowlcontainingasmallservingofspinach.Askstudentstodescribehowit

looks.Encouragecreativityinwordchoice.Then,havestudentsofferwordstodescribehowthespinach

smells,feels,andtastes.Havetherecorderwritethesedescriptivewordsundertheappropriateheadings

listedontheboard.Uponcompletionofthisactivity,havestudentschooseafavoritetypeoffoodand

createcolumnsofdescriptivewords,usingthefivesensesascolumnheadings.

Usingthewrittenwordsfromthespinachactivity,createaFiveSensesWordWall.Throughoutthe

unit,encouragestudentstoadddescriptivewordstolongpiecesofchartpaperattachedtothewall.

PlayaversionofISpy.Thinkofanobjectfoundintheclassroomandorallydescribeit.Atfirst,onlydescribeitbycolor.Continuetoadddetailstothedescriptionuntilstudentsguesstheobjectyouare

describing.Allowthewinnertodescribeafamiliaritemwhilepeersguesswhatitis.

Play20Questions.Thinkofasubjectsuchasafamouspersonorafamiliaranimal.Asksome

studentstotakedescriptivenoteswhiletheirpeersaskyoudetailedquestionstowhichyouprovide

yesornoanswers.

Havestudentstakeoutapencil,aruler,amarker,acrayon,scissors,andatextbook.Askthemtoplace

theitemsontheirdesk.Then,askthemtoplayGoFishwithaneighbor.Studentsmustdescribethe

objectthattheywant,ratherthancallingitbyname.Forexample,astudentmightsay,Pleasegiveme

yourlongwritingutensilwithaleadpoint.Thisdescriptionletstheotherstudentknowthatthepartner

wantsthepencil,notthemarkerorthecrayon.Encouragecreativityanddetail.

Forfun,usedescriptionstoexplaintheupcomingdaysevents.Forexample,youmighttellstudents,

Todaywearegoingtotheplacewhereyoucanreadaboutpirates,gorillas,superstars,orracecars.

Wherearewegoing?Studentsrespond,Tothelibrary.Or,Todaywearegoingtoexamineour

knowledgeofspellingwordstoprovethatwearereadytomoveontoanewlist.Whatarewegoing

tohave?Studentsrespond,Aspellingtest.Encouragevolunteerstousevividdescriptions.

Usethedescriptivewritingoverheadonpage9tointroducetopicsentenceandclosingsentence.

Worktogethertolocateandunderlinetheseparticularsentences.Discusstheirfunctions.(Topicsentence

tellswhattheparagraphisgoingtobeabout.Closingsentencesumsupthemainideaoftheparagraph

andbringsittoanend.)Havestudentsusedifferentwordstorewritethetopicsentenceandclosing

sentenceontheirownpapers.Askvolunteerstosharetheirnewsentencesbyreadingthemaloud.

ativity Sts

Activitysheetsareincludedonpages10 74.Studentscancompletetheseactivitiesindividually,with

partners,orinsmallgroups.Manyoftheseactivitiescanbeusedasatake-homecomponent.

asw Ky

Ananswerkeyonpages75 76isprovidedforthedescriptivewritingsection.

DescriptiveWriting

Teacher InSTrucTIOnS (continued)

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

Name :____________________________________________ Date:______________________________

DescriptiveWritingWriteIt!

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Name :____________________________________________ Date:______________________________

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Witig Dsiptiv Pgp

Isttios:Descriptivewritinghelpsthereadersee,hear,smell,feel,and/ortastethethingsthatarebeingdescribed.Writeadescriptiveparagraph.

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TOPIc SenTence

DeTaIl SenTenceS

clOSInG SenTence

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Name :____________________________________________ Date:______________________________

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Witig Dsiptiv Pgp

Isttios:Descriptivewritinghelpsthereadersee,hear,smell,feel,and/ortastethethingsthatarebeingdescribed.Writeadescriptiveparagraph.

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Describetheworstfoodyouhaveevereaten.

Describeyourfavoritekindofpizza.

Describesomethingthatmakesyoufeelhappy.

Describetheperfectbirthdaycake.

Describeyourfavoritekindofcookies.

Describeyourmostembarrassingmoment.

Describeyouridealbedroom.

Describeyourfavoriterelative.

Describeapetthatyouwouldliketohave.

Describehowitfeelstowalkinsand.

Describeasoundthatyoudonotlike.

Describehowitfeelstobeloved.

Describewhathappenstoyourbodywhenyouarenervous.

Pretendthatyoulostapet.Describeyourpetsothatsomeonecanfindit.

Describetheocean.

Describehowyoufeelafterwinningagame,aprize,orarace.

Describeapictureinabookfromtoptobottom.

Describeapictureinabookfromlefttoright.

Describehowitfeelstobeveryhotorverycold.

Describeanalienthatvisitedyoufromouterspace.

DescribeEarthtoapenpalinouterspace.

Describeyourhome.

Describetheshoesthatyouarewearingtoday.

Describeyourschool.

Describeyourclassroom.

Describeatypicalschoollunch.

Describeasunsetthatyouhaveseen.

Describeacarfromthefuture.

Describeahug.

DescriptiveWriting

DeScrIPTIVe WrITInG PrOMPTS

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