Writing Boot Camp. Get your soldiers ready to battle compositions on writing tests!

Transcription

1 Writing Boot Camp Get your soldiers ready to battle compositions on writing tests! This product includes: Cadence Motivational Song Expository Writing Game Personal Narrative Writing Game Expository Prewriting Composition Match Personal Narrative Prewriting-Composition Match Introductions Matching Game Capitalization Rules Matching Game Basic Spelling Words Game Spelling Rules Matching Game Make your test review fun and meaningful! Modify and add any of your ideas to motivate your students! Fisher Reyna Education 2013

2 Teacher-Student Cadence Call & Chant: Writing Cadence Teacher Call Student Call I don't know, but I've been told Grade 4 writers are really bold Writing essays at our best Making sure to pass STAAR test Nar-ra-tives Ex-pos-i-to-ry Making plans for each cat-e-gor-y Using the writing process That's how we ensure our best! Planning, Prewrite then first draft Read, revise then reread Edits Final Draft Reread Making sure it's very neat Planning First Draft Final Draft I don't know, but I've been told Grade 4 writers are really bold Writing essays at our best Making sure to pass STAAR test Nar-ra-tives Ex-pos-i-to-ry Making plans for each cat-e-gor-y Using the writing process That's how we ensure our best! Planning, Prewrite then first draft Read, revise, then reread Edits Final Draft Reread Making sure it's very neat Planning First Draft Final Draft CALL TOGETHER Planning First Draft Final Draft Don t hesitate! Make it Great! Begin again with: I don't know, but I've been told Grade 4 writers are really bold Writing essays at our best Making sure to pass STAAR test I don't know, but I've been told Grade 4 writers are really bold Writing essays at our best Making sure to pass STAAR test In place of STAAR the word state or the may be substituted.

3 Background Information In the armed services, a military cadence or cadence call is a traditional call-and-response work song sung by military personnel while running or marching. The call requires no instruments to play. As a sort of work song, military cadences take their rhythms from the work being done. Many cadences have a call and response structure of which one soldier initiates a line, and the remaining soldiers complete it, thus instilling teamwork and camaraderie for completion. In this case, a teacher is set to initiate a line, and the students repeat the line. The cadence calls move to the beat and rhythm of the normal speed (quick time) march or running-in-formation (double time) march. For the military, this serves the purpose of keeping soldiers "dressed", moving in step as a unit and in formation, while maintaining the correct beat or cadence. For students, it may serve to start the boot camp activities in a fun and engaging approach. Fisher Reyna Education 2013

4 Writing Boot Camp Get your soldiers ready to battle compositions on writing tests! Expository Writing Game Personal Narrative Writing Game Make your test review fun and meaningful! Fisher Reyna Education 2013

5 Instructional Objective Students review the elements of an effective expository or personal narrative essay. Game Objective Be the first team to assemble an expository or personal narrative essay by knocking down element cards and earning points with corresponding parts of an essay. The teams have 5 minutes to earn the element cards and assemble the essay. This game includes two sets of games: an expository game and a personal narrative game. Total time: 25 minutes per game. Materials Element cards for either an expository or personal narrative essay, 3-5 bean bags (or other tossing object) for each team, and zip-lock baggies to store corresponding essay parts. Set up Make 3-4 teams. Each team is given bean bags or other tossing objects. Assign one student per team to be the person who tosses back the tossing item. Make copies of element cards and corresponding essay parts for each team. Set up the element cards by folding each card and placing them at a safe distance on a table, desk or floor. Place baggies with corresponding essay parts near each team to be used to assemble the essay as the team earns the element card. Alternately, to avoid cutting strips of essay parts, students can check off a part of an essay directly on the sheet with the essay strips to note essay points and parts earned. Blank boxes are provided for this method. Student Directions 1. Team players take turns tossing their bean bag at the element cards. 2. As each element card is hit, the team earns the assigned points and a matching part of the essay. The students assemble the essay together if cut in strips or check off the box if using that method. 3. At the end of five minutes, the team to put together the essay with the most points wins. 4. Important, have each team read the essay they were able to assemble. Begin with the winning team(s). Show students that a winning essay is one that includes all the major elements. Note: Some element cards do not include parts of the essay. For example, Neat handwriting only earns points. Students earn these extra points because an effective essay includes using neat handwriting. Students add these extra points to the overall total at the end of the game. Important - The second expository essay included in this product is suited for an upper middle school or high school paper. There is no narrative included for HS.

6 Expository Game Total Possible Points: 550

7 Fold here Introduction Topic and Central Idea Fold here Body Paragraph Main idea with examples 150 Points 50 Points

8 Fold here Fold here Body Paragraph Main idea with personal experience and cause and effect 75 Points Body Paragraph Main idea with personal experience, cause and effect, and examples 100 Points

9 Fold here Conclusion Insightful way to restate topic, central idea, and parting thought 100 Points Fold here Correct Spelling, capitalization, and punctuation 25 Points

10 Fold here Neat Handwriting Fold here Final Reread, revise, edit 25 Points 25 Points

11 Introduction Topic and Central Idea 150 Points Body Paragraph Main Idea with examples 50 Points Body Paragraph Main idea with personal experience and cause and effect 75 Points Body Paragraph Main idea with personal experience, cause and effect, and examples 100 Points Conclusion Insightful way to restate topic, central idea, and parting thought 100 Points Correct Mechanics 25 Points Final Draft 25 Points Neat 25 Points My Dad is a very important man in my family. He is important because he teaches me, and he cares about me even when I ve done something wrong. He would do anything for me. He is a great role model to me. He teaches me how to build model cars and fix a broken pipe, a fan, a door, and even a lawn mower. I learn a lot from him. He can also be patient, kind, and understanding as he teaches me new things. If I get in trouble, he doesn t stop caring for me, and he will always forgive me. But, he will give me punishment for my wrongdoing. One time I lied about doing my homework. When he found out I had lied to him, he didn t let me go to my friend s house to play, and he made me do extra spelling work. When I need help, he is there like Superman to the rescue. He can and will do just about anything for me. If I need help with my math homework, he will help me even if he has something important to do. When I don t have time to do my chores like wash dishes, wash the dogs, set up dinner, or wash clothes, my dad will do it for me. I hope he knows how much I truly appreciate his efforts. That s why I love my Dad, and that s why he is so very important to me. I love doing things with him. I hope to grow up to be just like him when I have children. I can t imagine my life without him. He ll always be important in my life and in my heart. Always! Spelling, capitalization, punctuation Evidence of revision and editing Neat, legible writing

12 Introduction Controlling Idea or Thesis 150 Points First Body Paragraph Main idea with cause and effects 50 Points Topic Sentence of the Second Paragraph 75 Points Second Body Paragraph Main idea with personal experience, cause and effect, and examples 100 Points Conclusion Insightful way to restate thesis, and parting thought 100 Points Correct Mechanics 25 Points Final Draft 25 Points Neatness 25 Points People might argue that success is going from failure to failure without losing the hunger for reaching an ultimate goal. In many ways, failure shows people how to make better decisions in life and how to achieve far more with second subsequent attempts. Failure forces people to reach for what ultimately results in the triumphs of life. Nowhere is this better witnessed than within the masses of high school students: failures are dominant lessons for this age group- my peers. When teens finally reach the legal age for employment, many are often excited to become part of the work force. Of course, the first challenge of facing an interview with a total stranger rears its head and threatens every bit of confidence. Bumbling through those first initial interviews can result in failure to get hired. Therein lies the first lesson of the real world: You don t always get what you want. But, with persistence and some experience, repeated attempts usually become a major success-first time employment. I ve witnessed friends feel like they are on top of the world not so fast. Many teens experience a new-found excitement by earning income as a result of a first job. With the thrill of employment that pays money, young people often foolishly spend their pay checks on unimportant things: fast food, name-brand clothes, and the latest (and expensive) electronic devices. Despite this it doesn t take long for most to realize that spending in this manner results in no savings, and nothing of real value to show for the hard, minimum-paying work. For some, when the dream of a vehicle or college visions come into focus, failing to save money ultimately results in better spending habits that seem to close up a wallet like a snapping turtle. More often than not, this lesson is learned only by failing to understand basic economics. This is both a triumphant success for teens and all economic high school teachers! The realization that overspending resulted in nothing but bulge or broken devices, results in an important life-lesson: A penny saved is a penny earned. Little triumphs such as these begin early in life and continue throughout life s journey, as a result of failure. Disappointment, frustrations, and failures will come in many ways, but the end result is the same: a life lesson that can drive a person to success. Teens can count on that like money in the bank. Spelling, capitalization, punctuation Evidence of revision and editing Neat, legible writing

13 Personal Narrative Game Total Possible Points: 500

14 Fold here Introduction Demand of the prompt Occasion of story Fold here Event Set the stage 150 Points 50 Points

15 Fold here Fold here Event Event 50 Points 50 Points

16 Fold here Conclusion Insightful way to show an outcome and parting thought 100 Points Fold here Correct Spelling, Capitalization, and Punctuation 50 Points

17 Fold here Neat Handwriting Fold here Final Reread, Revise, Edit 25 Points 25 Points

18 Neat Handwriting 25 Points Introduction Occasion, significant characters, Set the stage 150 Points Body Paragraph Event 50 Points Body Paragraph Event 50 Points Body Paragraph Event 50 Points Conclusion Insightful way to show an outcome and parting thought 100 Points Correct Spelling, capitalization, punctuation 50 Points Final Reread, revise, edit 25 Points Decisions have to be made in life. It may be when you re a baby and don t know which candy to take, or you re an adult and don t know what job to take. For me it was which friend should I take my newest friend, Sam, or a friend from school? I met Sam at a birthday party. We started talking, and I noticed we had many things in common. We started having play dates and sleepovers. Pretty soon I was facing a decision to ask Sam to join me on a family trip. My parents said I could take one friend on our vacation to Disney World. I didn t know if I should ask Sam to join me. We went to two different elementary schools, and we hardly ever saw each other during the week. But, we had a blast when we were together on weekends. Some of my school friends might be jealous because I wasn t taking one of them to Disney World. I enjoyed my new friendship with Sam a lot though, and I didn t know what to do. I finally just asked Sam to go with us. With a huge smile, Sam said, Yes! Yes! I would love to go! This made me smile too. The best decision I ever made was to ask Sam to join our family vacation. It was a great trip because it was a great decision and Sam is still a great friend.

19 Writing Boot Camp Get your soldiers ready to battle compositions on writing tests! Expository Prewriting Composition Match Personal Narrative Prewriting Composition Match Make your test review fun and meaningful! Fisher Reyna Education 2013

20 Instructional Objective Students review the prewriting elements of an effective expository or personal narrative composition. Game Objective Be the first team to assemble the composition to match the prewriting planning organizer. Alternately students can race to be the first team to reverse outline the essays. Materials Prewriting or planning graphic organizer for either an expository or personal narrative composition, zip-lock baggies to store corresponding composition parts Set up Make groups of 3-4 students. Make copies, cut the composition parts, and place in zip lock baggies for each team. Student Directions 1. Team players race to assemble the composition to match the prewriting. Either the planning graphic organizer or alternate student written organizer may be used. 2. At the secondary level, a blank working outline is provided. Students can race reverse outline the essay once it is assembled. Reverse outlining requires students to identify the: hook, central idea/thesis statement, topic sentences of the paragraphs, and the restated central idea/thesis statement in the conclusion as well as the parting thought. Important, for added review, have one student from the winning team read one section of the prewriting as another student from the winning team then orally reads the corresponding part of the essay. Fisher Reyna Education 2017

21 Expository Writing Prompt Read the following quote. To us, family means putting your arms around each other and being there. -Barbara Bush Think about the people in your family. Write about one person in your family who has been special to you. Explain what makes that person important and special. Be sure to clearly state your central idea organize your writing develop your writing in detail choose your words carefully use correct spelling, capitalization, punctuation, grammar, and sentences Fisher Reyna Education 2013

22 ELEMENTARY PLANNING ORGANIZER EXPOSITORY Central Idea My dad is very important in my family and to me. Main Ideas about the Central Idea First Main Idea Supporting Details Teaches me Build things Fix things like a broken pipe and lawn mower Patient, kind, understanding Second Main Idea Cares for me even when I do wrong Third Main Idea Helps me Always forgives me Lied about homework punishment Superman to the rescue Helps me with math homework Helps me with chores I appreciate his help. Concluding Statement I hope to grow up to be just like him when I have children. He ll always be important in my life and in my heart. Fisher Reyna Education 2017

23 Alternate planning guide - Use if the elementary planning organizer has been committed to memory. Introduction Central Idea My dad is very important in my family and to me. 1 st main idea He teaches me. Build things Fix things like a broken pipe and lawn mower He is patient, kind, and understanding. 2 nd main idea He cares for me even when I do wrong. Always forgives me When I lied about homework Punishment 3 rd main idea He helps me. Superman to the rescue Helps me with math homework Helps me with chores I appreciate his help. Concluding Statement I hope to grow up to be just like him when I have children. He ll always be important in my life and in my heart. Fisher Reyna Education 2017

24 My Dad is a very important man in my family. He is important because he teaches me, and he cares about me even when I ve done something wrong. He would do anything for me. He is a great role model to me. He teaches me how to build model cars and fix a broken pipe, a fan, a door, and even a lawn mower. I learn a lot from him. He can also be patient, kind, and understanding as he teaches me new things. If I get in trouble, he doesn t stop caring for me, and he will always forgive me. But, he will give me punishment for my wrongdoing. One time I lied about doing my homework. When he found out I had lied to him, he didn t let me go to my friend s house to play, and he made me do extra spelling work. When I need help, he is there like Superman to the rescue. He can and will do just about anything for me. If I need help with my math homework, he will help me even if he has something important to do. When I don t have time to do my chores like wash dishes, wash the dogs, set up dinner, or wash clothes, my dad will do it for me. I hope he knows how much I truly appreciate his efforts. That s why I love my Dad, and that s why he is so very important to me. I love doing things with him. I hope to grow up to be just like him when I have children. I can t imagine my life without him. He ll always be important in my life and in my heart. Always! Fisher Reyna Education 2013

25 Secondary Expository Writing Prompt Read the following. Success is not final, failure is not fatal: it is courage to continue that counts. Think about challenges and obstables. Write an essay explaining how failure can lead to success. Explain how failure can offer valuable life lessons. Be sure to clearly state your controlling idea organize your writing develop your writing in detail choose your words carefully use correct spelling, capitalization, punctuation, grammar, and sentences Fisher Reyna Education 2017

26 Secondary Planning Guide Expository Working Outline I. Introductory paragraph A. Topic included in the thesis statement B. Main ideas of the composition II. Body paragraphs A. Main idea stated in a topic sentence* B. Supporting detail** 1. Examples 2. Cause and effect 3. Personal experiences III. Concluding paragraph A. Thesis statement B. Main ideas of the composition C. General parting thought * No set number of ideas or details ** Other elaboration methods may be equally effective. Fisher Reyna Education 2017

27 Blank Working Outline Reverse Outline Activity I. Introduction (hook) CI or thesis II. First Body Paragraph Main idea stated in a topic sentence III. Second Body Paragraph Main idea stated in a topic sentence IV. Closing and parting thought (Restate in fresh words) CI or thesis Fisher Reyna Education 2017

28 People might argue that success is going from failure to failure without losing the hunger for reaching an ultimate goal. In many ways, failure shows people how to make better decisions in life and how to achieve far more with second subsequent attempts. Failure forces people to reach for what ultimately results in the triumphs of life. Nowhere is this better witnessed than within the masses of high school students: failures are dominant lessons for this age group- my peers. When teens finally reach the legal age for employment, many are often excited to become part of the work force. Of course, the first challenge of facing an interview with a total stranger rears its head and threatens every bit of confidence. Bumbling through those first initial interviews can result in failure to get hired. Therein lies the first lesson of the real world: You don t always get what you want. But, with persistence and some experience, repeated attempts usually become a major success-first time employment. I ve witnessed friends feel like they are on top of the world not so fast. Many teens experience a new-found excitement by earning income as a result of a first job. With the thrill of employment that pays money, young people often foolishly spend their pay checks on unimportant things: fast food, name-brand clothes, and the latest (and expensive) electronic devices. Despite this it doesn t take long for most to realize that spending in this manner results in no savings, and nothing of real value to show for the hard, minimum-paying work. For some, when the dream of a vehicle or college visions come into focus, failing to save money ultimately results in better spending habits that seem to close up a wallet like a snapping turtle. More often than not, this lesson is learned only by failing to understand basic economics. This is both a triumphant success for teens and all economic high school teachers! The realization that overspending resulted in nothing but bulge or broken devices, results in an important lifelesson: A penny saved is a penny earned. Little triumphs such as these begin early in life and continue throughout life s journey, as a result of failure. Disappointment, frustrations, and failures will come in many ways, but the end result is the same: a life lesson that can drive a person to success. Teens can count on that like money in the bank. Fisher Reyna Education 2017

29 Personal Narrative Prompt Look at the picture below. It is not uncommon to struggle to make difficult decisions in life. Write about a time when you struggled to make a decision. Be sure to write about a personal experience organize your writing develop your ideas in detail choose your words carefully use correct spelling, capitalization, punctuation, grammar, and sentences Fisher Reyna Education 2013

30 PLANNING ORGANIZER PERSONAL NARRATIVE Occasion Decision about which friend I should take on our family vacation to Disney World. Significant characters Set the stage Sam and I Should I take my newest friend, Sam, or a friend from school? First event I met Sam, and we started hanging out. Second event Third event My parents said I could take one friend on our family vacation to Disney World. Some friends might be jealous, but I asked Sam to go with us. Final outcome It was the best decision I ever made. Fisher Reyna Education 2013

31 Alternate planning guide - Use if planning organizer has been committed to memory. Introduction Occasion - Decision about which friend I should take on our family vacation to Disney World. Significant Characters Sam and I Set the stage - Should I take my newest friend, Sam, or a friend from school? 1st event I met Sam, and we started hanging out. 2nd event My parents said I could take one friend on our family vacation to Disney World. 3rd event- Some friends might be jealous, but I asked Sam to go with us. Final Outcome- It was the best decision I ever made. Fisher Reyna Education 2013

32 Decisions have to be made in life. It may be when you re a baby and don t know which candy to take, or you re an adult and don t know what job to take. For me it was which friend should I take my newest friend, Sam, or a friend from school? I met Sam at a birthday party. We started talking, and I noticed we had many things in common. We started having play dates and sleepovers. Pretty soon I was facing a decision to ask Sam to join me on a family trip. My parents said I could take one friend on our vacation to Disney World. I didn t know if I should ask Sam to join me. We went to two different elementary schools, and we hardly ever saw each other during the week. But, we had a blast when we were together on weekends. Some of my school friends might be jealous because I wasn t taking one of them to Disney World. I enjoyed my new friendship with Sam a lot though, and I didn t know what to do. I finally just asked Sam to go with us. With a huge smile, Sam said, Yes! Yes! I would love to go! This made me smile too. The best decision I ever made was to ask Sam to join our family vacation. It was a great trip because it was a great decision and Sam is still a great friend. Fisher Reyna Education 2013

33 Writing Boot Camp Get your soldiers ready to battle compositions on writing tests! Introductions Matching Game Make your test review fun and meaningful! Fisher Reyna Education 2013

34 Instructional Objective Students review a variety of engaging methods used in the introduction of an essay. Game Objective Be the first team to match the introduction text card to the labeled Introduction Method card. Materials Introduction text cards and Introduction Method cards Set up Make copies of both sets of cards for each team. Separate each set of cards. Student Directions 1. Distribute and orally review the Introduction Method cards by reading each card in that set. As you read, have each team place cards across a desk or tabletop. 2. Next distribute the introduction text cards. At the point, when you say, Ready, start, engage your reader, each team races to match each sample introduction text card to the Introduction Method card. 3. The team to first match the cards correctly wins the game. Note: Fifteen cards (6 sets) are included in this game. The level of difficulty may be varied by limiting the number of sets included in the game. Important: The last three sets are better suited for middle school and high school students. Fisher Reyna Education 2017

35 Sometimes, when you're nine and a half, life throws you an unexpected curve. In my case, it happened just last week. Introduction Method Grab your reader with a truism. Picture blue bonnets and other wild flowers. Imagine bright sunny days with beautiful weather and nothing but blue skies. These words tell what you see in the month of March in my hometown of San Antonio, Texas. Introduction Method Grab your reader by describing your topic. Tall. Kind. Loving. Handsome. Those are the words that come to my mind when I think of my dad. Introduction Method Grab your reader with one word sentence fragments. I couldn t wait to start our longawaited family vacation to the beach! Introduction Method Grab your reader with an exclamatory sentence. Everybody knows the story of the boy who cried wolf. Or at least they think they do. But, I'll let you in on a little secret. Nobody knows the real story, because nobody has ever heard how this almost happened to me. Fisher Reyna Education 2013 Introduction Method Grab your reader by comparing a common story to your unusual experience or your side of the story.

36 How do you sleep? Where do you sleep? Have you ever wondered how different animals sleep? Introduction Method Grab your reader with questions. I remember playing a game of tag in the backyard with my sister and friends. It was always a good time. Introduction Method Grab your reader with a memory. I want it. I need it. I love it. I've got to have it. My mom and my dad won't let me have one. A cell phone. Phone calls with friends. Apps and anytime communication at your fingertips is all I want. Introduction Method Grab your reader with short choppy sentences. "Mom, I found this cat sitting all by himself. Can I keep him?" Introduction Method Grab your reader with dialog that includes a question. The biggest attraction at the zoo was one of its tiniest creatures, a pointed-arrow frog. OR It was the coolest drink on the hottest day. Fisher Reyna Education 2013 Introduction Method Grab your reader by comparing or stating opposites.

37 Everybody has a favorite aunt, uncle, or relative. My favorite uncle is my dad s brother- my sweet Uncle Bobby. ai wanted to catch it for my very own. Introduction Method Grab your reader by comparing everybody s favorite to your favorite. I went to sleep with gum in my mouth and now there's gum in my hair and when I got out of bed this morning I couldn t find my slippers and by mistake I dropped my toothbrush in the sink after I spit and I could tell it was going to be a terrible, awful, no good, very bad, ugly day. Introduction Method Grab your reader with one-time intentional run-on sentences that end with words in a series- series to be repeated throughout the paper. This story is a true story. I still consider it a wonderful experience that I knew not only two grandmothers but also that I actually lived with them for a time in my life. Introduction Method Grab your reader with a statement that says your story is a true story. Today I saw a butterfly. It was so beautiful that I wanted to catch it for my very own. Introduction Method Grab your reader with an action. Saturday is errand day. My mom goes on boring errands, and I have to go with her. And this Saturday seemed like every other Saturday...until we got to the grocery store. Fisher Reyna Education 2013 Introduction Method Grab your reader with the usual that leads to the unusual.

38 Many families do their grocery shopping at superstores. In these giant retail centers, people can find items such as batteries, diapers, lamps, dog food, and lawn equipment all in one stop. Introduction Method Grab your reader with a truism followed by a well-crafted statement. (a list, a dash, and a short statement) The Mackinac Bridge is the largest suspension bridge in the world. The bridge runs from one part of the state of Michigan to another. A full five miles long, the bridge is built 200 feet above the water. Introduction Method Grab your reader by describing your topic. From The Contemporary Reader Trapped by Fear Tall. Kind. Loving. Handsome. Those are the words that come to my mind when I think of my endearing grandfather. Introduction Method Grab your reader with one word sentence fragments. Here we go again. We are all standing in line waiting for breakfast when one of the caseworkers came in and tap-tap-taped down the line. Uh-oh, this meant bad news Introduction Method Grab your reader with embedded onomatopoeia. Only one man seemed different from the others. Jim Falk kept to himself, and the other men ignored happily him. Or Mary Mallon didn t mean to kill people. For a long time, she didn t even realize she was doing it. All she knew was Fisher Reyna Education 2017 that wherever she went, people got sick. From Typhoid Mary by Henry Billings Introduction Method Grab your reader by comparing something ordinary to something unusual.

39 On March 13, 1942, Yoshiko Imamoto opened her door to face three FBI agents. They let her pack a nightgown and Bible, then took her to jail while they checked into a few things. Introduction Method Grab your reader with official facts that set up a scene. Wartime Mistakes, Peacetime Apologies On April 23, 2000, a sad story appeared in many American newspapers. William Mehojah, eightytwo years old, had died. Mr. Mehojah was the last member of the Sovereign Nation of the Kaw. With his death, the Kaw people were gone forever. The Wind People by Flo Ota De Lange Introduction Method Grab your reader with a a sad emotion. I stole glances. I asked what to do. We stared in awkwardness. The first time our family was invited out to dinner in America, we disgraced ourselves while eating from a vegetable tray. We had recently immigrated to this country from China, and we had a hard time with table manners. Or This is my neighbor. Nice lady. Coming out her front door, on her way to work and in her looking good mode. From All I Really Need to know I Learned in Kindergarten by Robert Fulghum Introduction Method Grab your reader with short choppy sentences followed by a strong statement. Every day, massive bins behind the high school cafeteria and supermarkets, restaurants, bakeries fill up with unwanted food. It s estimated that as much as 20 percent of the food produced in the United States is discarded. Yet, every night, millions of children go to sleep hungry. Too big of a problem for one little kid to handle? Introduction Method Grab your reader with statements that end with a rhetorical question. At Hanukkah time the road from the village to the town is usually covered with snow, but this year the winter had been a mild one. OR It was the coolest drink on the hottest day. Fisher Reyna Education 2017 Introduction Method Grab your reader by comparing or stating opposites.

40 As far back as I can remember, being black in Montgomery we were well aware of the inequality of our way of life. I hated ai wanted it all to the catch time. it for my very own. I Was Not Alone an interview with Rosa Parks Introduction Method Grab your reader by using a historical truth followed by strong emotion words. Double cheeseburger, a side of fries, and a large soda, you say to the cashier, your mouth watering in anticipation. But unless you happen to read the fine print on the menu, you may not realize that you have just ordered close to 800 calories of food in the burger alone! Introduction Method Grab your reader with dialog that includes shocking statements ending in an exclamatory sentence. This story is a true story. There are many who would question, contradict or even challenge the validity, but this account is the undeniable truth. Introduction Method Grab your reader with a statement that says your story is a true story. Lying down was not an option, nor could we all sit down. We decided to take turns sitting. There was little air. The lucky ones found themselves near a window; they could watch the blooming countryside flit by. Night by Elie Wiesel Introduction Method Grab your reader with an action words. It was raining that morning, as usual. For weeks it had been coming down- sometimes heavily with thunder and lightning, and sometimes with just a mist of annoying drizzle. But it was always there...until quite suddenly the sky completely cleared up and shown a brilliant bright blue. Fisher Reyna Education 2017 Introduction Method Grab your reader with the usual that leads to the unusual using alliteration and ellipsis.

41 Writing Boot Camp Get your soldiers ready to battle compositions on writing tests! Capitalization Rules Matching Game Make your test review fun and meaningful! Fisher Reyna Education 2013

42 Instructional Objective Students review capitalization rules. Game Objective Match capitalization rule to the example for the rule. Materials Capitalization matching cards Set up Make copies of the cards for each student group. Student Directions 1. Make groups of 3 or 4 students. Distribute a set of capitalization cards for each group. 2. One member of the group places all cards on the desk with face up. 3. The next member of the group makes a match of a rule with the example for that rule. 4. Continue taking turns until all matches are made. Variation: Follow similar directions as previously stated. However: 1. the students are instructed to develop another example for the rule. 2. the students are given only the examples and they must write the rules. 3. the students are given only the rules and they must write an example. Fisher Reyna Education 2013

43 Capitalize a letter opening. Dear Maria, Capitalize the first word in a letter closing. Yours truly, Capitalize the first word in a sentence. This is a beautiful summer day. Capitalize the first word in a direct quotation. After our music class, the students all said, That was fun! Capitalize titles of books, stories, and essays. Fisher Reyna Education 2013 One of my favorite books is Two Bad Ants.

44 Capitalize title used with the last name of a person. My neighbor is Senator Williams. Capitalize proper nouns. Carlos is going to Maine to visit with some of his relatives. Capitalize the pronoun I. Martha and I went to the basketball game. Capitalize historical events and documents. A copy of the Pledge of Allegiance is posted in our classroom. Capitalize languages, races, and nationalities. Fisher Reyna Education 2013 Many of my friends can speak Spanish.

45 Writing Boot Camp Get your soldiers ready to battle compositions on writing tests! Basic Spelling Words Game Make your test review fun and meaningful! Fisher Reyna Education 2013

46 Instructional Objective Students review spelling of basic words used in writing. Game Objective Earn points by using as many of the words listed on each card to make silly sentences. Each word on each card is worth 1 point. Materials Spelling cards Set up Make copies of the cards for each team. Each team should also have a scribe to write out sentences on paper, a dry erase board, or on chart paper. The scribe should write the sentences large enough to be seen by the class. Student Directions 1. Make 3-4 teams. Distribute a set of spelling cards for each team. 2. Review the definition of a sentence. A sentence has a subject and predicate and tells a complete thought. 3. One member of the team draws a card. The team uses the words on the card to make up a sentence within a 3-minute limit. The sentence can be a silly sentence. 4. At the end of 3 minutes, the teacher and/or students read the sentences to the class to validate points earned. Good expression should be used in reading the sentences. The team earns 1 point for each word used on the card. Multiple points may be earned for multiple use of a word. 5. Play as many rounds as time allows. Usually 3-5 rounds are sufficient. 6. If a list of words on a card is too difficult, the team may choose another card, but loses the time from the overall 3-minute limit. 7. The team that earns the most points wins the game. Variation: Follow similar directions as previously stated. However: 1. The teacher may draw one card and display the words on that card. 2. Student teams then make up silly sentence with the same set of words. 3. The team that earns the most points wins the game. Note: The words on the cards were taken from the top 100 words used in student writing as well as a combination of 1 st and 2 nd grade spelling words. The object of this game is to practice spelling and write as many of these words in a short period of time. Therefore, sentences in the game should remain silly sentences to allow students varied use and fun. Since this is a short activity, this is a good game to use as a sponge activity to give prep time between other boot camp games. Fisher Reyna Education 2013

47 Fisher Reyna Education 2013 cap changing across any before been cover belong care friends enough because said aunt uncle that time hour enough clothes doctor minutes listen need day night morning afternoon later dawn haven t that couldn t remember seem right wrong shouldn t spring summer above alone alone hungry lunch dinner breakfast busy both buy where there their what who when computer brother school sister always tomorrow happen excited Isn t shoulder reach useful wouldn t hasn t uncle winter mouth face people knee everybody can t stomach headache

48 Fisher Reyna Education 2013 tonight tomorrow won t while smell warm upon wait wonderful special expensive money dollar change table year tonight bright send house outside teacher together until went truck reach remember yelled light scared felt left over meant inside hide hid knew Know quiet proud read seen answer quick right reach smile shine sure really store small soft these while work snack own without year uncle that. try cry cried Internet start song sang radio more push enough road meant car poor park

49 told student brown purple letter text ai wanted to catch it for my very own. great blue green lavender yellow faster strong neon orange piece went hurt feelings a lot let s grateful appreciate I m real angry loving really meant important worst maybe okay have seemed family grandmother long hard grandma grandfather difficult tried grandpa learn those that two too classroom home to keep night street kept aunt scared hurry uncle soft often them are they about some our called were between each thought Fisher Reyna Education 2013 many important sent something asked since

50 Fisher Reyna Education 2013 brown purple blue lavender green yellow neon orange hurt feelings grateful appreciate angry loving care car hope dream bike harsh mean nice trust borrow elementary gym computer game giggles soft join hard until inside lesson tennis shoes pants sandwich bread now little called knew same problem instead strong Just back more slowly group usually happen happened ran running fell fall hop hope else mean Top bottom San beach water thirsty go gone paper pencil teacher turn shout fire drive walking

51 Writing Boot Camp Get your soldiers ready to battle compositions on writing tests! Spelling Rules Matching Game Make your test review fun and meaningful! Fisher Reyna Education 2013

52 Instructional Objective Students review spelling. Game Objective Match spelling rule or definition to an example. Materials Spelling matching cards Set up Make copies of the cards for each student group. Student Directions 1. Make groups of 3 or 4 students. Distribute a set of spelling cards for each group. 2. One member of the group places all cards on the desk with face up. 3. The next member of the group makes a match of a rule or definition with an example for that card. 4. Continue taking turns until all matches are made. Variation: Follow similar directions as previously stated. However: 1. the students are instructed to develop another example for the rule. 2. the students are given only the examples and they must write the rules. 3. the students are given only the rules and they must write an example. 4. the students play Concentration. Fisher Reyna Education, 2013

53 If a word ends in e, usually drop the e when adding a suffix that begins with a vowel. Keep the e when adding a suffix that begins with a consonant. care caring careful If a word ends in a vowel and y, keep the y when adding a suffix. turkeys If a word ends in a consonant and y, change the y to i when adding a suffix unless the suffix begins with i. If a word ends in one vowel and one consonant, often the final consonant is doubled when adding a suffix that begins with a vowel. cry cries crying swim swimming In or at that place there Fisher Reyna Education, 2013

54 relating to them (possessive pronoun) their Contraction for they are they re Contraction for you are you re relating to us (Possessive Pronoun) our relating to you your

55 plural verb for is are movement toward a place, person, or thing reached (preposition) to 1. Give me the books and pencils. 2. That is much time. 3. I didn t do it. You did too relating to it or itself (Possessive Pronoun) its Contraction for it is it s

56 The long vowel sound is often spelled this way: V + C+ silent e. huge The vowel before a double consonant is a short vowel. slipper The vowel before CC + le is short. tickle The vowel before C + le is long. maple A syllable that ends with a vowel is an open syllable. (CCV, CV) The vowel in an open syllable is often long. pro-noun re-peat

57 A syllable that ends with a consonant is a closed syllable. (CVC) The vowel is often short. dis-like Usually double consonants in middle of words. dribble puddle Other ways to spell sh. -sion -tion -cian Examples of spelling with silent letters knee writing The plurals of most nouns are formed by adding s. The cakes were delicious.

58 The plurals of nouns ending in sh, ch, x, s, and z are made by adding es to the singular. The brushes were used in art class. If a word ends in a single f or fe and the final f is still heard in the plural form of the word, simply add s. chiefs If a word ends in a single f or fe and the final f has the sound of v in the plural form, change the f to v and add es. calves The plurals for most words ending in o are formed by adding s. patios The plurals of most nouns ending in o with a consonant letter just before the o are formed by adding es. heroes

59 Some nouns change their vowel sound in becoming plural. foot feet goose geese man men mouse mice tooth teeth woman women Some nouns are old English plurals child children ox oxen Some nouns do not change at all when used as plurals cod deer fish perch sheep trout

60 Ten Extra Ideas for Extra Fun 1. Have your school principal or test counselor give the cadence call to motivate everyone at the start of the day. 2. Have students and teachers wear camouflage t-shirts or clothes on the day of the boot camp. 3. Have coaches set up a few obstacle courses to use while the students chant the cadence. 4. Have any military parents visit the school or classes in uniform and have them lead the cadence. 5. As prizes for winning, allow students use of washable face paint to make camouflage designs. 6. Have other grade levels sing the cadence to the students in the boot camp. 7. Video tape the events and play them back for students to view at the end of the day with an encouraging message of great efforts on test day. 8. Have each class choose a branch of the military as a team name. 9. Make simple dog tags for each student. 10. Make everyone a winner and make it a fun, fun, fun review before the Big Test. Fisher Reyna Education 2013

61 e e e e e Name Name Name Name Name DOB DOB DOB DOB DOB State State State State State School School School School School e e e e e Name Name Name Name Name DOB DOB DOB DOB DOB State State State State State School School School School School

62 For more resources visit our website at or our TpT store at For information on clip art visit The Library Fox on TpT! Fisher Reyna Education 2013