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02 Qualities of Writing

Page
22
from
Write One Student Handbook

02 Qualities of Writing

Start-Up Activity

Display for students a photo of a polar bear, lion, tiger, or some other large animal. Ask students what qualities make the animal special (great strength, size, speed). Then display a photo of something completely different, perhaps a popular food, and ask what qualities make it special. Next, point out that writing also has qualities that make it special: clear order, interesting ideas, and correct copy. Read about them on pages 22–23. Help students identify these qualities in a piece of writing, such as the student model on page 44.

Enrichment Activity: Throughout the school year, pay special attention to the qualities of writing during your discussions of stories and other forms of writing.

Think About It

“Ideas are like doors. It might just be a door that gets you to another door. But it might lead you to the secret door that opens up to the green meadow outside the castle.”

—Tomie dePaola

 

State Standards Covered in This Chapter

CCSS.ELA-LITERACY.W.1.5

CCSS.ELA-LITERACY.W.1.6

LAFS Covered in This Chapter

LAFS.1.W.2.5

LAFS.1.W.2.6

TEKS Covered in This Chapter

110.3.b.11.C

110.3.b.11.E

TEKS Covered in This Chapter

Page 22-23 from Write One Student Handbook

Lesson Plan

  • Lead students through the three qualities of writing that the Common Core State Standards emphasize in K-5. Then take some time to explore each quality using the handouts provided below.

Classroom Applications

Large Group

  • Use the following activity to teach students about the first quality of writing: structure.
  • Tell your students a familiar story, such as "Goldilocks and the Three Bears" or "The Three Little Pigs." Afterward, ask them questions about the three parts in the story.
    • Who is this story about? What are the characters doing at the beginning?
    • What happens in the middle of the story? What big problem does the character face?
    • What happens at the end of the story? How do the characters live afterward?
  • Point out that all stories have a beginning that lets you meet the characters, a middle that tells what happens, and an ending that shows how things end up.
  • Ask children what their favorite stories are. Write a list of "Favorite Stories" on the board. Include some of your own. Then hand out "Story Time!" and have each student choose a favorite story to draw and write about.

Small Group

  • Use the following activity to teach students about the second quality of writing: ideas.
  • Meet with small groups to discuss big ideas (topics) and small ideas (details). On the board, write the big idea "Dogs" and circle it. Then ask students what they know about dogs. Write their ideas around the central circle, connecting the ideas to make a cluster or web. Point out that the idea "Dogs" is a big idea, or topic, and the things that students know about dogs are specific details that help to explain the topic.
  • Then provide "Topic and Details" to students, asking them to write a big idea in the circle and write or draw details around it. Provide help as needed.

Individuals

  • Use the following activity to teach students about the third quality of writing: conventions.
  • If you have students who are already writing in conventional sentences, explain to them how punctuation works like road signs, helping the reader know when to stop and when to pause. Provide them "Road Signs" and have them add punctuation to the example sentences. Then have them write a few sentences of their own and use periods for stops and commas for pauses.
Downloads:
State Standard Reference:
LAFS Standard:
LAFS.1.W.2.5
TEKS Standard:
110.3.b.11.C
NE ELA Standard:
LA 1.2.1.e, LA 1.2.1.g

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Level:
Grade 1
Mode:
Writing Basics
English Language Arts:
Qualities of Writing