E-book - How to Teach Nonfiction Writing Grades 3-6 (Publishers, Evan-Moor Educational) (z-lib.org)

Grades 3–6
to State
Correlated Standards
E-
bo
ok
EMC 719
How to Teach
Nonfiction Writing
How to Teach Nonfiction Writing
g makes it easy to develop confident, competent writers.
Teacher directions and reproducible writing forms guide the development of student
writing skills.
Students will practice the following nonfiction writing forms:
Research Reports
Narrative
personal narratives
on a person
a friendly letter
on an animal
on a place
Expository
an informational paragraph
Graphic Components
an explanation
diagrams
a comparison
maps
a news article
graphs
game directions
charts
a recipe
captions
Other Forms
how to use a tool
directions to go somewhere
lists
application forms
Persuasive
persuasive paragraphs
questionnaires
a book review
announcements
a business letter
signs
an editorial
Correlated
EMC 719
to State Standards
Visit
www.teaching-standards.com
to view a correlation of
this book’s activities
to your state’s standards.
This is a free service.
Author:
Editor:
Copy Editor:
Illustrator:
Designer:
Cover:
Jo Ellen Moore
Marilyn Evans
Cathy Harber
Jo Larsen
Shannon Frederickson
Cheryl Puckett
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finest teaching materials in the world.
Photocopying the pages in this book is permitted for
single-classroom use only. Making photocopies for additional
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Entire contents © EVAN-MOOR CORP. 18 Lower Ragsdale Drive,
Monterey, CA 93940-5746. Printed in USA.
Contents
Part I
Introduction..............................................................................2
Part Il
Narrative Writing ....................................................................11
Part lll
Expository Writing..................................................................23
Part lV
Persuasive Writing.................................................................39
Part V
Writing Reports ......................................................................54
Part VI
Graphic Components.............................................................68
Part Vll
Additional Nonfiction Writing Experiences...............................83
1
©2001 by Evan-Moor Corp.
How to Teach Nonfiction Writing • EMC 719
Part I
Introduction
What Is Nonfiction
Writing?
You write nonfiction whenever you write about
real-life experiences—when you write about what
is true and accurate. You are writing nonfiction
when you…
• write a letter to a friend
• record observations during a science
experiment
• write directions to your house for a friend
• complete invitations to a party
• list the steps for a recipe
Dea r
Sam,
How
seein have yo
class g you a u been?
abo has be t schoo I miss
ut
en
l. T
We h the Nava reading he
jo In
hous ave a ne
dian
e
w
s.
loves . We na dog
at o
med
to e
ur
h
at d
og b im Skip. H
o n es
e
.
• send a letter of complaint to a business
• write a report
Be alert to naturally occurring occasions within
the classroom that lend themselves to writing
nonfiction. Page 3 provides some ideas.
house :
How to get to Jill’s
Main.
Go straight down
ore Ave.
Turn left on Sycam
Work
Go three blocks to
. Jill’s
Ave. a nd turn right
nd one.
house is the seco
Cranb
Sauce erry
1. Was
ht
2. Gra hem.
te the
orang
3. Put
ep
the b
proce erries in eel.
of sug ssor. Add the food
two c
ar.
u ps
©2001 by Evan-Moor Corp.
2
How to Teach Nonfiction Writing • EMC 719
Writing Nonfiction Across the Curriculum
Language Arts/Reading
• keep daily logs of assigned and self-selected literature being read
• keep reading logs in various subject areas: social studies, science, etc.
• write authentic stories to express feelings and share information
Social Studies
• write reports of various lengths; include graphic components
• write biographical sketches about historical people and people currently in the news
• write essays about places and events, both historical and current
• write to public officials regarding a concern about the community or country
Science
• record observations of science experiments
• record observations made while raising a plant or an animal
• record observations made on field trips
• write about an element of science, an important scientific discovery, or a scientist
Math
• write a step-by-step explanation of how a problem was solved
• write a paragraph explaining the meaning of a math symbol
• list ten ways math is used in your life
Physical Education
• explain the rules and playing strategies for a game
• write a descriptive paragraph explaining how it feels to play/win/lose a game
• write a report or create a picture book about a favorite sports figure
Art and Music
• write a biographical sketch of a famous artist
• explain how a certain medium or technique is used
• describe a favorite form of artistic expression and explain why it is a favorite
Health
• give the recipe for preparing a healthy dish
• list all of the foods eaten for one day, explaining how each fits into the food pyramid
• explain why one of the following is important for good health–sleep, nutritious food,
exercise
©2001 by Evan-Moor Corp.
3
How to Teach Nonfiction Writing • EMC 719
The Writing Process
Prewriting—Prewriting is what the writer does before writing begins. It’s the
time to motivate and collect words, thoughts, facts, and questions to use when
writing. This step draws on the writer’s experiences.
Prewriting is the time to:
• review steps in the writing format to be used
• brainstorm possible topics
• discuss the intended audience
• determine the focus of the piece
• organize ideas and collect information
Drafting—This is the writer’s first expression of ideas in written form.
The writer takes ideas and information and writes a rough draft.
• Beginning—Grab the attention of the reader and introduce the subject.
• Middle—Provide facts and examples to support or clarify the subject.
• Conclusion—Summarize the main ideas of the piece and remind the reader
why the subject is memorable or important.
Responding—The writer rereads the piece to make sure that it makes sense.
The writer shares it to get responses from others. (See page 5 for more
information.)
page 5
Responding to Writing
Revising—The writer changes the rough draft to state ideas more
clearly. This is the time to look at phrases and words that express the
writer’s ideas in a more precise and interesting way. (See page 6 for a
revising and editing checklist.)
Modeling the Process
Before students work in response pairs or small groups, the response process should
be carefully modeled. If necessary, spend a number of weeks being the responder to
student writing. Be clear about what facets of writing you are responding to (sentence
structure, use of adjectives, clarity of ideas, etc.) so that students become aware of the
scope of appropriate responses.
Important Guidelines
• Responses should be respectful.
• Responses are addressed to the author.
• Responses are designed to help authors be better writers.
“Ben, you might give more facts to show why you think that is true.”
(Not, “I don’t understand.” )
• Responses should be specific.
“Sandy, I liked the way you explained the steps to that game.”
(Not, “I liked your report.” )
• Responses should be sensitive.
“Tom, I don’t understand why it’s important to recycle aluminum cans.
Can you explain that to the reader in a more complete way?”
(Not, “That doesn’t make sense.” )
Response Groups
• Whole class
One student shares with the rest of the class. The class listens carefully, compliments
specific parts of the writing, and asks questions for clarification or more information.
You may find it helpful to limit the number of compliments and questions.
• Small group
Groups follow the whole-class procedure.
Editing—This is the point at which the writer checks the mechanics
such as grammar, punctuation, and spelling. (See page 6 for a
revising and editing checklist.)
• Partners
Two writers work together. They take turns sharing their writings and responding
with compliments and questions. A more formal response can be facilitated by
having the responder fill out a response form after reading or hearing the sample.
Use the form on page 7 or create your own form to address the specific skills your
class is working on.
©2001 by Evan-Moor Corp.
5
How to Teach Nonfiction Writing • EMC 719
page 6
Rewriting—The writer rewrites to include all the changes made
during revising and editing.
Rev
ise a n d E di t
A Checklist
Name
Think about these questions as you revise and edit your writing.
Revise:
Is my subject clear?
Are my topic sentences and supporting details stated clearly?
Do I need to add anything?
Publishing—The writer presents the final story in a finished form.
It is shared with others in some way. This sharing with others is a
motivating factor for students, as well as an important element in the
writing process.
Do I need to cut any parts?
Do I need to change my language to make the piece more
interesting or easier to understand?
Do I need to put things in a different order?
Will the beginning grab the reader’s interest?
Edit:
Have I used correct punctuation?
Have I spelled everything correctly?
Did I use correct grammar?
©2001 by Evan-Moor Corp.
©2001 by Evan-Moor Corp.
4
6
How to Teach Nonfiction Writing • EMC 719
How to Teach Nonfiction Writing • EMC 719
Responding to Writing
Modeling the Process
Before students work in response pairs or small groups, the response process should
be carefully modeled. If necessary, spend a number of weeks being the responder to
student writing. Be clear about what facets of writing you are responding to (sentence
structure, use of adjectives, clarity of ideas, etc.) so that students become aware of the
scope of appropriate responses.
Important Guidelines
• Responses should be respectful.
• Responses are addressed to the author.
• Responses are designed to help authors be better writers.
“Ben, you might give more facts to show why you think that is true.”
(Not, “I don’t understand.” )
• Responses should be specific.
“Sandy, I liked the way you explained the steps to that game.”
(Not, “I liked your report.” )
• Responses should be sensitive.
“Tom, I don’t understand why it’s important to recycle aluminum cans.
Can you explain that to the reader in a more complete way?”
(Not, “That doesn’t make sense.” )
Response Groups
• Whole class
One student shares with the rest of the class. The class listens carefully, compliments
specific parts of the writing, and asks questions for clarification or more information.
You may find it helpful to limit the number of compliments and questions.
• Small group
Groups follow the whole-class procedure.
• Partners
Two writers work together. They take turns sharing their writings and responding
with compliments and questions. A more formal response can be facilitated by
having the responder fill out a response form after reading or hearing the sample.
Use the form on page 7 or create your own form to address the specific skills your
class is working on.
©2001 by Evan-Moor Corp.
5
How to Teach Nonfiction Writing • EMC 719
ise a n d E di t
v
e
R
A Checklist
Name
Think about these questions as you revise and edit your writing.
Revise:
Is my subject clear?
Are my topic sentences and supporting details stated clearly?
Do I need to add anything?
Do I need to cut any parts?
Do I need to change my language to make the piece more
interesting or easier to understand?
Do I need to put things in a different order?
Will the beginning grab the reader’s interest?
Edit:
Have I used correct punctuation?
Have I spelled everything correctly?
Did I use correct grammar?
©2001 by Evan-Moor Corp.
6
How to Teach Nonfiction Writing • EMC 719
Respon
g
n
i
t
i
se
Wr
Form
Name
Title of writing:
Date
Reviewer’s name
Areas of strength:
Areas needing change:
Date
Reviewer’s name
Areas of strength:
Areas needing change:
©2001 by Evan-Moor Corp.
7
How to Teach Nonfiction Writing • EMC 719
Tracking Student Writing
Writing Portfolios
page 9
Prepare a simple writing portfolio. Staple the contents sheet on
page 9 to the inside of a sturdy folder. Attach the cover form on
page 10.
Po
Name
Date
rtfoli
Title of Piece
o Conten
ts
Comments
Use the writing portfolios to:
• store student writing
Students should date and file their writing samples. When a
sample is added, it is recorded on the contents sheet.
• generate ideas
Students can review samples to choose a piece they would
like to develop further. Students can reread or refer to previous
writing as they edit and revise current writing.
©2001 by Evan-Moor Corp.
9
How to Teach Nonfiction Writing • EMC 719
page 10
Writin
gI
wo
ul
d li
ke
s
to
• document student progress
It is valuable to compare pieces written at the beginning of the
year with pieces written at the end of the year. Look at the
paper with specific objectives in mind and document growth in
achieving those objectives.
—e
hare xposito
ry ,
na
rra
My
Writing
Portfolio
tiv
e,
an
dp
ersuasive. See how m
y
wr
iting
h
as improved.
Name
Individual Writing Conferences
10
©2001 by Evan-Moor Corp.
As your students practice writing various types of nonfiction, meet
with them to discuss their individual progress and possible areas for
growth. Record student and teacher comments (see page 7). Attach
the evaluation form to the writing sample and return it to the writing
portfolio.
1. Choose a writing sample from the writing portfolio.
2. Discuss and evaluate the sample for specific skills.
How to Teach Nonfiction Writing • EMC 719
page 7
Wr
Name
iting Response
Form
Title of writing:
Date
Reviewer’s name
Areas of strength:
Areas needing change:
Date
Reviewer’s name
Areas of strength:
3. Record strengths and areas that need improvement.
Areas needing change:
4. Develop a goal for future writing.
©2001 by Evan-Moor Corp.
©2001 by Evan-Moor Corp.
8
7
How to Teach Nonfiction Writing • EMC 719
How to Teach Nonfiction Writing • EMC 719
P
Name
Date
©2001 by Evan-Moor Corp.
Title of Piece
foli
t
r
o
o Conten
ts
Comments
9
How to Teach Nonfiction Writing • EMC 719
Writin
gI
wo
ul
d li
ke
s
to
—e
hare xp
o
s
i
t
o ry
,n
a rr
a
t
ive
My
Writing
Portfolio
,a
n
d
p
ers
uasive. See how
my
wr
iting
h
as improved.
Name
10
©2001 by Evan-Moor Corp.
How to Teach Nonfiction Writing • EMC 719
Part Il
Narrative Writing
What Is It?
Nonfiction narratives relate a true story about an event, an experience, or a person.
This may be personal or biographical. Nonfiction narratives:
• relate ideas, observations, or memories
• may impart a lesson or message
• follow the elements of a good story
• use words that help make the piece come alive for the reader
• provide a reason why the experience, event, or person is memorable
page 12
Using This Section
Note: Enlarge, mount, laminate, and post for student reference.
1. Enlarge, mount, and laminate the chart on page 12. Post
it on a bulletin board dedicated to nonfiction writing. Use
it to introduce nonfiction narratives and refer to it as you
teach the lessons in this section.
Non
• A nonfiction narrative tells a true story.
• It may be a personal narrative about the
writer’s own life.
an event or experience
a special place
2. This section provides four personal narrative writing
experiences (pages 13–19) and a lesson on writing a
friendly letter (pages 20–22). Choose those appropriate
to the needs of your students.
pages 14–19
fiction Narrative
a special object
• It may be a biographical narrative about
a special person.
pages 21 and 22
Note: Make an overhead transparency of this page and/or reproduce for individual students.
Note: Make an overhead transparency of this page and reproduce for individual students.
P
Name
on
ers
al Narrat
Steps to Follow
ive
riendly Lett er
AF
Basic
Name
Form
1. Pick a topic:
event
special object
experience
special place
person
al Narrat
rson
ive
2. Determine the voice
you will use.
Story Web
Pe
Name
funny
mysterious
sad
a mixture
scary
greeting
middle
How to Teach Nonfiction Writing • EMC 719
P
Name
date
,
Dear
(provide facts)
3. Complete a story web.
4. Write a rough draft.
©2001 by Evan-Moor Corp.
number street
city, state zip code
month day, year
Is the story going to be:
beginning
(grab reader’s attention)
12
your address
body of letter
indent
onal Narra
ers It Happened tive
riendly Lett er
AF
to Me
Name
beginning—grab your reader’s interest
middle—use interesting and colorful language
You’ll never believe what happened to me...
conclusion—remind readers why the subject is memorable to you
Pe
rson
al Narrat
5. Revise the language of your
story.
My Favorite
Name
(house number) (street name)
ive
Thing
(city, state)
(zip code)
6. Edit the punctuation and grammar of your story.
Not many people know it, but
is my favorite thing.
7. Share your (topic
story or
with
others.
subject)
(month day, year)
Pe
conclusion
(remind reader why story is important)
Name
r
sonal Narrat
My Special
Place
,
ive
(greeting)
closing
Your Friend,
signature
When I want to be alone, I always go to my special place.
Pe
©2001 by Evan-Moor Corp.
Name
al Narrat
rson
iv
14
e
How to Teach Nonfiction Writing • EMC 719
Guess Who
©2001 by Evan-Moor Corp.
21
How to Teach Nonfiction Writing • EMC 719
The most interesting person I ever met...
©2001 by Evan-Moor Corp.
15
How to Teach Nonfiction Writing • EMC 719
,
(closing)
(signature)
©2001 by Evan-Moor Corp.
16
How to Teach Nonfiction Writing • EMC 719
©2001 by Evan-Moor Corp.
©2001 by Evan-Moor Corp.
17
How to Teach Nonfiction Writing • EMC 719
How to Teach Nonfiction Writing • EMC 719
©2001 by Evan-Moor Corp.
©2001 by Evan-Moor Corp.
22
19
©2001 by Evan-Moor Corp.
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How to Teach Nonfiction Writing • EMC 719
How to Teach Nonfiction Writing • EMC 719
11
How to Teach Nonfiction Writing • EMC 719
Note: Enlarge, mount, laminate, and post for student reference.
tion Narrativ
c
i
f
n
e
No
• A nonfiction narrative tells a true story.
• It may be a personal narrative about the
writer’s own life.
an event or experience
a special place
a special object
• It may be a biographical narrative about
a special person.
12
©2001 by Evan-Moor Corp.
How to Teach Nonfiction Writing • EMC 719
Writing a Personal Narrative
Students will write true stories. They may write about an event, an experience, a special
place, a special object, or a memorable person.
Prepare in Advance
• “Steps to Follow” on page 14, reproduced on an overhead transparency and for
individual students
• story web on page 15, reproduced for individual students
• writing form (chosen from pages 16–19), reproduced for individual students
• revise and edit checklist on page 6, reproduced for individual students
Prewriting
1. Using the information on page 14, discuss the steps students will follow as they
write.
2. Provide a topic category (event, experience, place, object, or person) chosen from
the forms on pages 16–19. Discuss the types of things students may write about that
topic. List their ideas on a chart or chalkboard.
page 14
3. Students:
Note: Make an overhead transparency of this page and/or reproduce for individual students.
• select a topic (What do I want to write about?)
• think about their audience (Who is going to read
my narrative?)
Pe
Name
rson
al Narrat
Steps to Follow
ive
1. Pick a topic:
page 15
special object
experience
special place
person
Is the story going to be:
funny
mysterious
sad
a mixture
scary
3.a
Complete a story web.
al N
rrati
rson
ve
Story Web
Pe
4. Write a rough draft.
Name
• think about the voice of the piece (Is this about
something funny? Is it about a serious matter?)
event
2. Determine the voice you will use.
beginning—grab your reader’s interest
middle middle—use interesting and colorful language
beginning
(grab reader’s attention)
(provide facts)
conclusion—remind readers why the subject is memorable to you
5. Revise the language of your story.
6. Edit the punctuation and grammar of your story.
7. Share your story with others.
4. Students make a simple story web (page 15) to
serve as a guide as they write.
(topic or subject)
©2001 by Evan-Moor Corp.
14
How to Teach Nonfiction Writing • EMC 719
conclusion
(remind reader why story is important)
Writing
page 16
1. Using their story web, students write a rough draft.
©2001 by Evan-Moor Corp.
15
How to Teach Nonfiction Writing • EMC 719
Name
2. Students reread the piece to make sure that it makes sense.
The writer may seek another person’s response.
Pe
al Narrat
rsoItnHappened
ive
to Me
You’ll never believe what happened to me...
3. Using the checklist on page 6, students revise and edit their
work and recopy on another form if necessary.
©2001 by Evan-Moor Corp.
©2001 by Evan-Moor Corp.
13
16
How to Teach Nonfiction Writing • EMC 719
How to Teach Nonfiction Writing • EMC 719
Note: Make an overhead transparency of this page and reproduce for individual students.
P
Name
on
s
r
e
al Narrat
Steps to Follow
ive
1. Pick a topic:
event
special object
experience
special place
person
2. Determine the voice you will use.
Is the story going to be:
funny
mysterious
sad
a mixture
scary
3. Complete a story web.
4. Write a rough draft.
beginning—grab your reader’s interest
middle—use interesting and colorful language
conclusion—remind readers why the subject is memorable to you
5. Revise the language of your story.
6. Edit the punctuation and grammar of your story.
7. Share your story with others.
©2001 by Evan-Moor Corp.
14
How to Teach Nonfiction Writing • EMC 719
P
Name
on
s
r
e
al Narrat
Story Web
beginning
middle
(grab reader’s attention)
(provide facts)
ive
(topic or subject)
conclusion
(remind reader why story is important)
©2001 by Evan-Moor Corp.
15
How to Teach Nonfiction Writing • EMC 719
Name
P
onal Narrati v
s
r
e
e
It Happened
to Me
You’ll never believe what happened to me...
©2001 by Evan-Moor Corp.
16
How to Teach Nonfiction Writing • EMC 719
Name
al Narrat
n
o
s
r My Favorite ive
Pe
Thing
Not many people know it, but
©2001 by Evan-Moor Corp.
is my favorite thing.
17
How to Teach Nonfiction Writing • EMC 719
Name
P
onal Narrati v
s
r
e
e
My Special
Place
When I want to be alone, I always go to my special place.
©2001 by Evan-Moor Corp.
18
How to Teach Nonfiction Writing • EMC 719
Name
al Narrat
n
o
s
r
ive
Guess Who
Pe
The most interesting person I ever met...
©2001 by Evan-Moor Corp.
19
How to Teach Nonfiction Writing • EMC 719
Writing a Friendly Letter
Friendly letters provide an opportunity to communicate what is happening in the writer’s life
and to ask questions about what is happening to the recipient.
Prepare in Advance
• “Friendly Letter Form” on page 21, reproduced on an overhead transparency and for
individual students
• writing form on page 22, reproduced for individual students
• stationery and envelopes (optional)
Prewriting
1. Make an overhead transparency of the form on page 21. Use this to teach or review
page 21
the parts of a friendly letter.
Note: Make an overhead transparency of this page and reproduce for individual students.
2. Brainstorm to name people to whom students might write a
friendly letter. List these on a chart or chalkboard. In some
instances, all students will write to the same person (e.g., a
thank-you note to someone who has helped the class). Other
times, individual students will select a person to write to.
Discuss the types of information students might include in a
friendly letter. For example, write to a friend, pen pal, or relative
describing what you are doing in school, or write a letter to
someone you have read about in a periodical explaining why you
admire him or her.
3. Students are assigned or select a person to write to. They think
about what they wish to include in the letter.
riendly Lett er
AF
Basic
Name
Form
your address
number street
city, state zip code
month day, year
greeting
date
,
Dear
body of letter
indent
closing
Your Friend,
signature
©2001 by Evan-Moor Corp.
21
How to Teach Nonfiction Writing • EMC 719
page 22
riendly Lett er
AF
Name
(house number) (street name)
(city, state)
(zip code)
(month day, year)
Writing
,
(greeting)
1. Students write a rough draft using the form on page 22.
2. Students reread the piece to make sure that it makes sense.
The writer may share it to get another person’s response.
,
(closing)
3. Students revise and edit their work, and then produce a final copy
on stationery.
(signature)
©2001 by Evan-Moor Corp.
22
How to Teach Nonfiction Writing • EMC 719
4. Students address an envelope and mail the letter.
©2001 by Evan-Moor Corp.
20
How to Teach Nonfiction Writing • EMC 719
Note: Make an overhead transparency of this page and reproduce for individual students.
riendly Lett er
F
A
Basic
Name
Form
your address
number street
city, state zip code
month day, year
greeting
date
,
Dear
body of letter
indent
Your Friend,
closing
signature
©2001 by Evan-Moor Corp.
21
How to Teach Nonfiction Writing • EMC 719
riendly Lett er
F
A
Name
(house number) (street name)
(city, state)
(zip code)
(month day, year)
,
(greeting)
,
(closing)
(signature)
©2001 by Evan-Moor Corp.
22
How to Teach Nonfiction Writing • EMC 719
Part Ill
Expository Writing
What Is It?
Expository writing explains ideas, provides information, and describes “how to.” Expository
writing is all around us—directions for games, how to use a product, articles in a newspaper,
steps in a recipe, etc. Expository writing:
• provides information
• explains ideas
• describes how to do something, how something works, how to get from one place
to another
• makes comparisons (how two or more items are alike and how they are different)
• states a problem or question and provides reasonable solutions
• requires that the writer…
develop the topic clearly
use facts, figures, and examples to support the main idea
write in an orderly manner (by time, place, or importance)
page 24
Note: Enlarge, mount, laminate, and post for student reference.
Using This Section
Expo
1. Enlarge, mount, and laminate the chart on page 24. Post
it on a bulletin board dedicated to nonfiction writing. Use
it to introduce expository writing, and refer to it as you
teach the lessons in this section.
• Expository writing explains ideas.
• It presents true and accurate
information.
• It gives directions. It tells:
how to do something
2. This section provides experiences in writing expository
paragraphs that inform, explain, or compare and contrast
(pages 26–30); writing a news article (pages 31–33);
and writing directions (pages 34–38). Choose those
appropriate to the needs of your students.
page 32
page 29
sitory Writing
how something works
how to get from one place to another
• It must be clear and well-organized.
• It must contain adequate information
to support the main idea.
w do
Ho
es this wo
rk?
page 35
24
©2001 by Evan-Moor Corp.
E
Name
s ito r y Wr
xpo Explaining iting
po
Ex
Name
s ito r y Wri ti n
News Article
Planning Sheet
g
The Problem
Problem Is...
Is…
The
How to Teach Nonfiction Writing • EMC 719
Rules
How to Play
Who?
Problem:
E
Name
s ito ry Wri ti n
xpo Game
g
name of game
Number of Players:
Equipment:
What?
Rules of the Game:
Where?
Solution:
When?
Keeping Score:
Draw the playing field or game board here.
Why?
How do you know the winner?
How?
©2001 by Evan-Moor Corp.
29
How to Teach Nonfiction Writing • EMC 719
©2001 by Evan-Moor Corp.
©2001 by Evan-Moor Corp.
Penalties (if any):
32
How to Teach Nonfiction Writing • EMC 719
©2001 by Evan-Moor Corp.
23
35
How to Teach Nonfiction Writing • EMC 719
How to Teach Nonfiction Writing • EMC 719
Note: Enlarge, mount, laminate, and post for student reference.
r
y Writin
o
t
i
s
o
p
x
g
E
• Expository writing explains ideas.
• It presents true and accurate
information.
• It gives directions. It tells:
how to do something
how something works
how to get from one place to another
• It must be clear and well-organized.
• It must contain adequate information
to support the main idea.
w do
o
H
es this wo
rk?
24
©2001 by Evan-Moor Corp.
How to Teach Nonfiction Writing • EMC 719
Note: Make an overhead transparency of this page and reproduce for individual students.
E
Name
o r y Wri ti
ng
Steps to Follow
sit
o
p
x
1. Pick a topic.
2. Think about the type of writing you will use:
• an explanation
• a news article
• directions
• an informational paragraph
3. Make an outline.
4. Write a rough draft. State the subject or main idea and provide
facts and/or examples to support it.
5. Revise the language of your piece.
6. Edit the punctuation and
grammar of your piece.
I wish they would get
their facts right. I live
at the South Pole!
7. Share your writing with others.
©2001 by Evan-Moor Corp.
25
How to Teach Nonfiction Writing • EMC 719
Writing Expository Paragraphs
Students will write paragraphs that inform, explain, and compare.
Prepare in Advance
• “Steps to Follow” on page 25, reproduced on an overhead transparency and for
individual students
• paragraph planning sheet on page 27, reproduced for individual students
• writing form (chosen from pages 28–30), reproduced for individual students
• revise and edit checklist on page 6, reproduced for individual students
page 25
Note: Make an overhead transparency of this page and reproduce for individual students.
Ex
Name
Prewriting
o r y Wri ti
posit
n
Steps to Follow
g
1. Pick a topic.
1. Using the chart on page 25, discuss the steps students will follow
as they write.
2. Think about the type of writing you will use:
• an explanation
• a news article
• directions
• an informational paragraph
3. Make an outline.
4. Write a rough draft. State the subject or main idea and provide
2. Provide the topic category (informative, explanatory, or compare
and contrast) chosen from the forms on pages 28–30.
facts and/or examples to support it.
5. Revise the language of your piece.
6. Edit the punctuation and
grammar of your piece.
I wish they would get
their facts right. I live
7. Share your writing with others.
at the south pole!
Brainstorm to write a list of possible main idea sentences
students might use. Discuss the types of supporting details
students may write about that topic. List their ideas on
a chart or chalkboard.
3. Students think about the topic and decide what they want to
include. They then complete a planning form (page 27) to develop
their main idea/topic sentence and supporting facts or examples.
©2001 by Evan-Moor Corp.
25
How to Teach Nonfiction Writing • EMC 719
page 27
Name
Ex
posit
o r y Wri ti
Paragraph
Planning Sheet
ng
Topic:
Type of Paragraph:
Main Idea:
Facts and/or Examples:
Writing
1. Using their outlines, students write a rough draft including:
• the subject/topic of the piece
• facts and/or examples to support or illustrate the topic
©2001 by Evan-Moor Corp.
27
How to Teach Nonfiction Writing • EMC 719
• a conclusion that reviews what has been stated
page 29
2. Students reread the piece to make sure that it makes sense.
The writer may seek another person’s response.
Ex
Name
3. Using the checklist on page 6, students revise and edit their work
and recopy on another form if necessary.
to r y Wri ti n
posiExplaining
g
The Problem
Problem Is...
Is…
The
Problem:
Solution:
©2001 by Evan-Moor Corp.
©2001 by Evan-Moor Corp.
26
29
How to Teach Nonfiction Writing • EMC 719
How to Teach Nonfiction Writing • EMC 719
Name
o r y Wri ti
t
i
s
o
p
ng
Paragraph
Ex
Planning Sheet
Topic:
Type of Paragraph:
Main Idea:
Facts and/or Examples:
©2001 by Evan-Moor Corp.
27
How to Teach Nonfiction Writing • EMC 719
o r y Wri ti
t
i
s
o
p
ng
Informing
Ex
Name
Recess
Recess at
at
©2001 by Evan-Moor Corp.
(school name)
28
School
School
How to Teach Nonfiction Writing • EMC 719
E
Name
s ito r y Wri ti n
o
p
x
g
Explaining
The Problem
Problem Is...
Is…
The
Problem:
Solution:
©2001 by Evan-Moor Corp.
29
How to Teach Nonfiction Writing • EMC 719
E
Name
s ito r y Wri ti n
o
p
x
g
Compare
and Contrast
Then and Now
When I was a baby ________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Now ____________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
©2001 by Evan-Moor Corp.
30
How to Teach Nonfiction Writing • EMC 719
Writing a News Article
Expository Writing
Writing a News Article
Students will write a news article related to something happening in their own class, school,
or community.
Prepare in Advance
• “Steps to Follow” on page 25, reproduced on an overhead transparency and for
individual students
• news article planning sheet on page 32, reproduced for individual students
• writing form on page 33, reproduced for individual students
• revise and edit checklist on page 6, reproduced for individual students
Prewriting
1. Share examples of the types of articles contained in a newspaper.
Analyze the elements that all good articles have in common—
interesting and/or informative; accurate, up-to-date information;
objective; may contain graphic elements to complete the story.
page 32
Ex
posit
Name
o r y Wri ti
News Article
Planning Sheet
ng
Who?
What?
2. Brainstorm and write a list of topics students might write
about. These should be topics related to the class, school, or
community: a coming event, the outcome of a sports event,
something special that has happened recently, or a human
interest story about someone at school or in the neighborhood.
Encourage students to think of important or unusual events that
will interest, inform, or entertain their readers.
3. Explain that newspaper reporters must cover all the facts
about events that happen, and that they use questions to help
them get all the facts.
Where?
When?
Why?
How?
©2001 by Evan-Moor Corp.
32
How to Teach Nonfiction Writing • EMC 719
page 33
Ex
Name
ory W
posit News riting
Article
In the News
headline
Using the form on page 32, students will answer the following
questions to outline the information for their news articles:
• Who is the story about? When did it happen?
• What happened? Why did it happen?
• Where did it happen? How did it happen?
©2001 by Evan-Moor Corp.
33
How to Teach Nonfiction Writing • EMC 719
Writing
1. Using their outlines, students write a rough draft including:
• a headline to title the piece
• an accurate telling of what happened
2. Students reread the piece to make sure that it makes sense. The writer may seek
another person’s response.
3. Using the checklist on page 6, students revise and edit their work and recopy on
another form if necessary.
©2001 by Evan-Moor Corp.
31
How to Teach Nonfiction Writing • EMC 719
E
Name
o r y Wri ti
ng
News Article
sit
o
p
x
Planning Sheet
Who?
What?
Where?
When?
Why?
How?
©2001 by Evan-Moor Corp.
32
How to Teach Nonfiction Writing • EMC 719
E
Name
s ito r y Wri ti n
o
p
x
g
News
Article
In the News
headline
©2001 by Evan-Moor Corp.
33
How to Teach Nonfiction Writing • EMC 719
Expository Writing
Writing Directions
Writing directions requires accuracy, attention to details, and clarity. Students can
easily check how well they’ve done by asking someone to try to follow the directions
they’ve written.
page 35
Prepare in Advance
Ex
Name
ory
posit GameWriting
Rules
How to Play
name of game
Number of Players:
• “Steps to Follow” on page 25, reproduced on an overhead
transparency and for individual students
Equipment:
Rules of the Game:
• “How to…” writing form (chosen from pages 35–38),
reproduced for individual students
Keeping Score:
Draw the playing field or game board here.
page 36
• revise and edit checklist on page 6, reproduced for
individual students
How do you know the winner?
posit
o ry Wri ti
Penalties (if any):
Ex
A
Recipe
Name
How to Cook
ng
©2001 by Evan-Moor Corp.
35
How to Teach Nonfiction Writing • EMC 719
name of recipe
Number of Servings:
Cooking Temperature:
Ingredients:
Prewriting
Steps to Follow:
1. Using the chart on page 25, review the steps students will
follow as they do expository writing.
page 37
Serving Tips:
2. Select the type of directions to be written. Brainstorm to
create a list of what the students should think about. List
these on a chart or chalkboard.
Nutritional Information:
Ex
Name
©2001 by Evan-Moor Corp.
36
to ry Wri ti
posiHow
ng
to…
How to Teach Nonfiction Writing • EMC 719
How to Use a
object
Draw a picture of the item here. Label the parts.
• Are any materials needed?
• What steps would need to be followed?
When to Use:
How to Use:
• In what order do you need to do each step?
• What problems might arise?
Safety Tips (if needed):
3. Students fill in the blanks on their writing form to answer
the questions posed.
©2001 by Evan-Moor Corp.
37
How to Teach Nonfiction Writing • EMC 719
Writing
1. Using the information on the planning form, students write a rough draft.
2. Students reread the piece to make sure that it makes sense. The writer may seek
another person’s response.
3. Students revise and edit their work and recopy on another form if necessary.
©2001 by Evan-Moor Corp.
34
How to Teach Nonfiction Writing • EMC 719
E
s ito ry Wri ti n
o
p
x
g
Game
Rules
Name
How to Play
name of game
Number of Players:
Equipment:
Rules of the Game:
Keeping Score:
Draw the playing field or game board here.
How do you know the winner?
Penalties (if any):
©2001 by Evan-Moor Corp.
35
How to Teach Nonfiction Writing • EMC 719
E
sit
o
p
x
Recipe
Name
How to Cook
Number of Servings:
o ry Wri ti
ng
A
name of recipe
Cooking Temperature:
Ingredients:
Steps to Follow:
Serving Tips:
Nutritional Information:
©2001 by Evan-Moor Corp.
36
How to Teach Nonfiction Writing • EMC 719
E
Name
How to Use a
s ito ry Wri ti n
o
p
x
g
How to…
object
Draw a picture of the item here. Label the parts.
When to Use:
How to Use:
Safety Tips (if needed):
©2001 by Evan-Moor Corp.
37
How to Teach Nonfiction Writing • EMC 719
E
o r y Wri ti
ng
Directions
sit
o
p
x
Name
How to Get from
place
to
place
Directions:
Draw a simple map here.
©2001 by Evan-Moor Corp.
38
How to Teach Nonfiction Writing • EMC 719
Part IV
Persuasive Writing
What Is It?
In persuasive writing, the writer takes a stand and supports it. The writer uses facts,
figures, and examples in an attempt to influence the readerʼs thoughts or actions; to
convince the reader to believe or act, as the writer wants. Persuasive writing:
• clearly states the position of the writer
• provides relevant and accurate facts and examples to support
the writer’s position
• anticipates and addresses reader concerns or counter arguments
page 40
Using This Section
Note: Enlarge, mount, laminate, and post for student reference.
1. Enlarge, mount, and laminate the chart on page 40. Post
it on a bulletin board dedicated to nonfiction writing. Use
it to introduce persuasive writing and refer to it as you
teach the lessons in this section.
Per
suasive Writing
• Persuasive writing states the writerʼs
opinion on a topic.
• It tries to influence the readerʼs
thoughts or actions.
2. This section provides four persuasive paragraph writing
experiences (pages 42–46); writing a book review
(pages 47 and 48); writing a business letter (pages 49–51);
and writing an editorial (pages 52 and 53). Use those
appropriate to the needs of your students.
• It tries to convince the reader
to believe or act as the writer wants.
• Persuasive writing:
clearly states the position
of the writer
supports the position with facts
and examples
anticipates and addresses the
readerʼs concerns or arguments
• Facts, figures, and examples must be
accurate not based on misinformation
or inaccuracies.
40
©2001 by Evan-Moor Corp.
page 48
page 45
How to Teach Nonfiction Writing • EMC 719
page 53
page 50
Note: Make an overhead transparency of this page and reproduce for individual students.
Pe
Name
rsuas
i v e Wri t
i
ng
Pe
Name
ive W
rsuaAs Book riting
Review
heading
A Pet
(title)
should/should not be allowed to have a pet
kind of pet
(author)
inside
address
childʼs name
(publisher)
(Tell enough about the book to interest others in
reading it, but donʼt give away the whole story.)
1. What is this book about?
usiness Lett er
Basic
AB
Form
Name
street address
city, state zip code
month day, year
Pe
rsuas
ive Writi
An Editorial
ng
1. Clearly state the issue you are writing about. Make your opinion clear in the beginning
few sentences.
your address
date
name of person
street address
city, state zip code
name and address
of person you are writing to
salutation
_____________________________________________________________________
____________________________________________________________________
2. State the purpose of your editorial.
____________________________________________________________________
____________________________________________________________________
Dear
_____________________________________________________________________
:
body of letter
____________________________________________________________________
____________________________________________________________________
_____________________________________________________________________
3. Provide facts and/or examples supporting your purpose.
_____________________________________________________________________
____________________________________________________________________
_____________________________________________________________________
2. Why do you think (or not think) itʼs a book others should read?
Name
____________________________________________________________________
____________________________________________________________________
(Give specific examples.)
____________________________________________________________________
4. Write a concluding statement.
_____________________________________________________________________
Sincerely,
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
closing
____________________________________________________________________
If the letter is typed, skip four lines and type
signature your name. Sign your name in the space
between the closing and your typed name.
_____________________________________________________________________
©2001 by Evan-Moor Corp.
45
How to Teach Nonfiction Writing • EMC 719
©2001 by Evan-Moor Corp.
©2001 by Evan-Moor Corp.
48
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
_____________________________________________________________________
How to Teach Nonfiction Writing • EMC 719
39
©2001 by Evan-Moor Corp.
50
How to Teach Nonfiction Writing • EMC 719
©2001 by Evan-Moor Corp.
53
How to Teach Nonfiction Writing • EMC 719
How to Teach Nonfiction Writing • EMC 719
Note: Enlarge, mount, laminate, and post for student reference.
sive Writing
a
u
s
r
Pe
• Persuasive writing states the writer’s
opinion on a topic.
• It tries to influence the reader’s
thoughts or actions.
• It tries to convince the reader
to believe or act as the writer wants.
• Persuasive writing:
clearly states the position
of the writer
supports the position with facts
and examples
anticipates and addresses the
reader’s concerns or arguments
• Facts, figures, and examples must be
accurate, not based on misinformation
or inaccuracies.
40
©2001 by Evan-Moor Corp.
How to Teach Nonfiction Writing • EMC 719
Note: Make an overhead transparency of this page and reproduce for individual students.
P
Name
uas ive Writi n
s
r
e
g
Steps to
Follow
1. State your opinion.
2. State the purpose of the piece.
3. Plan supporting details for your opinion:
facts
statistics
examples
expert opinions
personal experience
41
re the
b
t!
©2001 by Evan-Moor Corp.
sa
na
es
Ba
na
4. Make a concluding statement.
How to Teach Nonfiction Writing • EMC 719
Persuasive Writing
Writing a Paragraph
Persuasive writing requires that students make good use of both language and information
to convince readers to agree with the stated opinion.
Prepare in Advance
page 41
Note: Make an overhead transparency of this page and reproduce for individual students.
• “Steps to Follow” on page 41, reproduced on an overhead
transparency and for individual students
Pe
Name
ive W
rsuasSteps to riting
Follow
1. State your opinion.
• persuasive writing form (chosen from pages 43–46),
reproduced for individual students
2. State the purpose of the piece.
3. Plan supporting details for your opinion:
facts
statistics
examples
expert opinions
personal experience
• revise and edit checklist on page 6, reproduced for
individual students
s are the b
na
es
t!
Ba
na
4. Make a concluding statement.
Prewriting
1. Using the chart on page 41, discuss the steps students
will follow as they do persuasive writing.
©2001 by Evan-Moor Corp.
2. Provide a topic chosen from those on pages 43–46.
Discuss the possible stance students may take on the topic.
Brainstorm and write a list of possible arguments that might
be made for or against the premise.
41
How to Teach Nonfiction Writing • EMC 719
page 43
Pe
Name
rsuas
i v e Wri t
in
g
Recess
I agree/disagree that recess should be longer.
page 44
Writing
Pe
Name
rsuas
i v e Wri t
i
ng
Allowance
1. Students write a rough draft including:
I think I should get a larger allowance.
• their opinion
• the purpose of the piece
©2001 by Evan-Moor Corp.
43
How to Teach Nonfiction Writing • EMC 719
• facts and/or examples to support their opinion
• a conclusion that makes one last attempt to
influence the reader’s opinion
page 45
Pe
Name
©2001 by Evan-Moor Corp.
44
rsuas
i v e Wri t
ing
How to Teach Nonfiction Writing • EMC 719
A Pet
2. Students reread the piece to make sure that it makes
sense. The writer may seek another person’s response.
page 46
child’s name
Pe
Name
3. Using the checklist on page 6, students revise and edit
their work and recopy on another form if necessary.
should/should not be allowed to have a pet
s i v e Wri ti
rsuaMy
ng
Opinion
topic
my opinion
©2001 by Evan-Moor Corp.
©2001 by Evan-Moor Corp.
©2001 by Evan-Moor Corp.
42
kind of pet
46
45
How to Teach Nonfiction Writing • EMC 719
How to Teach Nonfiction Writing • EMC 719
How to Teach Nonfiction Writing • EMC 719
P
Name
uas
s
r
e
i v e Wri t
ing
Recess
I agree/disagree that recess should be longer.
©2001 by Evan-Moor Corp.
43
How to Teach Nonfiction Writing • EMC 719
P
Name
uas
s
r
e
i v e Wri t
ing
Allowance
I think I should get a larger allowance.
©2001 by Evan-Moor Corp.
44
How to Teach Nonfiction Writing • EMC 719
P
Name
uas
s
r
e
i v e Wri t
ing
A Pet
child’s name
©2001 by Evan-Moor Corp.
should/should not be allowed to have a pet
45
kind of pet
How to Teach Nonfiction Writing • EMC 719
P
Name
u a s i v e Wri ti n
s
r
e
g
My Opinion
topic
my opinion
©2001 by Evan-Moor Corp.
46
How to Teach Nonfiction Writing • EMC 719
Persuasive Writing
A Book Review
A book review expresses the writer’s understanding and opinion about a book that he
or she read. The purpose of the review is to convince the reader to read or to avoid
the book.
Prepare in Advance
• “Steps to Follow” on page 41, reproduced on an overhead transparency and for
individual students
• book review form on page 48, reproduced for individual students
• revise and edit checklist on page 6, reproduced for individual students
page 41
Prewriting
Note: Make an overhead transparency of this page and reproduce for individual students.
1. Using the chart on page 41, review the steps students follow
as they do persuasive writing.
Pe
Name
2. State the purpose of the piece.
3. Plan supporting details for your opinion:
facts
statistics
examples
expert opinions
personal experience
3. Brainstorm and make a list of the points to consider when
writing a book review.
©2001 by Evan-Moor Corp.
s are the b
na
t!
Ba
na
4. Make a concluding statement.
es
• What is the book’s theme or message?
Why do you think the author wrote this book?
What basic information or message does the author want
to share?
Follow
1. State your opinion.
2. Share several book reviews with the class. (See The Horn
Book, School Library Journal, or Amazon.com for reviews.)
Analyze the reviews to see what types of information are included.
• What is the book about?
What is the basic subject of this book?
Is there one part of the book that seems really important?
ive W
rsuasSteps to riting
41
How to Teach Nonfiction Writing • EMC 719
page 48
Pe
Name
ive W
rsuaAs Book riting
Review
(title)
• What does the reviewer like about the book?
Are the characters interesting?
Does the book contain interesting information?
Is the information easy to follow?
Does the book make use of illustrations or other graphics?
(author)
(publisher)
(Tell enough about the book to interest others in
reading it, but don’t give away the whole story.)
1. What is this book about?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Why do you think (or not think) it’s a book others should read?
(Give specific examples.)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. Students select a book to review.
_____________________________________________________________________
_____________________________________________________________________
©2001 by Evan-Moor Corp.
48
How to Teach Nonfiction Writing • EMC 719
Writing
1. After reading the book, students use the form on page 48 to write a rough draft
of the review.
2. Students reread the piece to make sure that it makes sense. The writer may seek
another person’s response.
3. Using the checklist on page 6, students revise and edit their work and recopy on
another form if necessary.
©2001 by Evan-Moor Corp.
47
How to Teach Nonfiction Writing • EMC 719
ive Writi
s
a
u
s
r
ng
A Book
Pe
Review
Name
(title)
(author)
(publisher)
(Tell enough about the book to interest others in
reading it, but don’t give away the whole story.)
1. What is this book about?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Why do you think (or not think) it’s a book others should read?
(Give specific examples.)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
©2001 by Evan-Moor Corp.
48
How to Teach Nonfiction Writing • EMC 719
Persuasive Writing
A Business Letter
Business letters are usually persuasive. The writer is asking for something, making
a complaint, or writing to an official to express an opinion about a situation.
Prepare in Advance
• “Steps to Follow” on page 41, reproduced on an overhead transparency and for
individual students
• business letter form on page 50, reproduced on an overhead transparency and for
individual students
• business letter writing form on page 51, reproduced for individual students
• revise and edit checklist on page 6, reproduced for individual students
• stationery and envelopes
page 41
Note: Make an overhead transparency of this page and reproduce for individual students.
Pe
Name
Prewriting
ive W
rsuasSteps to riting
Follow
1. State your opinion.
1. Using the chart on page 41, review the steps students will
follow as they do persuasive writing.
2. State the purpose of the piece.
3. Plan supporting details for your opinion:
facts
statistics
examples
expert opinions
personal experience
2. Use the overhead transparency on page 50 to review the
proper form for a business letter.
4. Make a concluding statement.
t!
Ba
na
s are the b
na
es
3. Discuss the types of persuasive letters that may be written
and what each type would contain.
• a letter of request to a person or a company
• a letter of complaint to a person or a company
©2001 by Evan-Moor Corp.
41
How to Teach Nonfiction Writing • EMC 719
• a letter to an editor or an official
page 50
Note: Make an overhead transparency of this page and reproduce for individual students.
4. Brainstorm to name people to whom students might write a
business letter. List these on a chart or chalkboard. In some
instances, all students will write to the same person (e.g.,
requesting someone to come speak to the class, requesting
information the whole class needs, making a complaint
about something that affects the whole class). Other times,
individual students will select a person to write to.
usiness Lett er
Basic
AB
Form
heading
Name
street address
city, state zip code
month day, year
inside
address
date
name of person
street address
city, state zip code
salutation
:
body of letter
closing
If the letter is typed, skip four lines and type
signature your name. Sign your name in the space
between the closing and your typed name.
page 51
©2001 by Evan-Moor Corp.
A
Writing
name and address
of person you are writing to
Dear
Sincerely,
5. Students are assigned to select a person to write to. They
think about what they wish to include in the letter.
your address
Name
50
How to Teach Nonfiction Writing • EMC 719
ess Lett
er
B usin
Practice
Form
(house number street name)
1. Students write a rough draft using the form on page 51.
(city, state
zip code)
2. Students reread the piece to make sure that it makes
sense. The writer may seek another person’s response.
(number street name)
(month day, year)
(name and title)
3. Students revise and edit their work, and then produce a
final copy on stationery.
(city, state zip code)
:
(salutation)
,
(closing)
(signature)
4. Students address an envelope and mail the letter.
©2001 by Evan-Moor Corp.
49
©2001 by Evan-Moor Corp.
51
How to Teach Nonfiction Writing • EMC 719
How to Teach Nonfiction Writing • EMC 719
Note: Make an overhead transparency of this page and reproduce for individual students.
ess Lett
n
i
s
u
er
Basic
AB
Form
heading
Name
street address
city, state zip code
month day, year
your address
inside
address
date
name of person
street address
city, state zip code
name and address
of person you are writing to
salutation
:
Dear
Sincerely,
body of letter
closing
If the letter is typed, skip four lines and type
signature your name. Sign your name in the space
between the closing and your typed name.
©2001 by Evan-Moor Corp.
50
How to Teach Nonfiction Writing • EMC 719
usiness Lett er
B
Practice
A
Name
Form
(house number street name)
(city, state
zip code)
(month day, year)
(name and title)
(number street name)
(city, state zip code)
:
(salutation)
,
(closing)
(signature)
©2001 by Evan-Moor Corp.
51
How to Teach Nonfiction Writing • EMC 719
Persuasive Writing
Writing an Editorial
An editorial contains both the facts about a topic and the writer’s opinion about it. As
in other persuasive writing, the goal is to convince the reader to think or act as the
writer does.
Prepare in Advance
• “Steps to Follow” on page 41, reproduced on an overhead transparency and for
individual students
• editorial planning form on page 53, reproduced for individual students
• revise and edit checklist on page 6, reproduced for individual students
Prewriting
page 41
1. Using the chart on page 41, review the steps students will
follow as they do persuasive writing.
Note: Make an overhead transparency of this page and reproduce for individual students.
2. Share examples of editorials from newspapers or
magazines. Discuss the types of information they contain.
Determine which parts are fact and which parts are the
writer’s opinion.
ive W
rsuasSteps to riting
Follow
1. State your opinion.
2. State the purpose of the piece.
3. Plan supporting details for your opinion:
facts
statistics
examples
expert opinions
personal experience
3. Look in the local newspaper for ideas to write about. List
topics the students have strong feelings about. Determine
which items on the list would make good topics for an
editorial.
©2001 by Evan-Moor Corp.
s are the b
na
41
t!
Ba
na
4. Make a concluding statement.
es
4. Using the form on page 53, students outline the ideas
they wish to include in their editorial.
Pe
Name
How to Teach Nonfiction Writing • EMC 719
Writing
page 53
1. Using their outlines, students write a rough draft including:
• a clear statement of the issue
Name
P
uas ive Writi n
ers
g
An Editorial
1. Clearly state the issue you are writing about. Make your opinion clear in the beginning
few sentences.
• their opinion on the issue
____________________________________________________________________
2. State the purpose of your editorial.
____________________________________________________________________
____________________________________________________________________
• the purpose of the editorial
____________________________________________________________________
____________________________________________________________________
3. Provide facts and/or examples supporting your purpose.
____________________________________________________________________
____________________________________________________________________
• a list of facts or examples supporting their opinion
____________________________________________________________________
____________________________________________________________________
4. Write a concluding statement.
____________________________________________________________________
• a concluding statement
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Students reread the piece to make sure that it makes sense.
The writer may seek another person’s response.
____________________________________________________________________
©2001 by Evan-Moor Corp.
53
How to Teach Nonfiction Writing • EMC 719
3. Students revise and edit their work, and then produce a final copy.
©2001 by Evan-Moor Corp.
52
How to Teach Nonfiction Writing • EMC 719
Name
P
ive Writi
ng
An Editorial
uas
s
r
e
1. Clearly state the issue you are writing about. Make your opinion clear in the beginning
few sentences.
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. State the purpose of your editorial.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. Provide facts and/or examples supporting your purpose.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. Write a concluding statement.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
©2001 by Evan-Moor Corp.
53
How to Teach Nonfiction Writing • EMC 719
Part V
Writing Reports
What Is It?
Report writing is one of the most common forms of nonfiction writing required of students.
Report writing:
• requires a topic narrow enough to cover thoroughly
• poses relevant questions about the topic and answers those questions with relevant
facts and examples
page 55
• contains information drawn from more than one source
Note: Enlarge, mount, laminate, and post for student reference.
• presents information in an clear, interesting way
Report Writing
• provides graphics to clarify information and to add interest
• Report writing requires a topic narrow
enough to cover thoroughly.
• includes a bibliography that lists sources
• It poses relevant questions about the
topic and answers those questions with
relevant facts and examples.
• It contains information drawn from more
than one source.
• It presents information in a clear,
interesting way.
Using This Section
• It may provide graphics to clarify
information and to add interest.
1. Enlarge, mount, and laminate the chart on page 55. Post
it on a bulletin board dedicated to nonfiction writing. Use
it to introduce report writing, and refer to it as you teach
the lessons in this section.
• It includes a bibliography listing the
sources used to locate information.
2. This section provides note-taking forms and lessons for
writing reports about a person, a place, and an animal.
Choose those experiences appropriate to the needs of
your students.
55
©2001 by Evan-Moor Corp.
page 62
How to Teach Nonfiction Writing • EMC 719
page 60
ote Ta k er
NWriting
About
Name
3. Three additional types of note-taking forms are provided
on pages 65–67. Use these if you wish to do reports on
other topics.
a Person
(name)
Who
(he/she lives or lived)
When
Where (he/she lives or lived)
What (he/she does or did)
page 64
Note Taker
Writing About
a Place
Name
Why (it is important to know about him/her)
Name of Place:
Before writing reports, students must be able to:
• locate information
• skim to find relevant details
• take notes and summarize information
• write paragraphs containing:
topic sentences
supporting details
• write a bibliography
©2001 by Evan-Moor Corp.
54
Reason for Name:
What is its significance? (either to history or today)
Geographic location:
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
©2001 by Evan-Moor Corp.
How to Teach Nonfiction Writing • EMC 719
_________________________________
Description:
_________________________________
_________________________________
Future significance:
_________________________________
_________________________________
_________________________________
Plants, animals, and/or people living there:
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
©2001 by Evan-Moor Corp.
60
64
How to Teach Nonfiction Writing • EMC 719
How to Teach Nonfiction Writing • EMC 719
Note: Enlarge, mount, laminate, and post for student reference.
W
t
riting
r
o
p
e
R
• Report writing requires a topic narrow
enough to cover thoroughly.
• It poses relevant questions about the
topic and answers those questions with
relevant facts and examples.
• It contains information drawn from more
than one source.
• It presents information in a clear,
interesting way.
• It may provide graphics to clarify
information and to add interest.
• It includes a bibliography listing the
sources used to locate information.
55
©2001 by Evan-Moor Corp.
How to Teach Nonfiction Writing • EMC 719
Note: Make an overhead transparency of this page and reproduce for individual students.
iting a Report
r
W
Steps to
Name
Follow
1. Choose a Topic
2. Set up Subtopics
3. Find Information
4. Take Notes
5. Convert Notes to Paragraphs
6. Revise and Edit the Report
7. Produce a Final Copy
8. Add Additional Materials
©2001 by Evan-Moor Corp.
56
How to Teach Nonfiction Writing • EMC 719
Note: Make an overhead transparency of this page and reproduce for individual students.
Bibliography
How to list sources of information.
Book
(last name, first name) .
author
.
title
,
publisher
.
copyright date
Magazine
(last name, first name) .
.
author
(month year)
,
“title of article”
.
,
date
title of magazine
page numbers
Encyclopedia
.
.
“article name”
title of reference book
.
year published
Online Sources
(last name, first name)
author
.
(date)
(
URL
“title of work”
.
)
(date of Web site visit)
57
©2001 by Evan-Moor Corp.
How to Teach Nonfiction Writing • EMC 719
iting a Report
r
W
Checklist
Name
My topic is:
These are the questions I want to answer (subtopics) in my report:
I have read and taken notes in
several sources.
I have copied my final draft.
I have added other materials
to my report. (Check those used.)
I have made a bibliography of
my sources.
diagrams
illustrations
I have written my rough draft.
maps
surveys
I have revised my report—Content
graphs
language
time lines
ideas make sense
story order
conclusion
I have edited my story—Mechanics
spelling
punctuation
capitalization
grammar
©2001 by Evan-Moor Corp.
58
How to Teach Nonfiction Writing • EMC 719
Writing Reports
A Biography
A biography is about a real person. It can be a person living today or a person
from history.
page 56
Note: Make an overhead transparency of this page and reproduce for individual students.
W
riting a Report
Name
Prepare in Advance
Steps to
Follow
1. Choose a Topic
2. Set up Subtopics
• “Steps to Follow” on page 56, reproduced on an overhead
transparency and for individual students
3. Find Information
4. Take Notes
5. Convert Notes to Paragraphs
6. Revise and Edit the Report
• bibliography form on page 57, reproduced on an overhead
transparency and for individual students
7. Produce a Final Copy
8. Add Additional Materials
• report writing checklist on page 58, reproduced for individual students
• note taker on page 60, reproduced for individual students
©2001 by Evan-Moor Corp.
56
How to Teach Nonfiction Writing • EMC 719
Prewriting
page 57
1. Using the chart on page 56, discuss the steps students will follow
when writing a research report.
2. Work with students to create a list of people they might write about.
3. Brainstorm and list questions the writer should answer as part of
the biography.
Where and when was the person born?
Where and when did the person die?
What were the person’s early years like?
What kind of schooling or education did the person have?
What was interesting and/or important about the person’s life?
Why should the reader be interested in this person?
4. Review the places students can go to find information about the
person (books, encyclopedias, interview someone, go online, etc.).
5. Using the chart on page 57, discuss the formats students should
use to list sources of information. Model at least one example for
each type of source. Post the models where students may refer
to them.
page 58
Wr
Name
iting a Report
Checklist
My topic is:
These are the questions I want to answer (subtopics) in my report:
I have read and taken notes in
several sources.
I have copied my final draft.
I have added other materials
to my report. (Check those used.)
I have made a bibliography of
my sources.
diagrams
illustrations
I have written my rough draft.
maps
I have revised my report—Content
graphs
surveys
language
time lines
ideas make sense
story order
conclusion
I have edited my story—Mechanics
spelling
punctuation
capitalization
grammar
6. Students are assigned or select a person to write about.
©2001 by Evan-Moor Corp.
58
Writing
How to Teach Nonfiction Writing • EMC 719
page 60
1. Using the note taker on page 60, students locate and record
information about the person.
2. Using the information collected, students write a rough draft.
ote Ta k er
NWriting
About
Name
a Person
(name)
Who
(he/she lives or lived)
When
Where (he/she lives or lived)
What (he/she does or did)
3. Students reread the piece to make sure that it makes sense. The
writer may seek another person’s response.
4. Using the checklist on page 58, students revise and edit their work,
and then produce a final copy.
Why (it is important to know about him/her)
©2001 by Evan-Moor Corp.
©2001 by Evan-Moor Corp.
59
60
How to Teach Nonfiction Writing • EMC 719
How to Teach Nonfiction Writing • EMC 719
te Ta k er
o
N
Writing About
a Person
Name
(name)
Who
(he/she lives or lived)
When
Where (he/she lives or lived)
What (he/she does or did)
Why (it is important to know about him/her)
©2001 by Evan-Moor Corp.
60
How to Teach Nonfiction Writing • EMC 719
Writing Reports
An Animal
Students will research and write about an animal.
page 56
Note: Make an overhead transparency of this page and reproduce for individual students.
Prepare in Advance
Wr
iting a Report
Name
• “Steps to Follow” on page 56, reproduced on an overhead
transparency and for individual students
1. Choose a Topic
• bibliography form on page 57, reproduced on an overhead
transparency and for individual students
5. Convert Notes to Paragraphs
Steps to
Follow
2. Set up Subtopics
3. Find Information
4. Take Notes
6. Revise and Edit the Report
7. Produce a Final Copy
8. Add Additional Materials
• report writing checklist on page 58, reproduced for individual students
• note taker on page 62, reproduced for individual students
©2001 by Evan-Moor Corp.
56
How to Teach Nonfiction Writing • EMC 719
Prewriting
page 57
1. Using the chart on page 56, discuss the steps students will follow
when writing a research report.
2. Discuss the animals students might write about. Remind students
that it is important to keep the topic narrow or there will be too much
to cover in a report—polar bears instead of bears; sharks instead
of fish; pelicans instead of birds.
3. Brainstorm and list questions the writer should answer.
Describe the animal’s physical appearance and adaptations.
Where does the animal live? Describe the animal’s habitat.
Describe its life cycle.
What does it eat?
How does it defend itself?
Think of other interesting and/or important information.
page 58
Wr
iting a Report
Name
Checklist
My topic is:
These are the questions I want to answer (subtopics) in my report:
4. Review the places students can go to find information about animals
(books, encyclopedias, interview someone, go online, etc.).
I have read and taken notes in
several sources.
I have copied my final draft.
I have added other materials
to my report. (Check those used.)
I have made a bibliography of
my sources.
diagrams
illustrations
5. Using the chart on page 57, discuss the formats students should use
to list sources of information. Model at least one example for each
type of source. Post the models where students may refer to them.
6. Students are assigned or select an animal to write about.
I have written my rough draft.
maps
I have revised my report—Content
graphs
surveys
language
time lines
ideas make sense
story order
conclusion
I have edited my story—Mechanics
spelling
punctuation
capitalization
grammar
©2001 by Evan-Moor Corp.
58
How to Teach Nonfiction Writing • EMC 719
page 62
Writing
1. Using the note taker on page 62, students locate and record
information about the animal.
2. Using the information collected, students write a rough draft.
3. Students reread the piece to make sure that it makes sense. The
writer may seek another person’s response.
4. Using the checklist on page 58, students revise and edit their work
and then produce a final copy.
N ote Taker
Name of Animal:
Habitat:
61
Endangered:
yes
Physical Characteristics:
Special Adaptations:
•
•
•
•
•
•
•
•
no
•
•
•
•
Habits/Behaviors:
What does it eat?
How does it get its food?
•
•
•
•
•
•
•
•
•
•
•
•
Describe its life cycle.
What are its enemies?
How does it protect itself?
•
•
•
•
•
•
•
•
•
•
•
•
©2001 by Evan-Moor Corp.
©2001 by Evan-Moor Corp.
Writing About
an Animal
Name
62
How to Teach Nonfiction Writing • EMC 719
How to Teach Nonfiction Writing • EMC 719
N ote Taker
Writing About
an Animal
Name
Name of Animal:
Habitat:
Endangered:
Physical Characteristics:
Special Adaptations:
•
•
•
•
•
•
•
•
•
•
•
•
Habits/Behaviors:
What does it eat?
How does it get its food?
•
•
•
•
•
•
•
•
•
•
•
•
Describe its life cycle.
What are its enemies?
How does it protect itself?
•
•
•
•
•
•
•
•
•
•
•
•
©2001 by Evan-Moor Corp.
62
yes
no
How to Teach Nonfiction Writing • EMC 719
Writing Reports
A Place
Students will write a report about a place. This may be a place that is part of their own lives,
page 56
another country, or a place that was important in history.
Note: Make an overhead transparency of this page and reproduce for individual students.
Wr
Name
Prepare in Advance
iting a Report
Steps to
Follow
1. Choose a Topic
2. Set up Subtopics
• “Steps to Follow” on page 56, reproduced on an overhead
transparency and for individual students
3. Find Information
4. Take Notes
5. Convert Notes to Paragraphs
6. Revise and Edit the Report
• bibliography form on page 57, reproduced on an overhead
transparency and for individual students
7. Produce a Final Copy
8. Add Additional Materials
• report writing checklist on page 58, reproduced for individual students
• note taker on page 64, reproduced for individual students
©2001 by Evan-Moor Corp.
56
How to Teach Nonfiction Writing • EMC 719
page 57
Prewriting
1. Using the chart on page 56, discuss the steps students will follow
when writing a research report.
2. Discuss the types of places students might write about, such as
national parks, historical sites, political division (state, country, etc.),
or a place that is in the news
3. Brainstorm and list questions the writer should answer.
What is the name of the place and where is it located?
What does it look like?
What happened in this place? or Why is it in the news?
Do people live there?
What kinds of plants and animals would you find there?
page 58
Wr
Name
iting a Report
Checklist
My topic is:
These are the questions I want to answer (subtopics) in my report:
4. Review the places students can go to find information about places
(books, encyclopedias, interview someone, go online, etc.).
5. Using the chart on page 57, discuss the formats students should use
to list sources of information. Model at least one example for each
type of source. Post the models where students may refer to them.
I have read and taken notes in
several sources.
I have copied my final draft.
I have added other materials
to my report. (Check those used.)
I have made a bibliography of
my sources.
diagrams
illustrations
I have written my rough draft.
maps
I have revised my report—Content
graphs
surveys
language
time lines
ideas make sense
story order
conclusion
I have edited my story—Mechanics
spelling
punctuation
capitalization
grammar
6. Students are assigned or select a place to write about.
©2001 by Evan-Moor Corp.
58
How to Teach Nonfiction Writing • EMC 719
page 64
Writing
Note Taker
Writing About
a Place
Name
1. Using the note taker on page 64, students locate and record
information about the place.
2. Using the information collected, students write a rough draft.
Name of Place:
Reason for Name:
What is its significance? (either to history or today)
Geographic location:
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
Description:
_________________________________
_________________________________
3. Students reread the piece to make sure that it makes sense. The
writer may seek another person’s response.
4. Using the checklist on page 58, students revise and edit their work
and then produce a final copy.
©2001 by Evan-Moor Corp.
63
Future significance:
_________________________________
_________________________________
_________________________________
Plants, animals, and/or people living there:
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
©2001 by Evan-Moor Corp.
64
How to Teach Nonfiction Writing • EMC 719
How to Teach Nonfiction Writing • EMC 719
Note Taker
Writing About
a Place
Name
Name of Place:
Reason for Name:
What is its significance? (either to history or today)
Geographic location:
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
Description:
_________________________________
_________________________________
Future significance:
_________________________________
_________________________________
_________________________________
Plants, animals, and/or people living there:
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
©2001 by Evan-Moor Corp.
64
How to Teach Nonfiction Writing • EMC 719
©2001 by Evan-Moor Corp.
Paragraph Main Idea
Supporting Information
Paragraph Main Idea
Supporting Information
Supporting Information
Topic or Subject
aking Ma
p
Paragraph Main Idea
Name
te-T
o
N
Note: Organizing Information by Mapping
65
How to Teach Nonfiction Writing • EMC 719
Note: Organizing Information Using an Outline
N ote-Taking
Outline
Name
title or heading
I.
main idea
A.
detail
1.
information about the detail
2.
more information about the detail
B.
detail
1.
information about the detail
2.
more information about the detail
II.
main idea
A.
detail
1.
information about the detail
2.
more information about the detail
B.
detail
1.
information about the detail
2.
more information about the detail
©2001 by Evan-Moor Corp.
66
How to Teach Nonfiction Writing • EMC 719
©2001 by Evan-Moor Corp.
67
Source
Source
Source
Question:
aking Gr
T
e
t
id
No
Question:
Name
Question:
Note: Organizing Information on a Grid
How to Teach Nonfiction Writing • EMC 719
Part VI
Graphic Components
What Are They?
The graphic components of nonfiction writing involve all the symbols and images used to
provide added information and clarity to a piece of nonfiction writing. Graphic components
include:
• diagrams
• maps
page 69
• graphs
Note: Enlarge, mount, laminate, and post for student reference.
• charts
G ra
• photographs and illustrations with captions
Diagrams are drawings or sketches of both living
and inanimate things. Parts of the picture are labeled.
Captions may be included to present additional
information.
Maps are representations of locations on the earth’s
surface.
Using This Section
1. Enlarge, mount, and laminate the chart on page 69. Post it
on a bulletin board dedicated to nonfiction writing. Use it to
introduce graphic components and refer to it as you teach
the lessons in this section.
2. This section provides models and activities for each type of
graphic listed above. Choose those appropriate to the needs
of your students.
Photographs and Illustrations represent or highlight
parts of the text in picture form.
Captions are short statements that give greater
meaning to photographs or illustrations.
69
©2001 by Evan-Moor Corp.
How to Teach Nonfiction Writing • EMC 719
r a ms
Note: Make an overhead transparency of this page to use as you discuss photographs and illustrations.
Graphs
Pho
Chores
tographs
and Illustrat
with
Captions
semicircular canal
ions
anvil
hammer
outer
ear
Charts outline information in the form of a table
or a diagram.
page 80
Note: Make an overhead transparency of this page to use as you discuss graphs.
Parts of an Ear
Graphs show how one quantity depends on or changes
with another.
page 76
page 71
Note: Make an overhead transparency of this page to use as you discuss diagrams.
D ia g
phic Component s
cochlea
wax
nerve
eardrum
stirrup
to the
brain
inner
ear
middle ear
Line Graph
wash
dishes
Photosynthesis
Plastic Recycling Process
Plastic is chopped into bits.
O2
feed
pets
dust
fix my
lunch
yard
work
How Many People Live Here?
food
chlorophyll
© David R. Bridge
CO 2
clean
take out
my room garbage
Bar Graph
energy
Each
How I Spend My
Allowance
= 10,000 people.
Half Dome at Yosemite National Park
Apes come in various sizes...
The plastic bits are
washed and dried.
Madera
. . .from the tiny lemur to the large gorilla. The chimpanzee is one of the larger apes.
Cooper
water
Plastic is melted and
poured into a mold.
G
Name
h
ra p
ic Comp onen
Food
West
Part
ts
Morgan
Gr
Name
aph
ic Comp onen
Recreation
Books/Videos
ts
Pictograph
Graph
Ask 12 people this question: “Do you prefer pizza or Circle
hamburgers?”
Present the information you collect on each of these graphs.
Look at the picture. Write the name of each part on its line.
• monitor
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• keyboard
71•
computer
• mouse
How to Teach Nonfiction Writing • EMC 719
80
76
©2001 by Evan-Moor Corp.
©2001 by Evan-Moor Corp.
aph
ic Comp onen
Captions
ts
lemur
chimpanzee
gorilla
1
1Writing
/2 feet tall Captions 4 feet tall
5 feet tall
(45.5 cm)
meter)
Read
the information in (1.25
this meter)
paragraph, and then(1.5
write
a caption for the photograph.
Making a Graph
Label the Picture
Gr
Name
CDs/Music
Elephant
Babies
How to
Teach Nonfiction Writing • EMC 719
How to Teach Nonfiction Writing • EMC 719
An elephant calf is very big. It weighs more than an adult human. The newborn calf sucks milk
from its mother. The elephant cow will feed her baby for two years. After a few months of a
milk-only diet, the calf will begin to eat plants.
pizza
Circle
hamburger
Bar Graph
Write a paragraph describing how you use a computer.
pizza pie
hamburger
Find a photograph in a newspaper or magazine. Paste the photograph on the back of this
page, and then write a caption for it.
Pictograph
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©2001 by Evan-Moor Corp.
page 72
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page 77
68
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How to Teach Nonfiction Writing • EMC 719
Note: Enlarge, mount, laminate, and post for student reference.
G
omponen
C
c
i
h
p
ts
ra
Diagrams are drawings or sketches of both living
and inanimate things. Parts of the picture are labeled.
Captions may be included to present additional
information.
Maps are representations of locations on the earth’s
surface.
Graphs show how one quantity depends on or changes
with another.
Charts outline information in the form of a table
or a diagram.
Photographs and Illustrations represent or highlight
parts of the text in picture form.
Captions are short statements that give greater
meaning to photographs or illustrations.
69
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Teaching the Use of Graphics
Prepare in Advance
• Decide which of the graphic elements you wish to teach. Ideally, you will conduct a
lesson on a specific graphic component prior to a writing assignment that would be
enhanced by the use of that type of graphic element.
Diagrams on pages 71–73
Maps on pages 74 and 75
Graphs on pages 76 and 77
Charts on pages 78 and 79
Photographs and illustrations on pages 80–82
• Make an overhead transparency of the model for that graphic element.
• Reproduce the activity sheet(s) for individual students.
Prewriting
1. Use the transparency to talk about the type of graphic being studied. Discuss when
and where it might be used. Ask, “How would using a (name type of graphic) be
helpful in presenting information?”
2. Have students find additional examples of the graphic element in classroom texts.
3. Review directions students will follow as they complete the activity.
Writing
1. Students complete the activity sheet(s) to
practice producing the graphic element.
2. Share and critique the results. Encourage
students to use that graphic element in
future nonfiction writing activities and in
oral presentations.
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How to Teach Nonfiction Writing • EMC 719
Note: Make an overhead transparency of this page to use as you discuss diagrams.
D ia g
r a ms
Parts of an Ear
anvil
hammer
outer
ear
semicircular canal
cochlea
wax
nerve
eardrum
stirrup
middle ear
inner
ear
to the
brain
Photosynthesis
energy
CO 2
Plastic Recycling Process
Plastic is chopped into bits.
O2
food
chlorophyll
The plastic bits are
washed and dried.
water
Plastic is melted and
poured into a mold.
71
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G
Name
ic Comp onen
h
p
t
ra
s
Label the Picture
Look at the picture. Write the name of each part on its line.
• monitor
• computer
• keyboard
• mouse
Write a paragraph describing how you use a computer.
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Gr
Name
omp one
C
c
i
h
n
ap
ts
Make a diagram of an object or an animal. Label the parts.
A
©2001 by Evan-Moor Corp.
(kind of object or animal)
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How to Teach Nonfiction Writing • EMC 719
Note: Make an overhead transparency of this page to use as you discuss maps.
M aps
road
highway
house
church
store
school
railroad
Amusement Park
74
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G
Name
ic Comp onen
h
p
t
ra
s
Drawing a Map
Make a map of one of these places:
• the school playground
• the route from your house to school
• a map of your favorite amusement park
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How to Teach Nonfiction Writing • EMC 719
Note: Make an overhead transparency of this page to use as you discuss graphs.
Graphs
Chores
Line Graph
wash
dishes
clean
take out
my room garbage
feed
pets
dust
fix my
lunch
yard
work
Bar Graph
How Many People Live Here?
Each
= 10,000 people.
How I Spend My
Allowance
Madera
Cooper
West
Part
Food
Morgan
Books/Videos
Recreation
CDs/Music
Pictograph
Circle Graph
76
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G
Name
ic Comp onen
h
p
t
ra
s
Making a Graph
Ask 12 people this question: “Do you prefer pizza or hamburgers?”
Present the information you collect on each of these graphs.
pizza
Circle
Graph
hamburger
Bar Graph
pizza pie
hamburger
Pictograph
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Note: Make an overhead transparency of this page to use as you discuss charts.
Charts
Today’s Weather
RAIN
Partly cloudy
with a chance
of showers on
and off all day.
Yesterday
Monterey 69/49, Seaside 71/50
butterfly (adult)
The butterfly will lay
an egg.
Life Cycle
of a Butterfly
chrysalis (pupa)
A big change is
happening inside.
City
Temp
Hi Lo
Austin
Boston
Casper
Chicago
Dallas
Fairbanks
New York
Portland
Reno
Tulsa
Washington
75
46
59
45
69
32
51
66
67
66
55
52
35
22
36
45
29
39
54
44
40
44
egg
An egg is laid
on a leaf.
caterpillar (larva)
The caterpillar eats
and grows.
78
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G
Name
ra
c Compon en
i
h
p
t
s
Making a Chart
Find information on one of these topics:
• the sizes of dinosaurs
• the cost of “back-to-school” materials
• the number of miles from your hometown to six vacation places
• wildflowers growing in your home state or province
Take notes here:
On a sheet of blank paper, make a chart to share the information you collected with
your class.
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How to Teach Nonfiction Writing • EMC 719
Note: Make an overhead transparency of this page to use as you discuss photographs and illustrations.
with
Captions
s
© David R. Bridge
P
and Illustrat
s
h
p
a
r
g
o
ion
hot
Half Dome at Yosemite National Park
Apes come in various sizes...
. . .from the tiny lemur to the large gorilla. The chimpanzee is one of the larger apes.
lemur
1 1/2 feet tall
(45.5 cm)
chimpanzee
4 feet tall
(1.25 meter)
gorilla
5 feet tall
(1.5 meter)
80
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How to Teach Nonfiction Writing • EMC 719
Name
G
ic Comp onen
h
p
t
ra
Captions
s
Writing Captions
Read the information in this paragraph, and then write a caption for the photograph.
Elephant Babies
An elephant calf is very big. It weighs more than an adult human. The newborn calf sucks milk
from its mother. The elephant cow will feed her baby for two years. After a few months of a
milk-only diet, the calf will begin to eat plants.
Find a photograph in a newspaper or magazine. Paste the photograph on the back of this
page, and then write a caption for it.
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How to Teach Nonfiction Writing • EMC 719
Gr
Name
omp one
C
c
i
h
n
ap
Captions
ts
Writing Captions
Read the information in this paragraph, and then write a caption for the drawing.
The Midwife Toad
The midwife toad is found in southwestern Europe. The male takes care of the eggs.
After the female lays the eggs, the male wraps the strings of eggs around his thighs.
Each night he moistens the eggs with pond water or dew. After a month, he takes the
eggs to the pond. Tadpoles leave the eggs and swim away.
Draw a picture to illustrate something you like to do. Write a caption under your illustration.
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How to Teach Nonfiction Writing • EMC 719
Part VII
Additional Nonfiction
Writing Experiences
Making Lists
Listing can be a preliminary stage to almost any project you do in class. The list can
serve as a simple reminder to collect necessary materials before beginning a lesson, as
a checklist of steps to follow while creating a multistep project, or a listing of information
needed as part of a report.
• Things I Need to Do Today on page 85
• Materials I Need on page 86
• Topics for Writing on page 87
Application Forms
Occasionally students find they need to fill out an application form (getting a library
card, receiving a textbook for class, joining the scouts, joining a sports team, getting
permission slips, getting a public bus pass, making a book club order). Take advantage
of these opportunities to discuss the importance of accuracy and neatness. If you can
get real forms, use them for practice. If not, use the forms provided.
• Applying for a Library Card on page 88
• Applying for a Classroom Job on page 89
• Application for Summer Camp on pages 90 and 91
Questionnaires
Questionnaires may ask us to provide our likes and dislikes. They may ask our opinion
about a product or an event. They may seek more personal information. A census is a
type of questionnaire that asks questions about ethnicity, income, etc.
• Likes and Dislikes on page 92
Announcements
An announcement is a formal notice of something. It may announce a new arrival in
a family or a special occasion such as a graduation. It may come through the mail
announcing that you have won a prize. It may come from school announcing an open
house, a back-to-school night, a class play or concert, or a sports event.
• Announcing… on page 93
• An Announcement on page 94
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Signs
Signs must present important information in a limited amount of space. They need to be
clearly written and large enough to be seen by people walking or riding by. Frequently color
or pictures are added to attract attention or present more information. Signs are posted for
many reasons: warning signs posted at the sight of a problem or dangerous situation, signs
notifying people about an upcoming sale or event, signs about a lost animal or object, and
political signs when someone is running for office.
• Lost Pet on page 95
• Vote for Me on page 96
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Making Lists
Things I Need to
Do Today
Name
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How to Teach Nonfiction Writing • EMC 719
Making Lists
Materials I Need
Name
I will need these items to complete my
assignment.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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Making Lists
Topics for
Writing
Name
Make a list of topics you find interesting. Add to the list when you think of new ideas.
Keep the list in your writing portfolio.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
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A
ion For m
s
Applying for a
icat
l
p
p
Name
Library Card
When applying for a library card, you will need a parent or guardian’s signature and
proof that your family lives in the city served by the library.
Fill out the following application for a library card.
Springfield County Library
Please Print
Name
(Last)
(First)
(Middle Initial)
Mailing Address
(Street Address or P.O. Box)
(City)
(State)
(Zip Code)
Home Address if Different from Mailing Address
(Address)
(City)
(State)
I have had a County Library Card before. (Circle)
(Zip Code)
Yes
No
I agree to follow all the library rules. I will pay promptly any library fines for lost or
damaged books. I will be responsible for all materials checked out with my card.
(Signature)
If you are under age 14, your parent or legal guardian must sign this application.
(Signature of parent or guardian)
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A
Name
ion For m
s
Applying for a
icat
l
p
p
Classroom Job
A job description lets employees know what kinds of work are expected of them.
Read the descriptions of three classroom jobs below. Then pick the job you would like to
apply for and fill out the application form.
Attendance Monitor
1. Take attendance at 9:00 each morning.
2. Mark A for absent students. Mark T for tardy students.
3. Take the attendance folder to the office and place it in the basket on the counter.
Equipment Monitor
1. Check balls and jump ropes out at each recess. Check them back in after recess.
2. Rewrite our room number on balls and ropes when the number fades.
Paper Monitor
1. Once a day, pick up papers that are in the teacher’s “out” basket.
2. File the papers in student mailboxes.
Job Application
Your name
Job name
What are your qualifications for doing this job?
Why do you want this job?
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A
ion For m
s
Application for
icat
l
p
p
Name
Summer Camp
Camp
Summer
Fun
Section 1—Personal Information
First Name
Middle Initial
Address
City
State
Telephone
Zip Code
Email Address
Date of Birth
Circle:
Last Name
Grade
Male
School
Female
Session You Wish to Attend:
July 5–July 19
July 21–August 6
August 8–August 22
Major Activity:
Sports and Swimming
©2001 by Evan-Moor Corp.
Computers
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Art and Music
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Section 2—Emergency Information
1. List any activities the camper cannot participate in
2. List any allergies or physical limitations
3. List any medications the camper needs to take
4. Parent/Guardian’s Name
5. Work Telephone
Home Telephone
6. Emergency Contacts
List two people the camp can contact if the parent/guardian is not available.
A. Name
Telephone
Relationship
B. Name
Telephone
Relationship
7. Persons who may pick up the camper besides the parent:
Anyone picking up the child at camp must be listed on this application. Picture identification
is required. Please notify the camp director if the camper will be going home with someone
other than the parent.
Parent or Guardian’s Signature
©2001 by Evan-Moor Corp.
Date
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How to Teach Nonfiction Writing • EMC 719
estionnair
u
Q
A
e
Likes and
Dislikes
Name
Date
Age
Check the space that best describes your response.
1. Foods I Eat
Pizza
often
sometimes
never
Hot dogs
often
sometimes
never
Broccoli
often
sometimes
never
.
My favorite food is
2. Television I Watch
Cartoons
often
sometimes
never
Sports
often
sometimes
never
News
often
sometimes
never
.
My favorite television show is
I watch television
hours a week.
3. I Wear Sports Shoes
often
sometimes
never
The best brand of sports shoe is
.
I own a pair of this brand right now.
yes no
I don’t own this brand now, but I plan to buy a pair.
©2001 by Evan-Moor Corp.
92
yes
no
How to Teach Nonfiction Writing • EMC 719
ce ment
n
u
o
n
s
An
Name
Announcing
Pretend you are going to make an important announcement about an upcoming event
that will be presented on television.
Include:
• a title for the event
• a description of the event
• where it will occur (location)
• when it will occur (time)
• what it will cost (if there is a cost)
©2001 by Evan-Moor Corp.
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How to Teach Nonfiction Writing • EMC 719
oun
n
n
A
ce ment
s
Name
An Announcement
Pretend you are writing an announcement for the local newspaper about something special
that has happened in your class (the students won a game against the teacher, the class
hamster had babies, there’s a new pet in class, the teacher got married, you got new
computer equipment, etc.).
Include:
• a title
• who or what the announcement is about
• where the event happened
• when the event happened
• why it was memorable or important
©2001 by Evan-Moor Corp.
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Signs
Lost and
Found
Name
Lost Pet
Your pet has disappeared. Create a sign to post around the neighborhood. In as few words
as possible, include this information: description of your pet, its name, where it was last
seen, any reward being offered, the name and telephone number to call if your pet is found.
Include a photograph or drawing of the pet if possible.
©2001 by Evan-Moor Corp.
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Signs
Signs That
Inform
Name
Vote for Me
You have decided to run for class president. You really want people to vote for you.
Create a sign to post around the school that will convince people that you are the person
for the job. In a few words, the sign should state the position you are running for, your
name, your qualifications for the position, and what you will do for the students if elected.
An eye-catching slogan is a good way to capture attention quickly.
©2001 by Evan-Moor Corp.
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About the Author:
Jo Ellen Moore is one of the founders of Evan-Moor Educational Publishers.
She taught elementary school for more than twenty years before beginning
a second career in writing and publishing. She is the author of almost 200
teacher resource and activity books spanning all areas of the curriculum.
Also Available:
Additional Evan-Moor writing titles to help young writers:
Writing Fabulous Sentences and Paragraphs EMC 575
Forms for Report Writing EMC 288
Guided Report Writing EMC 732
More Than a Report—Social Studies EMC 558
More Than a Report—Science EMC 559
More Than a Report—Celebrations EMC 560
How to Write a Story EMC 794
How to Use Journals and Logs Across the Curriculum EMC 577
About Evan-Moor Educational Publishers
Who We Are
• At Evan-Moor, we are proud that our
products are written, edited, and tested by
professional educators.
• Evan-Moor’s materials are directed to
teachers and parents of Prekindergarten
through sixth-grade students.
• We address all major curriculum areas
including:
reading
social studies thematic units
writing
geography
arts & crafts
math
science
How We Began
• In 1979, Joy Evans and Jo Ellen Moore were
team-teaching first grade in a Title I school.
They decided to put ideas that worked for
their students into a book. They joined with
Bill Evans (Joy’s brother) to start Evan-Moor
Educational Publishers with one book.
• Bill and Joy’s parents’ garage served as the
warehouse and shipping facility.
• The first catalog was a folded 8 1⁄2" x 11"
sheet of paper!
Who We Became
• Evan-Moor now offers over 450 titles.
Our materials can be found in over 1,500
educational and trade book stores around
the world.
• We mail almost 2 million catalogs a year to
schools and individual teachers.
• Our Web site www.evan-moor.com offers
24-hour service and the ability to download
many of our titles.
• Evan-Moor is located in a 20,000-squarefoot facility in Monterey, California, with a
staff of nearly 60 professionals.
Our Mission
Now, as then, we are dedicated to helping
children learn. We think it is the world’s most
important job, and we strive to assist teachers
and parents in this essential endeavor.
TM
Helping Children Learn
Revised Editions of Evan-Moor’s
9 Best-Selling Writing Titles
Now
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How to Write a Story
Grades 1–3
Paragraph Writing
How to Write a Story
Grades 4–6+
Writing Fabulous Sentences & Paragraphs
Four step-by-step writing units help young writers create sensible stories
with a beginning, a middle, and an end. Includes a story-writing center with
reproducible charts, prompts, and writing forms. 96 pages. Correlated to
state standards. EMC 799
Includes lessons and reproducibles to help students learn the parts of a story,
reproducible planning forms, and guidelines for writing in six different genres.
Includes a story-writing center with reproducible charts, prompts, and writing
forms. 96 pages. Correlated to state standards. EMC 794
Writing Poetry with Children
Grades 1–6+
A step-by-step guide for teaching students to write couplets, cinquains, haiku,
and limericks. Includes reproducible instructions and illustrated writing forms.
96 pages. Correlated to state standards. EMC 734
Poetry Patterns & Themes
Grades 3–6+
Includes lessons and reproducible forms for 41 types of poetry, including
couplets, haiku, limericks, and recipe poetry.
y 96 pages. Correlated to state
standards. EMC 733
Write a Super Sentence
Grades 1–3
Through 15 step-by-step guided lessons, students brainstorm adjectives,
nouns, verbs, and where-and-when phrases, and use them to expand a simple
sentence. Includes reproducible student activity pages and a writing center.r
64 pages plus 2 transparencies. Correlated to state standards. EMC 205
Grades 2–4
Includes teaching ideas, reproducible forms, and a paragraph-writing
center.r Topics include parts of a paragraph, types of paragraphs, and
planning paragraphs. 80 pages plus 8 transparencies. Correlated to
state standards. EMC 246
Grades 4–6+
Lessons and activities progress from writing sentences to writing paragraphs.
Complete teacher instructions and over 70 reproducible models and student
writing forms. Includes an answer key.
y 112 pages plus 9 transparencies.
Correlated to state standards. EMC 575
Giant Write Every Day—Daily Writing Prompts
Grades 2–6+
300 “Quickwrites”—25 topics each month for short, daily practice; 202 story
starters and titles for longer, more formal writings; 141 reproducible writing
forms. 12 monthly sections. 176 pages. Correlated to state standards.
EMC 775
Writing Forms—Tops & Bottoms
EMC 719
ISBN 9781608234011
Grades K–2
Students will be motivated to do their best work when you showcase their
reports, stories, or handwriting by putting their papers in the middle off these
two-piece forms. 160 pages. EMC 596
$14.99 USA
EMC 719