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
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