Download Editing, Revising, and More

Editing, Revising,
and More
Teacher’s Manual for Grade 4
the
s
r
e
Cov
for
S
K
E
T
e4
d
a
r
G
by Martha Hammett with Barbara Mariconda
Based on the original work of Barbara Mariconda and Dea Paoletta Auray
Introduction
How often have you looked at a story a student has written with an eye for a good
plot, vivid description, interesting characters and setting, or an expository essay about a
curriculum topic and been totally discouraged because you couldn’t read it? One sentence
flows into the next with little in the way of punctuation and capitalization. There are issues
with grammar, subject/verb agreement, and fluency. Forget about content­­– this student
needs basics concepts and skills such as:
• Parts of speech
• What is a sentence?
• Identifying sentences, phrases, and fragments
• Basic sentence construction
• Capitalization and punctuation
• Subject/verb agreement
• Comparative/superlative language
• Special usage problems (a/an, they’re/ their/ there, to/too/two)
Once these basic grammar/mechanics skills are learned, students can begin to approach
more sophisticated skills such as:
• Identifying topic sentences, supporting details, extraneous material
• Chronological order
• Recognizing and revising on and on and run-on sentences
• Recognizing and revising awkward construction, sentence fragments
• Combining choppy or redundant sentences to build fluency
• Eliminating redundant word choice
• Using transition words
• Using specific versus general details
Some students seem to learn these skills naturally as the result of reading and
communicating verbally with others. However, most children need specific instruction
and practice opportunities in order to recognize, assimilate, internalize, and apply these
skills effectively to their own writing. Students must understand the ‘why’ of grammar
and mechanics. They need more than uninformed rote drill and will benefit by the deep
understanding that comes from powerful direct instruction. Throughout this manual we
provide the necessary background knowledge to enable teachers to successfully teach
these skills through the use of the activities in the Student Resource Books. Essentially,
this resource provides the specific background information, lesson plans and procedures,
practice, and application opportunities for success. All of the fourth grade TEKS objectives,
both readiness and supporting, are addressed, and a chart that breaks down the editing and
revising skills and lessons into nine week modules has been included with this resource.
(continued)
©2015 Empowering Writers, LLC
1
Introduction
For each skill area you will find:
• A Detailed Lesson Plan with “Think and Discuss” pages for skills addressed in the
student resource books. These Lesson Plans provide background information, teaching
suggestions, and opportunities to expand on the basic activity found on the student resource
pages, as well as student answer sheets. We have also provided opportunities to apply these
skills to authentic pieces of narrative, expository and opinion writing. These lessons provide
the “how and why” of grammar, mechanics and punctuation that students need in order to
use language effectively. The activities are multi-layered and robust – providing student
understanding that typical “skill and drill” worksheets cannot deliver.
• Assessment Opportunities: An additional feature of this book and CD set is the
inclusion of ongoing assessments throughout the resource. These student pages are included
on the CD and may be downloaded and printed. They are designed to test understanding
and be used as a tool to adjust instruction around review, reinforcement, and reteaching.
Each assessment is structured in paragraph form, with each sentence numbered for student
reference. Students revise by studying each sentence and responding in a multiple-choice format.
These assessments not only demonstrate students’ understanding and growth, but also provide
valuable test-taking practice and strategizing in preparation for state testing. The assessments
start off simply and become more complex as the year progresses. Some children have difficulty
with the multiple choice format. By exposing them to many examples of multiple choice
formats, they become more comfortable with the test-taking strategies necessary for success.
These assessments should be used after instruction has taken place and students have had the
opportunity to understand and practice the skills. The assessments can then be placed in the
students’ writing portfolios as documentation of skills taught.
In addition to the ongoing assessments, the Teacher’s Manual CD includes the
Performance Preview Test. While the on-going assessments are purposely formatted for
checking comprehension throughout the year, the Performance Preview Test is formatted
exactly like the STAAR test and will give students a chance to become familiar with the
format, and allow you an opportunity to see how your students will perform. For your
convenience, the instructions for administering the Performance Preview Test have been
provided at the end of the manual on pp. 242-246.
• Student Resource Books: Each skill is broken down simply for students, and many
of the activity pages include an optional WRITING CONNECTION which encourages
application of the skill within a writing experience or uses the skill or theme as a link to
an authentic writing task. In this way, students see that these skills do not exist in isolation
but rather in every type of writing they encounter.
2
©2015 Empowering Writers, LLC
(continued)
Introduction
Note to teacher: Many of the optional WRITING CONNECTION activities require
prior knowledge of both the narrative and expository writing skills presented in Empowering
Writers Comprehensive Narrative Writing Guide, the Comprehensive Expository Writing
Guide and the Essential Guides to Writing for grades 3-5. Using the lessons from the Editing,
Revising, and More Teacher’s Manual at least three times a week in conjunction with the
activities in the Comprehensive and Essential Guides provides a solid foundation and
integration of skills, mechanics, craft, and creativity in written communication. By studying
the lesson plans in depth and consistently teaching writing, all students will improve.
We feel that there is real value in empowering your students as editors and to affirm their
efforts in this regard. As their confidence grows, they develop a positive attitude toward
revision. Applying the skills in authentic ways also encourages editing and revising to become
a natural part of the writing process. We strongly recommend that you incorporate writing
across the curriculum daily.
For information on Empowering Writers and their complete line of resources and professional
development opportunities, please visit us at our Web site:
www.empoweringwriters.com
or you can contact us at:
731 Main Street, Suite 117
Monroe, CT 06468
866-285-3516
©2015 Empowering Writers, LLC
3
Table of Contents
Note: The lessons have been divided into four 9-week modules. Assessments occur
throughout the year and assess skills that have been taught. We recommend teaching one
module per nine week grading period with the lessons taught in the order they occur in the
guide. A good rule of thumb is to teach 2-4 grammar lessons per week. The first module
has 29 lessons. This may sound like a lot to cover those first nine weeks, but many of these
lessons may be review for your students. The Think and Discuss activities are listed here
with the individual lessons provided at the beginning of each module throughout the guide.
Once you have administered the assessments, be sure to review the assessment with your
students. This is a wonderful opportunity for re-teaching. We have also included a section
of spelling lessons. While these lessons are not designed to replace a district’s spelling
curriculum, they will enhance spelling instruction and address the TEKS spelling objectives
for fourth grade. Directions for the Performance Preview Test are provided at the end of the
guide on pp. 242-246.
4
Module 1: Weeks 1-9 (Total of 29 lessons and 4 assessments) First Nine Weeks Reporting Period
Think and Discuss: Recognizing a Sentence..................................................................p. 9
Think and Discuss: The Two Parts of a Sentence: Subject and Predicate................. p. 12
Assessment 1: Autumn, Apple Picking (6 lessons prior to the Assessment 1)
Think and Discuss: Recognizing Helping or Linking Verbs.........................................p. 19
Think and Discuss: Other Kinds of Simple Sentences..................................................p. 24
Assessment 2: Election Day, Pilgrims (7 lessons prior to Assessment 2)
Think and Discuss: Capitalization and Punctuation....................................................p. 36
Assessment 3: Kawanza and Cranberries (11 lessons Prior to Assessment 3)
Think and Discuss: Using Commas................................................................................p. 51
Assessment 4: Recycled Trees, A New Year, Winter Sports (5 lessons prior to Assessment 4)
Think and Discuss: Recognizing Sentence Fragments Within a Paragraph..............p. 64
Think and Discuss: Recognizing On and On Sentences...............................................p. 67
Think and Discuss: Revising Run-On Sentences..........................................................p. 73
Assessment 5: The Groundhog, February 14th (8 lessons prior to Assessment 5)
Think and Discuss: Using Comparative/Superlative Language............………......….p. 81
Think and Discuss: Revising Choppy Sentences, Improving Sentence Variety.........p. 89
Think and Discuss: Chronological Order.......................................................................p. 94
Assessment 6: 100 Days of School, St. Patrick’s Day, Untitled (11 lessons prior
to Assessment 6)
Module 2: Weeks 10-19 (Total of 19 lessons and 2 assessments) Second Nine Weeks
Reporting Period
©2015 Empowering Writers, LLC
Table of Contents
Module 3: Weeks 19-27 (Total of 17 lessons and 3 assessments) Third Nine Weeks Reporting Period
Think and Discuss: Recognizing Main Idea Paragraphs and Eliminating Extraneous Details.p. 105
Assessment 7: Lighthouses, Scarecrows (4 lessons prior to Assessment 7)
Think and Discuss: Subject Verb Agreement....................................................p. 113
Think and Discuss: Parts of Speech-Nouns, Pronouns, Adjectives.................p. 118
Assessment 8: Fall Clean Up, Spring Blooms from Autumn Bulbs, Haunted House
(13 lessons prior to Assessment 8)
Think and Discuss: Use of Quotations and Quotation Marks.........................p. 138
Think and Discuss: Using Apostrophes.............................................................p. 144
Assessment 9: Getting Home for Thanksgiving, Untitled, Gingerbread Fun
(7 lessons prior to Assessment 9)
Module 4: Weeks 28-36 (Total of 14 lessons and 2 assessments) Fourth Nine Weeks Reporting Period
Think and Discuss: Writing Contractions.......................................................... p. 162
Think and Discuss: Using Words that are Often Tricky.................................. p. 168
Think and Discuss: Homophones........................................................................ p. 172
Think and Discuss: Transitional Words and Phrase........................................ p. 175
Assessment 10: New Year’s Resolutions, Reverend Martin Luther King, Jr.,
Prairie Dogs, Field Day (9 lessons prior to Assessment 10)
Think and Discuss: Adverbs................................................................................ p. 196
Think and Discuss: Prepositions and Prepositional Phrases........................... p. 199
Think and Discuss: Punctuation of Coordinating Conjunctions...................... p. 204
Think and Discuss: Interjections........................................................................ p. 206
Assessment 11: Sledding, Japanese Art, Rainforest, Ireland (5 lessons prior to Assessment 11
Spelling Section
Spelling TEKS for K-4
Think and Discuss: Spelling Plurals.................................................................. p. 226
Think and Discuss: Alternate Ways of Spelling the /sh/ Sound....................... p. 234
Think and Discuss: Prefixes and Suffixes.......................................................... p. 236
Think and Discuss: Silent Letters...................................................................... p. 240
Directions for administering the Performance Preview Test............................. p. 243
©2015 Empowering Writers, LLC
5
Modules and Assessments
Module One: Weeks 1-9
Think and Discuss: Recognizing a Sentence TEKS Objectives
______________________________________________________________________________________
Pick Out the Sentence - Lesson - p. 11
4.20B
______________________________________________________________________________________
A Sentence or Not a Sentence - Lesson - p. 11
4.20B
______________________________________________________________________________________
Think and Discuss: The Two Parts of a Sentence
TEKS Objectives
______________________________________________________________________________________
The Two Parts of a Sentence - Lesson - p. 13
4.20B
______________________________________________________________________________________
Who/What and Doing/Describing - Lesson - p. 14
4.20B
______________________________________________________________________________________
Be a Sentence Detective - Lesson - p. 15
4.20B, 4.20C
______________________________________________________________________________________
Be a Sentence Detective - Lesson - p. 16
4.20C
Assessment 1: Autumn, Apple Picking
Skill: Revising Incomplete Sentences
Think and Discuss:
Recognizing Helping and Linking Verbs
TEKS Objectives
______________________________________________________________________________________
Helping/Linking Verbs-1 - Lesson - p. 21
4.20A
______________________________________________________________________________________
Helping/Linking Verbs-2 - Lesson - p. 22
4.20A
______________________________________________________________________________________
Using the Right Helping/Linking Verbs - Lesson - p. 23
4.20Ai
______________________________________________________________________________________
Think and Discuss: Other Kinds of Simple Sentences
TEKS Objectives
______________________________________________________________________________________
Other Kinds of Simple Sentences - Lesson - p. 27
4.21C
______________________________________________________________________________________
Play the Sentence Game - Lesson - p. 28
4.20B
______________________________________________________________________________________
Simple Sentences Using Ideas & Feelings - Lesson - p. 29
4.20B
______________________________________________________________________________________
Who? What? - Lesson - p. 30
4.20B
Assessment 2: Election Day, Pilgrims
Skills: Capitalization: Beginning of a Sentence, End Punctuation,
Helping/Linking Verbs, Subject/Verb Agreement
6
©2015 Empowering Writers, LLC
Modules and Assessments
Punctuation Rules - Chart - p. 33
______________________________________________________________________________________
Capitalization Rules - Chart - p. 34
______________________________________________________________________________________
Comma Rules - Chart - p. 35
______________________________________________________________________________________
Think and Discuss: Capitalization and Punctuation
TEKS Objectives
______________________________________________________________________________________
Capital Letters and Punctuation - Lesson - p. 37
4.21 B, 4.21C
______________________________________________________________________________________
Capital Letters and Punctuation - Lesson - p. 38
4.21 B, 4.21C
______________________________________________________________________________________
Capital Letters and Punctuation - Lesson - p. 39
4.21 B, 4.21C
______________________________________________________________________________________
Capitalize! Punctuate! - Lesson - p. 40
4.21B, 4.21C
______________________________________________________________________________________
When to Capitalize - Lesson - p. 41
4.21B, 4.21C
______________________________________________________________________________________
What’s Wrong with Each Sentence - Lesson - p. 42
4.21B 4.21C
______________________________________________________________________________________
Too Many Capital Letters - Lesson - p. 43
4.21B,, 4.21C
______________________________________________________________________________________
Capital Letters and Punctuation - Lesson - p. 44
4.21 B, 4.21C
______________________________________________________________________________________
Capitalize the Names of Places - Lesson - p. 45
4.21B
______________________________________________________________________________________
Don’t Forget to Capitalize - Lesson - p. 46
4.21B, 4.21Bi, 4.21Bii
______________________________________________________________________________________
Capitalization Counts - Lesson - p. 47
4.21B, 4.21Bi, 4.21Bii, 4.21Biii
Assessment 3: Kawanza, Cranberries
Skills: End Punctuation, Capitalization, Subject/Verb Agreement,
Beginning of a Sentence, Helping/Linking Words,
©2015 Empowering Writers, LLC
7
Modules and Assessments
Think and Discuss: Using Commas
TEKS Objectives
______________________________________________________________________________________
Commas in a List - Lesson - p. 53
4.21C
______________________________________________________________________________________
Commas in a Date - Lesson - p. 54
4.21C
______________________________________________________________________________________
Pause for a Moment - Lesson - p. 55
4.21C
______________________________________________________________________________________
The Friendly Letter - Lesson - p. 56
4.21C
______________________________________________________________________________________
Commas - Lesson - p. 57 4.21C
Assessment 4: Recycling Trees, A New Year, Winter Sports
Skills: End Punctuation, Capitalization, Helping/Linking Verbs,
Subject/Verb Agreement, Using Commas in a List
8
©2015 Empowering Writers, LLC
Lesson Plans
Think and Discuss
Skill: The Two Parts of a Sentence: Subject and Predicate
Student pages:
p. 2 “The Two Parts of a Sentence” (4.20B)
p. 3 “Who/What and Doing/Describing” (4.20B)
p. 4-5 “Be a Sentence Detective!” (4.20B) (4.20C)
Objective: Students will recognize the simple subject and predicate of a variety of
sentences.
Necessary Background: Explain to the class that sentences are made up of a subject and
a predicate. The subject of a sentence tells the reader who or what the sentence is about.
The predicate tells something about the subject. In order to make sense, a sentence needs
both a subject and a predicate. For teaching purposes we introduce subject and predicate
to students as follows:
SUBJECT: the WHO/WHAT part of the sentence
PREDICATE: the DOING/DESCRIBING part of the sentence
Procedure for Whole Group Instruction: Analyze the two parts of a sentence.
1.) Write these sentences on the board or project them and analyze with the class:
Libby/ sat on the swing.
The slide/ was curvy and twisted.
Libby/ played on the jungle gym.
She/ loved to go flying high.
She/ slid down.
She/ played tag with her friend.
2.) Go through the sentences together, pointing out the WHO/WHAT and the DOING/
DESCRIBING part of each sentence. The subject and predicate are delineated by the use
of a slash.
3.) Proceed similarly through student pages 2-5. Model for the students what they are to do
with each activity.
4.) During Guided Practice you will circulate and check for understanding as students work
independently.
12
©2015 Empowering Writers, LLC
Teacher Answer Key
The Two Parts of a Sentence (4.20B)
REMEMBER: Sentences have two parts. Here’s an easy way to think of the two parts of a
sentence:
Part 1:
WHO/WHAT
+
Part 2:
DOING/DESCRIBING
Together, the WHO/WHAT part and the DOING/DESCRIBING part make a sentence!
DIRECTIONS: Look at each sentence.
The subject (WHO or WHAT) of each sentence is underlined.
The predicate (DOING or DESCRIBING) is boldfaced.
1.) Miss Edwards walked into the school.
Miss Edwards
What did Miss Edwards DO? walked into the school
WHO was this about?
2.) She opened her classroom door.
She
opened her classroom door
WHO was this about?
What did she DO?
3.) The children came inside.
the children
What did the children DO? came inside
WHO was this about?
4.) Mia put her backpack in the cubby.
Mia
put her backpack in the cubby
WHO was this about?
What did Mia DO?
5.) The backpack was pink.
The backpack
What was the backpack like? was pink
WHAT was this about?
Refer to Student Page 2
©2015 Empowering Writers, LLC
13
Teacher Answer Key
Be a Sentence Detective! (4.20B) (4.20C)
DIRECTIONS: Each sentence is missing a WHO or WHAT (a subject). Think of a WHO
or WHAT that will make sense and write it in the blank. (Don’t forget to begin each sentence
with a capital letter.)
The driver
1.)
started the engine.
2.)
The race car
3.)
Car and driver
Now, fill in a missing DOING or DESCRIBING word or phrase!
(Don’t forget to end each sentence with a period.)
4.) The race car driver
5.) The crowd
6.) The pit crew
roared to life.
sped off onto the race track.
rounded the turn.
cheered.
worked fast.
WRITING CONNECTION: Read the sentences you wrote. What is the setting?
Think of what else you might see or hear in this setting. Then, on the lines below,
write 3 more complete sentences about this setting. In each sentence circle the
WHO/WHAT part and underline the DOING/DESCRIBING part!
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Refer to Student Page 4
©2015 Empowering Writers, LLC
15
Teacher Answer Key
Assessment 3:
Skills: Capitalizing Beginning of a Sentence, End Punctuation, Helping/Linking
Words, Subject/Verb Agreement
Read this:
Cranberries
Have you ever had a cranberry. This popular fruit growed on vines in wet areas called
bogs. Growers flood the bogs with water to harvest the cranberries. Then, a huge machine
that looks like a giant egg beater stirs up the water. The ripe cranberries fall off the vine
and float to the top. Growers then wade through the water and gather the cranberries.
cranberries harvested this way be used in juice and sauces.
cranberries
What is this all about?
(1) have you ever had a cranberry. (2) This popular fruit growed on vines in wet areas
called bogs. (3) Growers flood the bogs with water to harvest the cranberries. (4) Then, a
huge machine that looks like a giant egg beater stirs up the water. (5) The ripe cranberries
fall off the vine and float to the top. (6) Growers then wade through the water and gather the
cranberries. (7) cranberries harvested this way be used in juice and sauces.
1. Sentence 1 should read:
a.) have you ever had a cranberry?
b.) Have you ever had a cranberry.
c.) Have you ever had a cranberry?
d.) Have you ever had a cranberry!
2. Sentence 2 is poorly written. Which of these is the CORRECT way to rewrite it?
f.) This popular fruit grown on vines in wet areas called bogs.
g.) This popular fruit grows on vines in wet areas called bogs.
h.) This popular fruit be growed on vines in wet areas called bogs.
j.) This popular fruit is growed on vines in wet areas called bogs.
3. Sentence 7 is poorly written. Which of these is the CORRECT way to rewrite it?
a.) Cranberries harvest this way be used in juice and sauces.
b.) cranberries harvested this way are used in juice and sauces.
c.) Cranberries harvested this way is used in juice and sauces.
d.) Cranberries harvested this way are used in juice and sauces.
50
©2015 Empowering Writers, LLC
Modules and Assessments
Module Two: Weeks 10-19
Think and Discuss: Recognizing Sentence TEKS Objectives
Fragments Within a Paragraph
______________________________________________________________________________________
Find the Sentence Fragments-1 - Lesson - p. 65
4.20B
______________________________________________________________________________________
Find the Sentence Fragments-2 - Lesson - p. 66
4.20B, 4.21Bii
______________________________________________________________________________________
Think and Discuss: Recognizing the On and On
TEKS Objectives
______________________________________________________________________________________
On and on and on and on - Lesson - p. 69
4.15C
______________________________________________________________________________________
Each Detail in a Separate Sentence - Lesson - p. 70
4.15C
______________________________________________________________________________________
The Never Ending Sentence - Lesson - p. 714.15C, 4.21B, 4.21C
______________________________________________________________________________________
And then, and then, and then… - Lesson - p. 72
4.15C, 4.21B, 4.21C
______________________________________________________________________________________
Think and Discuss: Revising Run-On Sentences
TEKS Objectives
______________________________________________________________________________________
Stop that Sentence - Lesson - p. 75
4.15C, 4.21B, 4.21C
______________________________________________________________________________________
On and on and on and on - Lesson - p. 76
4.15C
Assessment 5: The Groundhog, February 14th
Skills: Capitalization, Commas in a List, Extraneous Details,
Sentence Combining, Sentence Fragments
Think and Discuss: Using Comparative TEKS Objectives
and Superlative Language
______________________________________________________________________________________
Comparing - Lesson - p. 84
4.20Aiii
______________________________________________________________________________________
More and Most - Lesson - p. 85
4.20Aiii
______________________________________________________________________________________
Special Comparing Words - Lesson - p. 86
4.20Aiii
______________________________________________________________________________________
More Comparing - Lesson - p. 87
4.20Aiii
______________________________________________________________________________________
Bear Comparing - Lesson - p. 88
4.20Aiii
______________________________________________________________________________________
62
©2015 Empowering Writers, LLC
Modules and Assessments
Think and Discuss: Revising Choppy Sentences
TEKS Objectives
______________________________________________________________________________________
Chop!Chop!Chop! - Lesson - p. 91
4.15C
______________________________________________________________________________________
You Be the Editor - Lesson - p. 92
4.15C
______________________________________________________________________________________
Fixing the Broken Record! - Lesson - p. 93
4.15C
______________________________________________________________________________________
Think and Discuss: Chronological OrderTEKS Objectives
______________________________________________________________________________________
Chronological Order - Lesson - p. 95
4.20Aviii
______________________________________________________________________________________
Chronological Order - Lesson - p. 95
4.20Aviii
______________________________________________________________________________________
Does This Make Sense - Lesson - p. 96
4.20Aviii 4.15C
Assessment 6: 100 Days of School, St. Patrick’s Day, Untitled
Skills: Capitalization, Commas in a List, Subject/Verb Agreement,
Chronological Order, Sentence Fragments, Sentence Combining,
Extraneous Details, Run-On Sentences, On and Ons
©2015 Empowering Writers, LLC
63
Lesson Plans
Think and Discuss
Skill: Recognizing Sentence Fragments Within a Paragraph
Student pages:
p. 32 “Find the Sentence Fragments-1” (4.20B)
p. 33 “Find the Sentence Fragments-2” (4.21Bi) (4.21B) (4.21Bii)
Objective: Students will identify and revise sentence fragments within a paragraph, even
when punctuated to look like sentences.
Procedure:
1.) Review the characteristics of a sentence:
• A sentence is made up of a WHO/WHAT part and a DOING/DESCRIBING PART (SUBJECT and PREDICATE)
• A sentence must make sense when it stands alone.
• A sentence begins with a capital letter and ends with punctuation (.!?)
Write the following on the board: To the sandy beach.
2.) Ask the students: It begins with a capital letter and ends with a period, but is it a
sentence? Students should be able to point out that the subject is missing. Who or what was
at the sandy beach? To the sandy beach is a sentence fragment. In earlier work, students
have identified sentence fragments in isolation. Now, they must recognize fragments in the
context of a paragraph.
3.) To help students focus, project a copy of Student p. 32 Find the Sentence Fragments-1.
Read it out loud, and see if students can pick out the sentence fragments. In other words,
which sentences do not make total sense? (Hay on the ground. Mice or maybe rats. Up to the
loft.) If students are unable to recognize these fragments, move through the piece, sentence by
sentence, identifying the subject and predicate of each. This will help to reveal the sentence
fragments.
4.) On subsequent days, work through Student p. 33 Find The Sentence Fragments-2.
You can proceed in a similar directed fashion or assign the page as independent work in order
to assess understanding.
5.) Writing Connections: On Student p. 33, you may choose to have students
(or some students) actually write the three expository paragraphs.
64
©2015 Empowering Writers, LLC
Teacher Answer Key
Find the Sentence Fragments-1 (4.20B) (4.21 Bii)
REMEMBER: Sentences have 2 parts - a SUBJECT (the WHO/WHAT part) and a
PREDICATE (the DOING/DESCRIBING part).
DIRECTIONS: Read this passage. The author needs to go back and edit because there are
three sentence fragments. Underline the 3 sentence fragments and insert a caret (^) to add
the missing sentence part.
The Old Barn
I grabbed hold of the creaky old barn door and pushed hard.
It made a rusty, squeaky sound.
I stared into the dark barn. Hay on the ground. Cobwebs hung
from the rafters. I heard soft skittering sounds along the dirt floor. Mice or maybe rats.
I tiptoed inside to investigate. It was very dark and spooky.
My heart beat faster and faster, and a shiver went down my spine.
Up to the loft. I climbed the ladder. Something furry brushed against my shoulder. I screamed and turned my head to see what
it was. WRITING CONNECTION:
1.) Do you think that this is part of a narrative story or an expository piece?
narrative story
2.) The author has built some SUSPENSE. The reader is wondering about the furry thing. On the line provided, add a sentence that tells what the furry thing was.
3.) On another paper, draw a picture of the mysterious furry thing and write a segment
of elaborative detail describing it.
Refer to Student Page 32
©2015 Empowering Writers, LLC
65
Teacher Answer Key
Find the Sentence Fragments-2 (4.21B) (4.21Bii)
REMEMBER: Sentences have 2 parts - a SUBJECT (the WHO/WHAT part) and a
PREDICATE (the DOING/DESCRIBING part).
DIRECTIONS: Read this passage. The author needs to go back and edit because there are
three sentence fragments. Underline the 3 sentence fragments and insert a caret (^) to add
the missing sentence part Add a title that is correctly punctuated. (First word, last word and
all important words need a capital letter.)
Title:
Earthworms
1
Earthworms are found in soil in all parts of the world. Found deep in the sea.
Did you know there are 2,700 different kinds of worms? These amazing creatures
have been around for millions of years and have played an important role in the history of the world.
2
sticks. These underground farmers eat 10 tons of leaves, sticks, and stems every year. Imagine billions of them tunneling through soil, chewing up debris, and pushing heavy stones. Once, my mother made me move the heavy shoes in the garden. Don’t forget the poop! Their poop, called castings, contains recycled n
utrients from the food
they eat. Fertilizes and adds air to the soil.
3
alive. They are hatched from a cocoon no bigger than a grain of rice. That must be something to see!
4
its hard work!
WRITING CONNECTION:
1.) Is this a narrative or an expository piece of writing?
In an acre of dirt you will find a million or more worms eating decayed leaves and Amazingly, the earthworm has five hearts. Each heart beats in turn. Keeps the worm The next time you’re in the garden remember to thank the lowly earthworm for all
expository
2.) Go back and number each paragraph.
3.) Can you find the sentence in paragraph number 2 that does not belong?
Cross it out when you find it.
Refer to Student Page 33
66
©2015 Empowering Writers, LLC
Teacher Answer Key
Assessment 5:
Skills: Capitalization, Commas in a List, Sentence Fragments, Sentence Combining
Read this:
February 14th
(1) Each year on february 14, millions of people give and receive Valentines. (2) These
small tokens of love and friendship come in many forms. (3) Some people send cards to
their friends or sweethearts. (4) These cards can be funny sweet and loving fancy or even
homemade. (5) Usually they are decorated in the traditional Valentine colors. (6) Of red
and white with hearts and lacy designs. (7) In addition to cards, people may send red heart
shaped boxes filled with chocolate candy surprises. (8) Still there are those who send flowers
to their special valentine. (9) The most popular flower on Valentine’s day. (10) Is the rose. (11)
Red roses are usually symbolize love and yellow roses are for friendship. (12) Whether you
receive a card candy or flowers it is always exciting for you to receive a valentine sent to you
from a friend or loved one.
What is this piece of writing all about?
What was the author’s purpose?
Valentine’s Day The author’s purpose is to give information.
What does the author mean by “these small tokens?”
gifts
1. A good title for this is:
a.) The History of Greeting Cards
b.) Valentine’s Day
c.) February Holidays
d.) Valentine Cards
2. Sentence 1 should read:
f.) Each year on February 14, millions of people give and receive Valentines.
g.) Each year on february 14, millions of people give and receive valentines.
h.) Each year on February 14, millions of people give and receive valentines.
j.) No change needed.
©2015 Empowering Writers, LLC
79
Teacher Answer Key
3. How can you BEST put sentences 5 and 6 together into one sentence without changing the
meaning?
a.) Traditionally they are decorated in usually Valentine colors of red and white
with hearts and lacy designs.
b.) Usually they are decorated with hearts and lacy designs in the traditional valentine
colors of red and white.
c.) Decorated usually in Valentine colors traditionally of red white hearts, and lacy designs.
d.) Usually they are decorated in the traditional Valentine colors of red and white
with hearts, and lacy designs.
4. Lines 9 and 10 are incomplete sentences: Combine them to read:
f.) The most popular flower on Valentine’s day, is the rose.
g.) The most popular flower on Valentine’s Day is the Rose.
h.) The most popular flower on Valentine’s Day is the rose.
j.) The most popular flower on valentine’s day is the rose.
5. Sentence 12 is hard to read. It is better expressed as:
a.) Whether you receive a card, candy, or flowers sent to you, it is always exciting to receive a Valentine sent from a friend or loved one.
b.) Whether you receive a card, candy, or flowers, it is always exciting to receive a valentine sent from a friend or loved one.
c.) It is always exciting to receive a Valentine card, candy, or flowers from a friend or loved one.
d.) Whether you receive a card, candy, or flowers. It is always exciting to receive a
Valentine sent from a friend or loved one.
80
©2015 Empowering Writers, LLC
Modules and Assessments
Module THREE: Weeks 19-27
Think and Discuss: Recognizing Main Idea TEKS OBJECTIVES
Paragraphs and Eliminating Extraneous Details
______________________________________________________________________________________
What’s It All About - Lesson - p. 106
4.18Ai
______________________________________________________________________________________
Build a Paragraph - Lesson - p. 107
4.18Aii
______________________________________________________________________________________
What Doesn’t Belong - Lesson - p. 108
4.15C
Assessment 7: Lighthouses, Scarecrows
Skills: Commas in a List, Extraneous Details, Sentence Fragments, Sentence
Combining, Run on Sentences, On and On, Subject/Verb Agreement
Think and Discuss: Subject/Verb Agreement
TEKS OBJECTIVES
______________________________________________________________________________________
Subjects and Verbs Agree - Lesson - p. 115
4.20C
______________________________________________________________________________________
Past or Present - Lesson - p. 116
4.20Ai
______________________________________________________________________________________
Get Going with Verbs - Lesson - p. 117
4.20Ai
______________________________________________________________________________________
Think and Discuss: Parts of Speech
TEKS OBJECTIVES
______________________________________________________________________________________
Kinds of Nouns - Lesson - p. 119
4.20Aii
______________________________________________________________________________________
Common and Proper Nouns - Lesson - p. 120
4.20Aii
______________________________________________________________________________________
More Common and Proper Nouns - Lesson - p. 121
4.21 B, 4.21 Bi, 4.21Bii, 4.21 Biii
______________________________________________________________________________________
Think and Discuss: Using Pronouns
TEKS OBJECTIVES
______________________________________________________________________________________
Using Pronouns - Lesson - p. 123
4.20A
______________________________________________________________________________________
Reflexive Pronouns - Lesson - p. 125
4.20Avi
______________________________________________________________________________________
Adjectives - Words that Describe - Lesson - p. 126
4.20Aii
©2015 Empowering Writers, LLC
103
Modules and Assessments
Know your Parts of Speech - Lesson - p. 127
4.20A, 4.20Ai, 4.20Aii, 4.20Aiii
______________________________________________________________________________________
Parts of Speech: Nouns, Verbs & Adjectives - Lesson - p. 128 4.20Ai, 4.20Aii, 4.20Aiii
______________________________________________________________________________________
Adjectives of Purpose - p. 130
4.20Aiii
Assessment 8: Fall Clean Up,
Spring Blooms from Autumn Bulbs, Haunted House
Skills: Capitalization, Punctuation, Sentence Fragments, Usage,
Pronouns, Subject/Verb Agreement, Common and Proper Nouns
Think and Discuss: Use of Quotations TEKS OBJECTIVES
and Quotation Marks
______________________________________________________________________________________
Who’s Talking - Lesson - p. 140
4.21Cii
______________________________________________________________________________________
Tag It - Lesson - p. 141
4.21Cii
______________________________________________________________________________________
Commas and Quotes - Lesson - p. 142
4.21Cii
______________________________________________________________________________________
Dialogue and Quotes - Lesson - p. 143
4. 21Cii
______________________________________________________________________________________
Think and Discuss: Using Apostrophes
TEKS OBJECTIVES
______________________________________________________________________________________
Using Apostrophe “s” to Show Ownership - Lesson - p. 145
4.15D
______________________________________________________________________________________
Plural and Possessive - Lesson - p. 146
4.14D
______________________________________________________________________________________
Help the Editor - Lesson - p. 147
4.15D
Assessment 9: Getting Home for Thanksgiving,
Friendly Letter, Gingerbread Fun
Skills: Capitalization, Punctuation, Pronouns, Helping Verbs, Sentence
Fragments, Subject/Verb Agreement, Common and Proper Nouns, Usage,
Run-Ons, Quotation Marks, Use of Commas. Redundant Ideas, Sentence
Combining, Contractions, Comparative Language, Extraneous Details
104
©2015 Empowering Writers, LLC
Teacher Answer Key
What Doesn’t Belong? (4.15C)
DIRECTIONS: Read this draft. It is an expository paragraph about skiing. The main idea
of the paragraph is about dressing for skiing. The main idea sentence is underlined. The
detail sentences follow the main idea sentence. Be careful! The author included a detail
sentence that does not support the main idea. Cross out the detail sentence that is NOT
about dressing for skiing.
If
you are planning to hit the slopes for a day of skiing
it is important to dress warmly. This is best achieved by
dressing in layers. Long johns underneath a turtle neck and
pants provide a good base. Wool socks are sure to keep your
feet warm, and a pair of waterproof insulated mittens will
protect your hands. A warm hat and a facemask are a must!
Don’t forget
X your lift ticket. Top everything off with ski pants
and a down jacket, and you are well prepared to brave the
winter elements.
WRITING CONNECTION: The author has made some notes about other details he might include in this paragraph. Help the author decide which details from the list
below belong in this paragraph. If the sentence is about dressing warmly, put a check
beside it. If it is NOT about dressing warmly, cross it out.
1.) Some skiers even put hand warmers in their mittens!
2.) A cup of hot chocolate will warm you up after a day of skiing.
3.) Before slipping into your ski boots, drop in some toe warmers for extra protection.
4.) Ear muffs add an additional barrier from the bitter cold.
5.) The lodge is a good place to take a break.
X
X
Refer to Student Page 52
108
©2015 Empowering Writers, LLC
Teacher Answer Key
Adjectives of Purpose (4.20Aiii)
REMEMBER: Adjectives of purpose identify the purpose of the noun they modify.
DIRECTIONS: Fill in the blank and underline the adjective of purpose in each sentence.
1.) A dining table is a table used for
2.) A tennis racket is a racket used for
dining
.
tennis
.
3. ) A fishing lure is a lure used for
fishing
.
4.) A boxing ring is a ring used for
boxing
.
5.) A
batting glove
6.) A
hunting dog
7.) A
diving board
is a glove used for batting.
is a dog used for hunting.
is a board used for diving.
WRITING CONNECTION: Choose from the following list of objects. Write a 4-5 sentence
description. Keep in the mind the questions “What does it look like?” and “Why is it
important?” Color each adjective used in your description blue. When finished, illustrate
your paragraph, on the back of this page.
SWIMMING POOL
BULLETIN BOARD
Answers will vary.
Refer to Student Page 64
130
©2015 Empowering Writers, LLC
MAGNIFYING GLASS
CURLING IRON
Modules and Assessments
Module Four: Weeks 28-36
Think and Discuss: Writing Contractions
TEKS Objectives
______________________________________________________________________________________
Contractions - Lesson - p. 164
4.21C
______________________________________________________________________________________
Tricky Contractions - Lesson - p. 165
4.21C, 4.22C
______________________________________________________________________________________
More Tricky Contractions - Lesson - p. 166
4.21C, 4.22C
______________________________________________________________________________________
Use Pronouns & Contractions Correctly! - Lesson - p. 167
4.15D
______________________________________________________________________________________
Think and Discuss: Using Words that are
TEKS Objectives
Often Tricky and Hard to Remember
______________________________________________________________________________________
More Tricky Words - Lesson - p. 169
4.15D
______________________________________________________________________________________
Pronouns as Subjects and Objects “I” and “Me” - 4.14D
Lesson - p. 170
______________________________________________________________________________________
More Tricky Word Choices! - Lesson - p. 171
4.15D
______________________________________________________________________________________
Think and Discuss: Homophones
TEKS Objectives
______________________________________________________________________________________
Using Homophones Correctly - Lesson - p. 174
4.22C
______________________________________________________________________________________
Think and Discuss: Using Transitional
TEKS Objectives
Words and Phrases
______________________________________________________________________________________
Transitional Words and Phrases - Lesson - p. 178
4.20B
Assessment 10: New Year’s Resolutions,
Reverend Martin Luther King Jr., Prairie Dogs, Field Day
Skills: Punctuation, Pronouns, Subject/Verb Agreement, Common
and Proper Nouns, Usage, Run Ons, Use of Commas, Quotation Marks,
Redundant Ideas, Contractions, Comparative Language,
Extraneous Details, Sentence Combining
160
©2015 Empowering Writers, LLC
Modules and Assessments
Think and Discuss: Adverbs
TEKS Objectives
______________________________________________________________________________________
Adverbs - Lesson - p. 198
4.20Aiv
_____________________________________________________________________________________
Think and Discuss: Prepositions TEKS Objectives
and Prepositional Phrases
______________________________________________________________________________________
Prepositions & Prepositional Phrases - Lesson - p. 201
4.20Av
______________________________________________________________________________________
Conjunctions - Lesson - p. 202
4.20A
______________________________________________________________________________________
Correlative Conjunctions - Lesson - p. 203
4.20Aii
______________________________________________________________________________________
Think and Discuss: Punctuation TEKS Objectives
of Coordinating Conjunctions
______________________________________________________________________________________
Coordinating Conjunctions - Lesson - p. 205
4.21Ci
______________________________________________________________________________________
Think and Discuss: Interjections
TEKS Objectives
______________________________________________________________________________________
Interjections - Lesson - p. 207
Assessment 11: Sledding, Japanese Art, Rainforests, Ireland
Skills: Capitalization, Punctuation, Verb Tense Agreement, Extraneous
Details, Run-On Sentences, Sentence Fragments, Pronouns, Special Usage Words
©2015 Empowering Writers, LLC
161
Teacher Answer Key
More Tricky Word Choices! (4.15D)
“Were” or “we’re” or “where?”
Were - a linking verb used with an action verb - Sam and Jack were going to the beach.
We’re - contraction for we are - We’re asking Ms. Smith if we can go along.
(Substitute “we are” to see if the contraction makes sense!)
Where - a direction word - Where will we meet when we get there?
(TIP: the word “where” contains another direction word: here)
DIRECTIONS: Read each sentence and use “were,” “we’re,” or “where” correctly.
1.) We’re going to meet at the movie theater on 42nd Street.
2.) We’ve been waiting for my sister for twenty minutes,
and now we’re going to miss the beginning of the movie.
3.) I don’t know where my sister could be!
4.) We were all excited to see this movie.
5.) Jen and Julie were discussing the movie yesterday.
6.) I’m not sure where the movie was filmed.
7.) We’re going to give my sister a call on my cell phone.
8.) We were not allowed to go to the movies without
an adult last year.
9.) We don’t know where we are going to sit.
10.)
Where is the restroom located?
11.) Jen, Julie, and Chris were hungry so they stopped
by the concession stand.
WRITING CONNECTION: Think about an activity you enjoy doing with your friends.
Explain what you like to do. Be sure to include the words “were,” “where,” and“we’re”
in your segment and check to make certain you’ve used them properly.
Refer to Student Page 78
©2015 Empowering Writers, LLC
171
Teacher Answer Key
Assessment 10
Skills: Punctuation, Pronouns, Subject/Verb Agreement, Common and Proper
Nouns, Usage, Run-Ons, Use of Commas, Quotation Marks, Redundant Ideas,
Contractions, Comparative Language, Extraneous Details, Sentence Combining,
Homophones
Read this:
New Year’s Resolutions!
(1) On the first day of january a new year begins! (2) Americans celebrate this holiday
with parties and gatherings of all kinds. (3) Its also the time when we think about what we
want to accomplish in the new year. (4) New Year’s Day is when new year’s resolutions are
made. (5) We promise ourselves that we’ll study harder, eat healthier, and break any bad
habit’s. (6) It helps to write them resolutions down where we can remind ourselves what we
promised. (7) My mom always vows to get to bed earlier but she don’t ever do it! (8) Once
February rolls around she be in bed after midnight every night. (9) How does you’re family
do with there resolutions? (10) Do they do more better then my mom? (11) My three cousin’s
resolutions have helped them out through the years. (12) They promised to study hard and
they stuck to it! (13) Now their all in college and earning high honors!
(14) So, what kind of resolutions did you make as the new year began? (15) If you already
broke your resolution, that’s okay because you can always begin again and you can start fresh
too. (16) Its never to late to make a fresh start!
1. What is the correct way to write sentence 1?
(1) On the first day of january a new year begins!
a.) On the 1st. day of January a New Year begins!
b.) On the first day of January a New Year begins!
c.) On the first day of January a New Year begins?
d.) On the first day of January a new year begins!
2. What is the correct way to write sentence 3?
(3) Its also the time when we think about what we want to accomplish in the new year.
f.) It’s also the time when we think about what we want to accomplish in the New Year.
g.) It’s also the time when we think about what we want to accomplish in the new year.
h.) Its also the time when we think about what we want to accomplish in the New Year.
j.) Its also the time when we think about what we want to accomplish in the new year.
180
©2015 Empowering Writers, LLC
Teacher Answer Key
3. What is the correct way to write sentence 5?
(5) We promise ourselves that we’ll study harder, eat healthier, and break any bad habit’s.
a.) We promise ourselves that will study harder, eat healthier, and break any bad habit’s.
b.) We promise ourselves that well study harder, eat healthier, and break any bad habit’s.
c.) We promise ourselves that we’ll study harder, eat healthier, and break any bad habits.
d.) We promise ourselves that we’ll study harder, and eat healthier, and break any bad habits.
4. What is the correct way to write sentence 6?
(6) It helps to write them resolutions down where we can remind ourselves what we
promised.
f.) It helps too write them resolutions down where we can remind ourselves what we promised.
g.) It helps to write those resolutions down where we can remind ourselves what we promised.
h.) It helps to write these resolutions down were we can remind ourselves what we promised.
j.) It helps to write resolution’s down where we can remind ourselves what we promised.
5. What is the correct way to write sentence 7?
(7) My mom always vows to get to bed earlier, but she don’t ever do it!
a.) My mom always vows to get to bed earlier and she don’t ever do it!
b.) My Mom always vows to get too bed earlier but she doesn’t ever do it.
c.) My mom always vows to get to bed earlyer but she don’t ever do it!
d.) My mom always vows to get to bed earlier, but she doesn’t ever do it!
6. What is the best way to write sentence 8?
(18) Once February rolls around she be in bed after midnight every night.
f.) Once february rolls around she is in bed after midnight every night.
g.) Once February rolls around, she’s in bed after midnight every night.
h.) Once February rolls around she be in bed after Midnight every night.
j.) Once February rolls around she used to be in bed after midnight every night.
©2015 Empowering Writers, LLC
181
Lesson Plans
Think and Discuss
Skill: Adverbs
Student Page:
p. 81 “Adverbs” (4.20Aiv)
Objective: Students will recognize adverbs and use them appropriately when writing.
Necessary Background: Adverbs are words that modify or describe verbs, adjectives or
other adverbs. Adverbs answer the questions how, when, where, how often and to what
degree. Many adverbs of manner end in the letters “ly”, but just ending in –ly doesn’t make
a word an adverb. The words, “friendly,” “lonely” and “lively” are actually adjectives even
though they end in -ly.
Adverbs of Manner - (tell how) carefully, cautiously, gently
Adverbs of Place - (tell where) downstairs, there, here
Adverbs of Time - (tell when) before, next, yesterday
Adverbs of Frequency - (tell how often) usually, sometimes, never
Adverbs of Intensity - (tell to what degree) almost, a lot, always
Procedure:
1.) Tell the students that adverbs are important because they provide details for your reader.
2.) Write the following sentence on the board: She/He _____________opened the box.
Have the students imagine that they have been given a gift. Ask them to pantomime what
it would look like to open the gift eagerly. Next, have them show you what it would look like
if they opened the gift cautiously. Point out that both words end in the letters –ly and they
both give information about how the gift was opened. Adverbs that answer the question “how”
are called adverbs of manner and often end in -ly. Have the students suggest other words that
end in –ly. Start a list as students make suggestions. (slowly, calmly, happily)
196
©2015 Empowering Writers, LLC
Lesson Plans
3.) Adverbs also answer the questions, when, where, how often and to what degree. Ask the
students to identify the adverbs in the following sentences, and the questions they answer.
• She sang loudly. Loudly tells how she sang.
• She sang very loudly. Very is an adverb of intensity. It tells us to what degree.
• She sang yesterday. Yesterday is an adverb of time. It tells us when she sang.
• She sang outside. Outside is an adverb of place. It tells us where she sang.
• Sometimes she sang. Sometimes is an adverb of frequency. It tells us how often she sang.
4.) Make five columns on the board and label them Adverbs of Place, Adverbs of Time,
Adverbs of Manner, Adverbs of Intensity, and Adverbs of Frequency. Copy the boxed
words below on 3 x 5 cards.
Adverbs of Place: Indoors, here, there, anywhere, behind,
off, on, elsewhere, nowhere, somewhere
Tomorrow, yesterday, soon, now, later, recently
Adverbs of Time: Adverbs of Manner: Secretly, slowly, quickly, deliberately, joyfully, solemnly, promptly, cautiously
Adverbs of Intensity: Somewhat, almost, extremely, rather,
very, quite, too
Adverbs of Frequency: Sometimes, never, always, often,
rarely, seldom
Pull one adverb card at a time. Ask the students where the word belongs. Write the word in
the appropriate column.
5.) Students will complete the student page 81. Model how to draw an arrow from the adverb
to the word that it modifies. Circulate as the students work, checking for understanding.
©2015 Empowering Writers, LLC
197
Assessments
Spelling Section
The spelling lessons are to be taught throughout the year in conjunction with your district’s
spelling curriculum.
Spelling TEKS for Grades K-4
______________________________________________________________________________________
Think and Discuss: Spelling Plurals
TEKS Objectives
______________________________________________________________________________________
Spelling Plurals - Lesson - p. 228
4.22Ai, 4.22Aii, 4.22Aiii
______________________________________________________________________________________
Plural Rules - Lesson - p. 230
4.22Ai, 4.22Aii, 4.22Aiii
______________________________________________________________________________________
Think and Discuss: Recognizing TEKS Objectives
Alternate Ways of Spelling /sh/
______________________________________________________________________________________
Spelling the /sh/ Sound - Lesson - p. 235
4.22Aiv
______________________________________________________________________________________
Think and Discuss: Prefixes and Suffixes TEKS Objectives
______________________________________________________________________________________
Prefixes - Lesson - p. 238
4.22B
______________________________________________________________________________________
Suffixes - Lesson - p. 239
4.22B
______________________________________________________________________________________
Think and Discuss: Silent Letters
TEKS Objectives
______________________________________________________________________________________
Silent Letters - Lesson - p. 241
4.22Av
______________________________________________________________________________________
Directions for Administering the
Performance Preview Test - pp. 242-246
©2015 Empowering Writers, LLC
223
Lesson Plans
Think and Discuss
Skill: Spelling Plurals
Student pages:
p. 87 “Spelling Plurals”(4.22Ai) (4.22Aii) (3.24Aiii)
p. 88 “Plural Rules”(4.22Ai) (4.22Aii) (3.24Aiii)
Objective: Students will learn rules to use when forming the plurals of words.
Necessary Background: Learning to spell is a process that is never complete. Most people
work on spelling throughout their lives. Learning basic rules will help people learn to spell.
However, there are exceptions to every rule that also must be learned.
Procedure:
1.) Remind student that singular means “one” and plural means “more than one.”
Rule: Most nouns are made plural simply by adding an “s” to the end of the word.
Examples: more than one cupcake - cupcakes
• more than one animal - animals
• more than one ski - skis
2.) Explain the rule.
Rule: Words ending in –ch, sh, x, s, or ss will need an “es” to form the plural.
Examples:
• more than one bus - buses
• more than one box - boxes
• more than one beach - beaches
• more than one glass - glasses
• more than one wish - wishes
3.) Explain the rule.
Rule: Words ending in f, fe or ff often form their plural by dropping
the “f,” “fe” or “ff” adding “ves”
Examples:
• more than one loaf - loaves
• more than one hoof - hooves
• more than one elf - elves
• more than one knife - knives
• more than one shelf - shelves
Ask students for additional examples: (wolf, calf, leaf). Create an ongoing list that students
can add to as they discover other examples.
226
©2015 Empowering Writers, LLC
Lesson Plans
4.) Point out that there are exceptions to spelling rules. If in doubt, you should check the
dictionary. Two exceptions to note would be roof and dwarf. The plural of roof is roofs and
the plural of dwarf is dwarfs.
Rule: If a noun ends in a “y” and has a vowel preceding the “y,” you simply
add an “s” to form the plural. Boy would become boys. If there is a consonant
preceding the “y,” then you change the “y” to an “i” and add “es.” Baby
becomes babies when you make it plural.
5.) Play the game Boys and Babies, p. 229 to help your students remember this plural rule.
Rule: Irregular nouns are words that form the plural by ways other than
adding “s” or “es” to a word.
6.) Ask the students what they think the plural of child would be be?
Give them the following sentence: In the library, there were many___________________.
Chart the examples:
• more than one child - children
• more than one tooth - teeth
Instruct the students to think of other examples of additional irregular nouns that form their
plural in ways other than adding “s” or “es” to a word. Create a chart for future reference.
• mouse - mice
• person - people
• foot - feet
• man - men
• woman - women
• goose - geese
• ox - oxen
• cactus - cacti
EXTENSION ACTIVITY: For a new twist on an old activity, try the Spelling Bee lesson
on p. 231.
©2015 Empowering Writers, LLC
227
Performance Preview Test
NOTE: The Performance Preview Test is included on the CD found in the back
of this Teacher’s Manual.
Many districts use a released STAAR test to allow the students to become familiar with
the testing format and to provide teachers a chance to see how students will perform on the
state assessment. The Performance Preview Test mirrors the STAAR and can be used for
the same purpose. The test is formatted like the STAAR and is designed to be taken over two
days. Each day students will address an editing and revising section along with one written
composition. If you choose to administer the test under the same guidelines as the STAAR,
you will want to keep these points in mind:
• The assessment is to be given in a testing environment where all means of support
have been removed or covered.
• Test administrators may only answer questions about test directions.
They do not answer questions about content.
• On the actual day of the test, the administrator only reads the composition test prompt
to the students if a student requests that the prompt be read. Otherwise, the students
read the prompt to themselves.
• Dictionaries are not allowed for the fourth grade test.
• Students are permitted to complete the test in the order they choose.
They may work on the composition first or start with the editing and revising.
• On Day Two, students are not allowed to go back and work on the Day One portion
of the test.
Another option for administering the Performance Preview Test is to approach it
instructionally. For this objective, the focus will be on test-taking strategies students have
learned throughout the year. It is important that the testing vehicle itself does not become
an obstacle to children demonstrating the editing and revising skills they’ve mastered.
So, in addition to giving students the opportunity to test their editing and revising skills,
the PPT can provide an opportunity to prepare students to become savvy test-takers.
The following list of test-taking tips should be reviewed with your students along with any
additional strategies you have taught throughout the year:
242
©2015 Empowering Writers, LLC