Thirty Days to Unlock FCAT Writing Success - Polk County School ...

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Practice Using Imagery For Elaboration Use imagery to place the reader in a scene by evoking the five senses. Think of a particular place. (the mall, your kitchen, a classroom, a doctor's office, etc.) Spend a few moments focusing on the details that most people do not notice. Then, complete these lines below. I see I hear I smell I taste I feel Now, write a passage to describe the place using some of the images from your list. DO NOT use the words see, hear, smell, taste, or feel. 54
Elaboration Using Sensory Language Hershey Kiss Discovery • Students create a writing piece using their senses of sight, touch, smell and taste to describe the outside and inside of a Hershey Kiss without using the words chocolate, Hershey, or Kiss. The Naming of the Shoe • Foster different modes of writing focusing on elaboration strategies. Build curiosity the day before the assignment by telling students to be sure to wear socks with no holes the next class day. The day of the assignment, have students take out paper and pen. Assign them an identifying number- students are NOT to put their names on their papers. Next, have them take off both shoes and place the right one inside a large plastic bag which you will keep at your desk. Instruct students to place the left one on top of their desks. Allow students 10-15 minutes to describe in detail their left shoe. After they have described their shoe, they may give it a personality, name, tell where the shoe has been, how they value their shoe, or why they chose that type of shoe (encourage creativity). After allowed time, collect all papers. Students place their left shoe in a pile centrally located in the room. Be sure shoes are "mixed up" and the right shoes remain hidden. A volunteer selects a paper and reads it aloud to the class. Volunteers may NOT read their own paragraphs. The teacher monitors this by the assigned identifying numbers. If the volunteer/reader can find the correct shoe from the DESCRIPTION, the owner of the shoe gets to put on both shoes. Should the reader not choose the correct shoe, the paper goes back in the stack and no shoe is taken from the pile. The student whose paragraph was written well enough to regain his/her shoe, selects and reads the next paper. This continues until all shoes are gone from the pile. This activity could also be conducted in small groups, so that students would get their shoes back faster! Sense(ability) Sense(itivity) • Use the SENSORY WORD CHART to create paragraphs and essays that include sight, sound, touch, taste, and smell. Hand out the SENSORY WORD CHART to each student. Ask students to use one word from each column to write a short paragraph. After five minutes, ask for student volunteers to read their work. Explain how the addition of this sensory elaboration increases the substance of the piece. Continue the activity by asking students to select one more sensory word from each column to add to the first paragraph. Start a second paragraph that extends the ideas presented in the first paragraph. Use more sensory words in this paragraph. Use as many of the words from each column as needed to reinforce adding sensory elaboration to the writing. • Extension: Assign a row from the list of SIGHT words from the chart to create a SIGHT poem using all of the words. Assign each of the other rows one of the sensory topics: SOUND, TOUCH, TASTE & SMELL. Tell each row they need to create a poem specific to that sensory topic. Ask for volunteers to read the sensory poems. Illustrate the poems with related sensory images or symbols. Keep the SENSORY WORD CHART in a writing portfolio for future use. 55
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Thirty Days to FCAT Writing Success
Page 3 and 4: Day Three, Four and Five: Conclusio
Page 5 and 6: Week Six, Day Two and Three: ......
Page 7 and 8: Week One: Sunshine State Standards
Page 9 and 10: Conventions The student produces fi
Page 11 and 12: The RAFT Strategy: with Carousel Br
Page 13 and 14: Use RAFT to Create Content-Specific
Page 15 and 16: Day Three, Four and Five: Writing R
Page 17 and 18: Week One Additional Activities: Gro
Page 19 and 20: 2. Teach (Model). Select a piece of
Page 21 and 22: SOAPS Organizer, With Explanations
Page 23 and 24: Week Two: Planning and Organizing,
Page 27 and 28: Day One: Review the Writing Process
Page 29 and 30: FLEE Map Write For the Future Compl
Page 31 and 32: Day Two: Introductions Right from t
Page 33 and 34: Introductions: A Few Words for Stud
Page 35 and 36: I am Capable of More Than I Think I
Page 37 and 38: Dirt Bike Daniel-Oxford, Connecticu
Page 39 and 40: Leave the Last Cookie Emily- Austin
Page 41 and 42: Famous Last Movie Lines “Because
Page 43 and 44: Directed Free Writing Directed Free
Page 45 and 46: Reflecting on your Rough Draft: Rea
Page 47 and 48: To Conclude, a Few Strategies for S
Page 49 and 50: • Week Four, Day Five: • Using
Page 53: Week Three, Day One: Defining and U
Page 57 and 58: Week Three, Day Two: More Strategie
Page 59 and 60: Using “DRAPES” for Elaborating
Page 61 and 62: Dear Zagat Guide, I have a bone to
Page 63 and 64: Week Four, Day Four: Revise Outrage
Page 65 and 66: Week Four, Day Five: Gallery Walk A
Page 67 and 68: Week Five: Sunshine State Standards
Page 71 and 72: After the large pieces had fallen,
Page 73 and 74: Article C: The Farside Comes to Lif
Page 75 and 76: Tree Map Two: Categorizing by Audie
Page 77 and 78: Bill Gates I have just released eCh
Page 79 and 80: Through Different Eyes Directions:
Page 81 and 82: Additional Combinations of Activiti
Page 83 and 84: One Syllable Words Big words can ma
Page 85 and 86: Week Six: Sunshine State Standards
Page 89 and 90: 5. During the last 10 minutes I wil
Page 91 and 92: Week Six, Day Four and Five: Fine-t
Page 93 and 94: Verda, by Albert Guasch. Used by pe
Page 95 and 96: The Optimist, by Chris Scarborough.
Page 97 and 98: Chiaroscuro 2, by Igor Kraguljac. U
Page 99 and 100: Nathan, by Igor Kraguljac. Used by
Page 101 and 102: Uri, by Igor Kraguljac. Used by per
Page 103 and 104: 12. How many sentences did it take
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Sentence ElaborationWorksheet: Writ
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Thirty Days to Unlock FCAT Writing Success - Polk County School ...

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