A trip to Animal Park

Last Saturday, my Grandpa and Grandma took me and my little brother Aiden to lazy 5 ranch to feed the animal.

When we just got there, at the entrance it looked like a grassy field and a few camels.  We didn't see people.

We found out the animals not in the drive thru such as the peacock,  turkey were full. We threw food at them but they didn't eat. If you go to the drive through, they want you to  feed the animals. We saw lamb, baby deer, lama, zebra and Emu. The animals came close when they see the car coming. They sniffed around the car window to search for food and a lama even left bb on my car window, Yuck! If  the  window was closed, they went to  the next car. When I hold the food in the bucket and reached out from the car for the Emu, I almost dropped the bucket! I was afraid it would peck me with its beak but it didn't. There were lambs that weren't tall enough to reach the bucket, so I threw the food to the ground for them to eat.

I  was getting carsick after the ride and I threw out 4, 5 times.

Before we left, the animals were full because they were resting and sitting.

Anchor paper (Grade 1): Description

What is your classroom at school look like? Write a description of your classroom for your teacher. Tell what you see, hear and feel.

My classroom is a neat place! The desk and chairs are in small groups. My teacher's desk is made of metal. Her desk is by the round art table. There are six tall windows. Four bushy plants grow by the window. I like the reading corner the best. It has many books, a bright blue rugs and soft pillows.

Sometimes my classroom is as quiet as an ant. I can hear the clock tick. Sometimes the classroom is very noisy. You would like my classroom too!

words collection

words for weather:

Sleet  Rain  Cloudy  Overcast  Sunny Snowy  Rainy  Tornato  Thunderstorm Windy  humid  foggy warm  hot  cool  cold

words/phrases for smile:
Grin  laugh  beaming  smile ear to ear  giggle

phases described the "nervous"

Teeth chatter

Use crayons to teach color word thesaurus

Books to teach 6 traits

Many teachers utilize Jane O’Connor’s Fancy Nancy to teach word choice and target precise language. It’s a fabulous picture book for the trait of word choice. But many have asked for a “boy book” that targets the same word choice skills but is a little less girly. Found it! White Oak Elementary (Avon, IN) teacher Amy Stowers shared with me two fabulous alternatives. I Stink and I’m Dirty (both books by Kate & Jim McMullan) use trucks as main characters. Within I’m Dirty, the dump truck is decked out with “steel arms, hydraulic rams, and a specialized, maximized, giant-sized loader bucket.” What word choice! The whole book’s like that. You’ll love them both.

How strong is your vocabulary?

Visit Merriam-Webster

Beginning & Ending

Let’s dive into the second most common reason students don’t pass — their writing lacks cohesiveness or completeness. In other words, they don’t have the 3-part combination including a beginning, middle, and end. They may have a beginning (or hook sentence), but after developing the middle, the piece just stops with a canned one-liner, like “The End” or “That’s all I know. Hope you liked my story,” or “Good-bye,” or “Thank you for reading this.”

If your writers are not habitually writing beginnings and endings for their middles, it’s time to make that a specific focus of instruction.

Teach the beginning & ending as one component, not two separate ones. Target beginnings and endings as a single unit. Offer students a structure for creating beginnings and endings. One idea is to encourage them to use the same type of beginning and ending. For example, if the writing begins with action, it can end with action. If it starts with a sound effect, it can end with a sound effect. If it begins with sensory description, then it can end with sensory description.

Describe this as the yo-yo effect. Releasing the yo-yo represents the beginning. The spinning at the bottom of the string represents the middle. And the yo-yo spiraling back up to the user’s hand represents the ending. However you start, you can end. However you send the yo-yo down, bring it back up the same way.

To help students get some practice with this concept I start by sharing an oral story about a bike crash I experienced:

I was riding my new bike faster and faster. Then, all of a sudden, my wheel hit a pothole and I went flying. End over end I somersaulted in the air. When I touched down again, I didn’t just crash. I slid. I skid. I skimmed across the road. When I came to a stop, my elbows and knees were bleeding. My hands hurt.

Consider the above to be the “middle” of a piece of writing. Use this same “middle” over and over, while orally reciting several different beginning/ending combinations. Some examples might include:

1. Intense Action

Beginning: I was pedaling fast down Hicker Hill on my brand new bike. My legs were going around and around. I remember picking up speed with every rotation.

Middle: Reference the crash.

Ending: It took a long time to hobble back up the hill, hauling my bike parts. There was a throbbing pain in my palms. They were scraped and raw, with speckles of gravel buried in them. Man, did they burn!

2. Sensory Description

Beginning: My new bike reflected the sunshine; it bounced off the shiny chrome trim. There was a white, plastic basket with seven, dainty purple flowers on the front. I swung my leg over it and began my first ride.

Middle: Reference the crash.

Ending: But, no matter how banged up I was, you should have seen my not-so-new bike. The chrome was dented. The paint was chipped. The basket was dangling from the handlebars, with only one purple flower remaining.

3. Intriguing Question

Beginning: Did you ever feel like you were flying? I have — the day I zoomed down Hicker Hill on my brand new bike.

Middle: Reference the crash.

Ending: Well, all I can say is you’ve seen a bird fly and crash into a window before, haven’t you?

4. Mood-Setting Emotion

Beginning: What a great day for bike riding! The sun was shining. The air was crisp. I was ready to hit the road, just me and my new bike.

Middle: Reference the crash.

Ending: It all went wrong, terribly wrong. All I want to do now is dump this bike in the garage and forget this day forever.

5. Sound Effect/Onomatopoeia

Beginning: WHIZ! The trees were behind me. WHIZ! I zoomed past a parked car. WHIZ! WHIZ! WHIZ! I passed mailboxes one by one. No one could catch me on my brand new bike.

Middle: Reference the crash.

Ending: CLINK! CLANK! CLUNK! The chain from my bike rhythmically banged against the bent fender, as I hauled my once-new bike back to the house.

The greatest advantage to such a technique is that students are immediately thinking of their ending before they even write the beginning. They know where their pieces are going. Producing a “meaningful whole” with a beginning, middle, and end is essential for on-demand writing.

This can be incorporated into primary-grade writing, too. This concept of tying the beginning and ending together is applicable even for young writers. Although it may not be a multi-sentence beginning with a multi-sentence ending, a single sentence is definitely doable. 

Titles

Different kinds:

• Character Title – Wilfrid Gordon McDonald Partridge, Fancy Nancy, The Recess Queen
• Repeat a specific line from the story — If You Give a Mouse a Cookie, Click, Clack, Moo: Cows That Type, Hey, Little Ant, Harriet, You’ll Drive Me Wild!
• One Word Title — Chrysanthemum, Oink, Scranimals, Fireflies!
• Identify a key object or thing — The Magic Hat, Piggie Pie, Lilly’s Purple Plastic Purse

Writing endings

The sign of a strong ending or conclusion is not necessarily one that fits a 3-5 sentence recipe. We’ve all read great endings that were one sentence long and great endings that were five sentences long. We’ve all read wretched endings that were one sentence long and wretched endings that were five sentences long. A great ending has nothing to do with how long the ending is but rather how satisfied it leaves the reader. 

Many teachers have students challenge students to write summary endings such as: Review the three main points outlined within the body of the writing. Here’s my problem with the summary ending--it’s so predictable! Everyone’s sounds the same. And more importantly, the piece isn’t usually long enough for me to have forgotten the main points anyway. So what’s better than a simple summary ending? How about an ending where the writer concludes with a more insightful and big picture approach? To produce such an ending, the writer needs to turn away from the piece and answer questions like What do you want to leave the reader with? So what? So what’s the big deal? Who should care? So what’s your point? What I like about these endings is that they are more global. They get the students to step back from the writing and not just restate their ideas. Rather, they truly conclude. When having students write conclusions, partner them up and have them literally ask each other these questions. Have the writers answer them orally for their partners. And those are the words and ideas the writer should then use in his final concluding sentences. 

Ways to Combine Sentences

Take two sentences and make a compound sentence

Example: Water at Big Bear Lake is cold, and swimming is discouraged.

Insert modifiers, adjectives or adverbs, to combine sentences

Example: Swimming in the cold water is discouraged

Use a prepositional phrase to combine sentences

Example: Near Los Angeles, San Diego, and Las Vegas, Big Bear, California is easily accessible.

List items in a series to combine sentences

Example: Park rangers encourage boating, fishing, and kayaking

Use a subordinating conjunction to combine sentences:

Example: Unless you want to sleep at a rest stop using railroad ties as firewood, plan ahead.

Use a dependent clause beginning with a relative pronoun (which, that, whom, whose, or who):

Example: Big Bear Lake, which sits 7,000 feet above sea level, is home to great fishing, kayaking, and boating.

Use participial phrases to combine sentences:

Examples: Planning ahead eliminates the need to sleep at rest stops and the need to use railroad ties as firewood.

Show, not tell

Here's an old rule in the writing business - show, don't tell. The problem with adjectives is that they don't show us anything. In other words, they rarely if ever evoke visual images in readers' minds, and are just a lazy substitute for writing good, effective description.

Look at the following two examples:

The man was fat.

The man's belly hung over his belt buckle and there was sweat on his forehead as he climbed the stairs.

See the difference? The first sentence is vague and lifeless. It doesn't really create a picture in your mind.

The second sentence, on the other hand, evokes images through just a few descriptive phrases - the belly hanging over the belt, the sweaty forehead. Notice that the word "fat" isn't used. It isn't needed. We get the picture.

Gettin’ Better Verbs

Revise the original “get/got” sentences without repeating a single verb.

1. When I went to camp, I got (caught)a head cold.
2. After dinner, my dad got ( received ) a phone call from his boss.
3. Jerry listened to the math teacher explain the lesson, but he still didn’t get (understand) it.
4. When will we get () our school pictures taken?
5. Ellen got (scored )an A- on her test.
6. When dad sold his lawn mower, he got ( made / was paid) $1500.00 for it.
7. Mom got (bought / purchased) all the items on her grocery list with a coupon.
8. My dad thought he knew the directions, but he got mixed up.
9. We got (arrived) to the theater late, and missed the opening act.
10. My sister got (received )free tickets for the concert next week.
11. During our camping trip, I got (was) bit by several nasty mosquitoes.
12. My teacher asked me how I got (received) my unusual name.
13. Dad got (was) lost when we went on vacation this summer.
14. Mom got (was) really upset with my brother.
15. Do you get (understand) that you shouldn’t use “get” as a verb?

• 1) Strong verbs show instead of tell

  Example: The tiger ate the antelope.

  The tiger devoured the antelope.

  Example: The Buffalo injured the hunter.

  The Buffalo gored the hunter.

  He hit (swatted) the ball.

  She ate (gobbled)the candy.

  They walked(trudged) up the hill.

  2) Single verbs show better than verb/adverb combinations.

  Example: He uses time wisely when writing essays.

  He maximizes time when writing essays.

  Example: The lion ferociously ate the gazelle.

  The lion gobbled the gazelle (note the serendipitous use of alliteration).

  3) Be verbs (am, is, are, was, were, be, being, been) suck the life out of your writing!

  Example: He was bludgeoned by the boxer.

  The boxer bludgeoned him.

  Example: The pedestrian was run over by the school bus.

  The school bus ran over the pedestrian.

  4) Have/has/had combined with a noun encourage readers to wedge their head in a vice.

  Example: I had an argument with the referee.

  I argued with the referee

  Example: I had dinner with the sheriff.

  I dined with the sheriff.
  
  

Common Action Verbs for Content-Areas

alternatives to "get, put, make, do, take, go." 

MATH VERBS
add  factor  represent  vary  measure  simplify  predict  operate  subtract  estimate  multiply substitute  apply  express  divide  plot  intersect  solve  arrange

LITERATURE VERBS
infer  symbolize  describe  foreshadow  represent  expose  express  contrast  relate  inform exaggerate  narrate  imply  compare  interpret  summarize  characterize  analyze

GOVERNMENT VERBS
vote  influence  advocate  restrain  elect  empower  veto  restrict  oversee  govern  defend  campaign  enforce  oppose  legislate  debate  propose  lobby

HISTORY VERBS
rule  force  reign  retreat  govern  attack  trade  affect  rule  contribute  isolate  influence  invade conflict  dominate  export  import  develop

BUSINESS VERBS
buy  exchange  save  reduce  transfer  close  sell  deduct  profit  balance  trade  advertise  invest
manufacture  borrow  bid  negotiate  collect

CHEMISTRY VERBS
separate  explode  level  cool  release  transfer  attract  liquify  implode  dissolve  contain  produce  repel  burn  heat  react  saturate  calculate  balance  remove  change  control  respond  bond  melt  affect  absorb  evaporate

EARTH SCIENCE VERBS
fill  flow  decrease  dissolve  reflect  cement  date  develop  drift  absorb  weaken  split  drop
weather  move  release  float  settle  collapse  precipitate  erode  accumulate  migrate  sink  disintegrate  increase  originate  melt

BIOLOGY VERBS
interact  produce  filter  hydrate  transport  expand  breathe  evolve  stimulate  dehydrate  flow  pump  contract  protect  digest  divide  mutate  block  nourish  reproduce  ingest  react  respond exchange  secrete  control  connect  decompose

PHYSICS VERBS
push  burn  melt  explode  vibrate  pull  force  evaporate  drive  measure  implode  collect  attract
recycle  float  sink  signal  repel  counteract  adhere  expand  bounce  ignite  rotate  contract balance  reverse  react

20 ways to add details

20 ways to add details

Merry-go-around

1.horses on poles.
2.big tent-like cover.
3.the poles were shiny golden.
4.the bottom was turning but it wasn't a wheel
5.it plays music while it's turning.
6.it costs 2$ for each ride.
7.each horse is different in colors and shapes.
8. The ride lasts 3-4 minutes long.
9.it's inside the mall of concord mill.
10. We went there in the morning of Saturday with Grandpa.
11. there are mostly kids under 10 who ride it.
12. one of the horses was all green and scaly. It had a long fish tail.
13. there is a sign saying that kids under 3 has to ride with there parents.
14. I don't feel excited because I'm too old for that but my little brother Aiden loves it.
15. When I ride on it, sometimes I feel dizzy.
16. I saw some kids has a big smile on their faces and they ask their parents if they can go again., some kids crying because they are scared.
17. There are about 30 horses
18. They are seat belts on the horse.
19. There is a horse on the top of the tent.
20.  There are mirrors in the center and I can see myself.

Grandma
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Qualities of good writing

1. Many details
2. Beginning, Middle, End
3. Good description
4. Interesting charaters
5. Good handwriting
6. Vivid description

Writing workshop 1: Story

Pretend that a puppy chases a ball into the woods. The puppy gets lost. Write a story telling about what happens after the puppy gets lost.

<This was her writing of first time, she gave too many details that were not related, it was not written in really logical way, well, turned out it was more like a dream scene.>
The puppy gets lost in a muddy forest. The forest was filled with monkeys and parrots it was nothing like home. The puppy jumped through prickly vines soon he found a place
to drink... suddenly a crocodile jumped out of the water and startled the poor little puppy. He ran further in the forest and finally caught his breath. Then there was a little round thing sticking
out of a tree, when he took a closer look, there was his ball! the puppy grabed the ball and started to play. Then an eagle swoop down she said that she was a bird from this forest she had a broken wing and could'nt fly well,  the puppy and eagle became friends soon the sky became darker. It was almost night time.

The puppy said to the eagle I have find our way out of here! so they ran across the muddy bottom and then the puppy stoped at a small pond and saw the same alligator and said RUN! RUN! RUN! they ran as fast as his legs could carry him (the eagle flyed)soon he heard his owner calling him the puppy woke up  and turns out it was a dream!

The writer does not focused on the topic and purpose.
The paper has a beginning, middle, and end. The events are told in a logical order,
although many unrelated detail (The eagle, money, parrots, balls, alligators....) interrupts the flow of events.  

Try again, stay focus on the topic
Beginning: The puppet gets lost. How did he get lost?
Middle: What did he do after he got lost? How did he find the way home?
Ending: Did he find the way home?

This is her 2nd try of writing.
The puppy was playing with his ball. then  All of the sudden, an owl swooped down and grabbed the ball  from the puppy, and poped it the puppy was furious. He chased the owl and barked at it. soon the puppy found that he was in the middle of a the forest!

The puppy was mad and scared at the same time. so the puppy wander of further He wondered around into the forest. He met a turtle, the turtle was kind and he said tell him if you he go over this creek you'll he would find a friendly little chipmunk that will would get you him out of this forest.
So the turtle carried the puppy over the creek.  Than a chipmunk lead Then the puppy followed the chipmunk to get out of the woods. and 

As soon as he said good bye to the chipmunk the puppy heard his owner calling him. so he raced to his owner and licked him happily. the puppy's owner gave him a new ball to play with.

I like the beginning but the middle need more elaboration.

   

Transition

Source: http://www.smekenseducation.com/transitions-are-road-signs-for-readers.html

Early transition words
Anticipate primary writers to begin linking ideas together using single words like and, so, and then. These are their first attempts at connecting ideas. It's a young writer's way of letting his readers know that he has more to say. A worthwhile mini-lesson would focus on building a bank of sequence or time-order transition words (e.g., first, then, later, last, etc.). Later, teach students to vary these words so they aren't linking 14 Thens in a row! Collect anchor papers so you can reveal the skill done well. 

Example: How to give a dog a bath

First turn the water on.

Then get a dog and put it in.

Next rub the soup on the dog.

Then rince the dog with the water.

Last dry the dog.

Exercise 1: Lows building project

first  open the bag and read the instruction

then follow the instruction to assemble the pieces for each step

next put on stickers and that's my favorite part

then admire it and play it

last get the badge and certificate

Exercise 2: Drawing Cartoon Animals

first I search cartoon animals on youtube

then I pick one that I like

next I watch it and copy it to my paper with the pencil

then I trace the picture with a black marker.

last I add a background and color in the picture.

Exercise 3: How I practice a new music piece on piano

Transition phrases
Then move intermediate writers from using transition words to more sophisticated phrases. This will make the transition from one idea to another a little less abrupt (e.g., Rather than Second, write A second step, Rather than Later, write Later that day, etc.). Use your reading to point out these phrases. Ask students to collect various examples of second or later used within transition phrases. Help them not only understand the gentler approach to a phrase, but also the myriad of ways they could utilize different phrases to say the same thing. This will be a great resource later.

Once intermediate students find transitions in their reading, have them return to a previous writings. Challenge students to convert the typical time-order words in their drafts to phrases. These phrases are a much more sophisticated application of a common skill.

Sentence transitions
Middle school and high school students should be moving from writing transition phrases to writing full sentences that bridge one idea to the next. A transition sentence includes two parts: 1) Remind the reader what you were addressing in the previous paragraph, and 2) How it relates to the next paragraph's main idea.

Compare this transition sentence to multi-colored yarn. Consider each solid color on the yarn as its own paragraph. And between each solid color is a blend of the two colors. Just as the variegated yarn blends one color to the next, the writer should blend one idea to the next using a transition sentence. Here's an anchor paper that is color-coded. Note the two-toned and emboldened transition sentence between every paragraph.

Teach students that their ideas are like destinations on a road map. Their job is to get the reader from Point A to Point B using road signs. Those road signs alert the reader of the kind of information to expect next. Provide readers a smoother transition so they experience a gentle ride through your ideas.

- See more at: http://www.smekenseducation.com/transitions-are-road-signs-for-readers.html#sthash.RUoBQqya.dpuf

Writing Exercise: Sentence Stretching

The baby is crying.
The tiny baby is crying because they are making very loud noises.

The frog is green.
The green spotted frog rests on a log at the river’s edge. 

The cat sits.
The big cat sits happily on the chair.

The pig ate corn.
A pink pig ate crushed corn from the feeder all day.

Writing workshop: Play Date with Bianca

Draft

I have a play date at Bianca's house. And first we did drawing.

Bianca and me use all the papers that her mom gave us.

Me and Bianca were eating lunch and we have a pasta cheese and water, broccoli with cheese. It was really a cheesy snack.

And then we go out to the swimming pool and then Bianca's mom blow up the swimming pool and fill it with water.

 First, when we got in the pool, Bianca's mom turn on the sprinkler and it was a colorful toy sprinkler. Then the sprinkler didn't work so we have to use different sprinkler. And the sprinkler is springing around and it's much better sprinkler. Then we got into the pool and put the sprinkler in the pool, it is movable sprinkler.

When we got into the pool, there are black and yellow stripe bugs in the pool and Bianca said they are a lot in her backyard.

Then Bianca and I tried to get the bugs out. Then when the pool was filled, we jump into the pool, it was so splashy.  The pool is blue. Then we had a splashing fight. We try to catch water from the sprinkler to add to the the pool, I put the sprinkler in the pool.


Reorganizing and editing (Add more detail, delete the not important details, Use "show but not tell", use "5 senses", focus on the main thing)

I have had a play date at Bianca's house.

And First we drew did drawing.And then we got into the pool. The pool is was  light sky blue. It looked like an enormous cup. that's  It was short and made up with  of three blue round floaties piled up on top of each other and.  The bottom was so slippery that me and Bianca and I both slipped (more details added). Bianca's mom took the hose and filled the swimming pool, then she turned on the colorful toy sprinkler. Then the sprinkler didn't work so we have to use a different sprinkler. The new sprinkler was turning around and it was a much better sprinkler. (This is nothing related to the "fun", can be deleted)

Me and Bianca were eating lunch and we have a cheesy pasta and water, broccoli with cheese.  It was really a cheesy snack.
Then we got into the pool again, I noticed there are were black and yellow striped bugs in the pool. Bianca said there are were lots in her backyard.Then Bianca and I tried to get the bugs out,. The bugs made us jump. Then When the pool was filled, we jumped into the pool,. The water splashed all on our faces and dripped down. Bianca's curly hair became straighter and droopy.

It was so splashyThen We had a splashing fight we kicked splashed the water to on each other and we both giggled and laughed so hard that we could barely make sounds ! and made waves. We try to catch water from the sprinkler to add to the the pool,then I had an ideal I put the sprinkler in the pool! 

When I was about to leave, Bianca's big smile disappeared and turned to a big frown, she reluctantly hugged me good bye.

This is What Final look like: 

I  had a play date at Bianca's house.

First we drew then we got into the pool. The pool was light sky blue. It looked like an enormous cup.  It was short and made up of three blue round floaties piled up on top of each other. The bottom was so slippery that Bianca and I both slipped . Bianca's mom took the hose and filled the swimming pool, then she turned on the colorful toy sprinkler.

I noticed there were black and yellow striped bugs in the pool. Bianca said there were lots in her backyard. Bianca and I tried to get the bugs out. The bugs made us jump. When the pool was filled, we jumped into the pool. The water splashed on our faces and dripped down. Bianca's curly hair became straight and droopy.

We splashed the water on each other and we both giggled and laughed so hard that we could barely make sounds !

When I was about to leave, Bianca's big smile disappeared and turned to a big frown, she reluctantly hugged me good bye.

Writing Contest

PBS kids

The 6 traits of writing

The Six Traits is a scoring guide AND a tool for writing and using the writing process. It is a shared vocabulary for teachers and students. The six traits provide a system for “accurate, reliable feedback to students as well as a helpful guide for instruction.

1. Ideas
Ideas are the heart of the message, the content of the piece, the main theme, together with the details that enrich and develop that theme.

Key question:
Does the writing go beyond the obvious?

2. Organization
Organization is the internal structure, the thread of central meaning, the logical and sometimes intriguing pattern of ideas within a piece of writing.

Key Question:
Does the writing hook you and keep you reading?

3. Voice
Voice is the magic and the wit, along with the feeling and conviction of the individual writer coming out through the words.

Key Question:
Does the writing make you want to keep reading it and share it with others?

4. Word Choice
Word choice is the use of rich, colorful, precise language that moves and enlightens the reader.

Key Question:
Does the writing make the words and images linger in your mind?

5. Sentence Fluency
Sentence fluency is the rhythm and flow of the language, the sound of word patterns, the way in which the writing plays to the ear—not just to the eye.

Key Question:
Is the writing fun to read aloud? Can you read it with expression?

6. Conventions
Conventions refer to the mechanical correctness of the piece—spelling, paragraphing, grammar and usage, punctuation, and use of capitals.

Key Question:
Is there very little work left to be corrected by the copy editor?

Writing example-- 2nd grade

Trampling Through the Woods 

I raced to the coatroom after my mother had given me permission to shuffle my boots under the leaves that covered the floor of the woods, to go to grandma’s house. (I knew that I was old enough.) I loved the pine trees smell and the birds chirping. 

As I pulled on my red boots, my mother told me to stay away from strangers and not to take the shortcut to grandma’s house, near the edge of the vast forest. 

Then I asked my mother, “Where’s my little red coat?” 

My mother answered, “On the hook beside the back door.” I opened the door after I shook my arms through my coat and set off to Grammy's house. After I smelled the patch of daisies and sunflowers at the edge of the yard, I slipped into the woods. 

Suddenly a huge wolf was looming right in front of me, “get lost” he growled at me. I ran away in a direction that led me farther through the woods. I stopped when I realized that I lost the direction. Luckily, I was looking at my compass as I ran into the wolf, and noticed that I had gone east, so I headed out the opposite direction. When I got home I told my mother what happened. I will never leave home without the direct information about how to get to my destination. 

Writing Process

We believe that the most dramatic improvements in writing occur at the first steps in the writing process, and that is where we will focus our efforts.  Have your students concentrate on many activities where they brainstorm & organize, and then write out a draft.  This draft might be several sentences, a paragraph, or an essay, or it may be an entry in a journal, a shopping list, a love letter, a poem, a rap, a set of song lyrics, or another type of writing.

That's not to say that editing, proofreading, and publishing are not important;  on the contrary, these are vital steps for students AFTER they have mastered the first two steps.  As a teacher, you don't have to take every assignment to a final form.

Its similar to sports.  You want to practice your fundamental skills in basketball before trying to play a game.  The same is true in writing.  Have your students practice the various skills of writing many times before you expect an awesome, polished piece of writing from them.

Words Choices

2nd grade writing prompts: Pretend it is your birthday and the postman has delivered a box too big to fit in the house. Write about what might be in the box.

It could be a tremendous hotel and each time you go to is free.
It has an indoor swimming pool.
There will be a bouncy castle there even not many hotel has that.
There are tons of paper and coloring materials so I can draw.
There are fireflies there so I can catch fireflies.

Which day of the week do you like best and why?

Saturday.

Because it's the beginning of the weekend. We get to go shopping. Sometimes we get to buy toys and on saturday night we get to watch movie.

If there were no TV, radio, or computers, what might you do instead?

Aiden (4)answers:

1. Moo Moo the blanket
2. Bouncing on the bed
3. Playing throw and catch with Mommy



Emma (7) answers:
1. Draw cartoon animals
2. Feeding the ducks in the park
3. Picking the blueberries in the backyard
4. Swimming in the pool
5. Riding the bike