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February 15, 2011


Dear Colleague,
  
Perhaps you've been composing valentines this week to loved ones, friends,  and your class. If so, you've likely paid close attention to your word choice. Did you happen to notice that the more specific you were, the more meaningful the message?
  
This week's mini-lessons helps students to recognize the power of specific nouns and vivid verbs.

Happy Writing!

Jennifer

 

 

 

Substituting Better Words

 

On Hand: Whiteboard, marker, and chart paper.

 

Mini-Lesson: On the chart paper write the following sentence:

 

They went into a store that smelled and saw lots of things.

 

            Ask students to discuss the quality of the words chosen in this sentence. Help them to understand that the language is too vague. Ask questions like these: How did they go into the store? What kind of store? What did the store smell like? What were the things they saw?

            On the board, make a four-box graphic organizer (see below). With students, brainstorm a list of more precise verbs and more specific nouns. Let them know that it's often best to name schools, streets, stores, and so on, even if they wish to make up a name. Naming gives a piece more voice and a sense of validity. Students, in their eagerness, will often offer a type of store: candy store. Show them that the name "Martha's Fudge Shop" is far more fun and evocative. When students suggest clothing for things, invite them to be even more specific: ponchos with fringe, red cowboy boots, pants covered in pockets.

 

Specific Word Choice

Went

Raced

Sprinted

Trudged

Marched

Snuck

Sauntered

Skipped

Flew

Wandered

Store

Home Depot

Stop and Save

Martha's Fudge Shop

Handy Andy's

Get and Go

Second Time Around

Smelled of

Vanilla

Bacon

Sawdust

Chocolate

Moth balls

Things

Ponchos with fringe

Hammers

Orange marshmallow peanuts

Dusty pickle jars

Ripe cherries

 

 

            Once you have filled your graphic, have students work in pairs to create enticing sentences:

           

They raced into Home Depot, which smelled of sawdust, and saw a wall of hammers.

 

They snuck in Martha's Fudge Shop, which smelled of chocolate, and saw rows of orange marshmallow peanuts.

 

            Once you have revised sentences, you can also tweak the remaining verbs for smell (reeked, stunk, wafted) and saw (spotted, noticed, glimpsed, glazed, glanced, observed, stared).

 

Extension: Read Chapter 5 of Harry Potter and the Sorcerer's Stone by J.K. Rowling (1998)-in particular, the description of the apothecary in Diagon Alley:

 

[Hagrid and Harry] visited the Apothecary, which was fascinating enough to make up for its horrible smell, a mixture of bad eggs and rotted cabbages. Barrels of slimy stuff stood on the floor; jars of herbs, dried roots, and bright powders lined the walls; bundles of feathers, strings of fangs, and snarled claws hung from the ceiling.

 

 

Writing Tip

 

During Writer's Workshop, keep a blank Word document open on your computer. Allow students to use the page to spell check words. Teach them to right click on words to view synonyms.  Did they choose the very best word?

 

 

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No More I'm Done
 

No More "I'm Done!"  focuses on nurturing independent primary writers.  In addition to suggesting a classroom set-up and routines that support independence, a year of developmentally appropriate minilessons is provided.

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To listen to a podcast about the book go here.

Small as An ElephantSmall as An Elephant

I'm pleased to announce that my new book

Small as An Elephant has been chosen as an "Inspired Recommendations for Kids from

Indie Booksellers."  The middle grade novel will be out on March 8, but can be preorderd now.