Writing a procedure Write about the goal. Write what the goal of the procedure is. This should be a short and simple sentence. List the materials and equipment. List everything you need to do the procedure. Give the list a label, such as Things You Need or Tools. Write steps. Write steps to achieve the goal of the procedure. Write the steps in the correct order and number them. Write the steps as instructions you want someone to follow, such as Turn on the tap. Write in the present tense and use action verbs and time words, which tell when, where and how to do something. Give the steps a label, such as What you Need to Do or Steps to Follow. Add graphics. If possible, include one or more pictures to match the steps of the procedure. Write labels and captions for any pictures. TARGETING ENGLISH Lower Primary TEACHING GUIDE Copyright Blake Publishing 2009 93
Writing a description Write a title or introduction. Say who or what you are describing. Write about the details. Help your reader imagine what you are describing. What is it? What does it look like? What can it do? What are its special features? Write in paragraphs. Use linking words (conjunctions) to join paragraphs. Use describing words. Use nouns, adjectives, adverbs and different types of verbs to make your description interesting. Write a conclusion. You may sum up what you have described. You may also add your opinion of how important your subject is. 94 Copyright Blake Publishing 2009 TARGETING ENGLISH Lower Primary TEACHING GUIDE
Writing a discussion Introduce the subject. Briefly write about the subject of the discussion. Try to make your reader interested in the topic. Write about both sides of the subject. Write about both points of view on the subject, not just the point of view you agree with. Give examples of each point of view. Show your reader what you know about the subject. Arrange your writing to make a fair discussion. Show when you are shifting point of view. Show when you are shifting from writing about one point of view to another. Use words such as On the other hand and However. Write a conclusion. Sum up both points of view on the subject. You may say which point of view you agree with. TARGETING ENGLISH Lower Primary TEACHING GUIDE Copyright Blake Publishing 2009 95
Writing an explanation Write a title. This often begins with How or Why. It may name what you are explaining, such as How a Traffic Light Works. Write an introduction. Write a short, interesting statement about what you are going to explain. Write your explanation in order. Write in the same order as what you are explaining. Write in the present tense and use some technical words. Put your writing in paragraphs. Sum up the explanation. Briefly sum up what has happened. Include graphics. If possible, include a picture or flow chart to help explain your writing. Add a caption and labels. 96 Copyright Blake Publishing 2009 TARGETING ENGLISH Lower Primary TEACHING GUIDE
Writing an exposition Introduce the subject. Explain the subject of the exposition and clearly state your point of view. Write reasons to back up your point of view. Write reasons to back up your point of view. Start a new paragraph for each reason. Write about your strongest reasons first. Try to convince your reader. Use words that show your opinion, such as We must. Try to make your reader agree with you. Use your own words don t just copy what you have heard or read. Write a conclusion. Sum up your point of view. Don t make your reader have to guess what you really think about the subject! TARGETING ENGLISH Lower Primary TEACHING GUIDE Copyright Blake Publishing 2009 97
Writing an information report Write an introduction. Write a general statement about the subject of the report. You could include a short description or definition about the subject. Write in paragraphs. Write correct information about the subject. Write in the present tense. Start a new paragraph each time you want to write something new. Write a topic sentence for each paragraph. Use the best words about the subject. Use nouns and some technical words. Use different verbs and adjectives. Add graphics. If you can, add a picture about the subject, such as a photograph or chart. Add a caption and labels. 98 Copyright Blake Publishing 2009 TARGETING ENGLISH Lower Primary TEACHING GUIDE
Writing a narrative Write a title. Write a catchy and interesting title for your story. Write an orientation. Write the setting for your narrative the place, time and characters of your story. Who is telling the story? Is the story in the past, present or future? Introduce a complication. Your story needs a complication. This is something that is a problem or challenge for your characters. Does something happen to affect their lives? Does one of the characters want something? Write about what happens. What do your characters do about the complication? Write what your characters feel and say, not just what they do. Use describing words to give information about characters and events. Write a resolution. Write how your characters sort out the story s complication. Is it a happy or sad ending? Do the characters get what they want? Do they change or learn a lesson? TARGETING ENGLISH Lower Primary TEACHING GUIDE Copyright Blake Publishing 2009 99
Writing a recount Write an orientation. Write about the place, time and who was there. Explain what happened. Write about what happened in the order it happened. Write in the past tense. Link events with time words. Use action verbs to describe events. Write a conclusion. Sum up what happened. 100 Copyright Blake Publishing 2009 TARGETING ENGLISH Lower Primary TEACHING GUIDE
Writing a response Write an introduction. Write what text you are responding to what it is about, who wrote it and when. Write about the text. Explain the main characters and events. Retell some events from the text, to help your readers understand what happened. Put your ideas into paragraphs. Show that you have a good understanding of the text. Give your response. Sum up your response to the text. Make sure your readers know what you think about it. TARGETING ENGLISH Lower Primary TEACHING GUIDE Copyright Blake Publishing 2009 101