Spectrum Writing 4

NAME Lesson 21 The Writing Process: Report Now that you know where to find good information, it is time to start reading your sourcesð Take notes on what you readð Write down only the information that is helpful for your reportð Paraphrase, or briefly state in your own words, what you read and record it on note cardsð If there are words from your source that you want to quote exactly in your report, write them on a note card, tooð Just make sure to enclose them in quotation marksð Clarissa is writing about farming in the 1800sð Here is one of her note cardsð This is the subtopicð Changes in Farming These are the notesð 1834 reaper, by Cyrus McCormick harvested grain replaced hand scythe This is the sourceð Life in Nineteenth-Century America, page 89 Author: Jessica Clayton Clarissa knows that one part of her report will be about changes in farmingð She marks each note card with a specific subtopicð Labeling the cards in that way will make organizing them much easierð Then, she wrote notes in her own wordsð They are very briefð She included only the most important pieces of informationð Finally, she wrote the title of the source, the page number, and the authorð If she needs to go back and check a fact, she can do so easilyð Spectrum Writing Chapter 2 Lesson 21 Grade 4 Writing to Inform 99

NAME Lesson 21 The Writing Process: Report Now, it is time for you to take notes from your sourcesð Practice with the note cards belowð On each card, write information you plan to include in your reportð Remember to paraphrase the author’s wordsð If you want to use the author’s words exactly, write them inside quotation marksð Using an author’s words or ideas as your own is a form of cheatingð Record your source at the bottom of each cardð Spectrum Writing Chapter 2 Lesson 21 Grade 4 Writing to Inform 100

NAME Lesson 21 The Writing Process: Report Did you enjoy researching your topic? Are you excited to share what you have learned with others? Now, it is time to think about how to organize the information you have gatheredð How can you best order the ideas to help readers understand your topic? You already know some methods for organizing informationð Read the strategies belowð Check the one that seems to fit your topic bestð qð Spatial Order (organizing by space: top to bottom, left to right, etcð) q Time Order (organizing by what happened first, next, and last) qð Categories (organizing by classifications or subtopics) qð Cause and Effect (organizing by causes and their effects) qð Compare and Contrast (organizing by similarities and differences) qð Problem and Solution (organizing by problems and possible solutions) qð My Own Logical Method: Play around with your note cardsð Organize them in different ways that make senseð When you have decided on a final order, you may wish to number your note cards or write a symbol on each one that shows where it will fit in your reportð Spectrum Writing Chapter 2 Lesson 21 Grade 4 Writing to Inform 101

NAME Lesson 21 The Writing Process: Report Draft Write a first draft of your report in the space below and on additional sheets of paperð Or, type your report on a computerð Keep your note cards handyð Write good paragraphs with topic sentences and detailsð Organize your ideas logicallyð Include a conclusion at the endð Don’t worry about misspelling words or getting everything perfectð Just let your writing flowð Spectrum Writing Chapter 2 Lesson 21 Grade 4 Writing to Inform 102

NAME Lesson 21 The Writing Process: Report Revise Every writer can improve his or her workð Keep in mind that most writers feel that revising is much more difficult than writing the first draftð Answer the questions below about your draftð If you answer “no” to any of these questions, those are the areas that might need improvementð Ask a friend or adult to read your report and answer the questions, tooð ð•ð Did you present information clearly and in a logical order? ð•ð Does each paragraph consist of a main idea supported by facts? ð•ð Did you include transition words to connect ideas? ð•ð Did you begin with a sentence that will interest your readers? ð•ðDid you use paraphrased information from several sources? ð•ðDid you put direct quotes in quotation marks and credit the author? ð•ð Did you draw a conclusion based on the information presented? ð•ðDid you keep your audience in mind? These examples show how Andrew included information from his note cardsð In the first example, Andrew paraphrased the informationð In the second example, he quoted the author directlyð Owls’ðbodiesðareðspeciallyðadaptedðforðhuntingðprey.ðTheyðcanðturnðtheirð heads nearly 270 degrees to see in all directions. Owls’ðbodiesðareðspeciallyðadaptedðforðhuntingðprey.ðAsðEdwardðBakerð explains, “Owls can spin their heads around almost a full circle—up to 270 degrees—for maximum visibility.” Write a revision of your draft on another sheet of paper, or make revisions to your document on the computerð As you revise, pay special attention to your introduction and conclusionð Spectrum Writing Chapter 2 Lesson 21 Grade 4 Writing to Inform 103

NAME Lesson 21 The Writing Process: Report At the end of your report, you must include a list of the sources you usedð This list is usually written on a separate page, the Works Cited pageð It shows that the information in your report comes from reliable sourcesð It also tells a reader where to find more informationð Sources should be listed in alphabetical order by the author’s last nameð For each source, include the information shown belowð You can find all of this information at the very front of a bookð The formats for listing books and Web sites are belowð Formats for listing interviews, articles, and other sources can be found in a reference book or onlineð Place of publication Publishing company Book Adams, Sonia. GeorgeðWashington:ðAmerica’sðFirstðPresident. Denver: Macmillan, 2001. Author Title of book Date of publication Web Site Zeller, Alicia. How George Washington Won the Battle Against the British. Princeton U, ð 4 Dec. 2010. Web. 5 May 2014. Date of publication Medium of publication Date accessed Use the models above to help you write your own Works Cited pageð Punctuate your entries carefullyð Spectrum Writing Chapter 2 Lesson 21 Grade 4 Writing to Inform 104

NAME Lesson 21 The Writing Process: Report Proofread ’‘^ Now, it is time to correct those last little mistakesð Proofreading is easier if you look for just one kind of error at a timeð So, read through once for capital lettersð Read again for end punctuationð Read a third time for spellingð Here is a checklist to use as you proofread your instructionsð Ask a friend or adult to proofread your report, tooð ____ Each sentence begins with a capital letterð ____ Each sentence ends with the correct punctuationð ____ Each sentence states a complete thoughtð ____ All proper nouns begin with capital lettersð ____ Að ll words are spelled correctlyð (If you are not sure, check a dictionaryð) When proofreaders work, they use certain symbolsð Using these symbols makes their job easierð They will make your job easier, tooð ð•ðTthree little lines under a letter mean that something should be capitalizedð ð•ð Write in a missing end mark like this: ? ! ð•ð “Please add a comma and quotation marks she saidð ð•ð Fix incorrect or misspelled words like tthheisseð ^‘ ^ Remember to read your writing out loud, even if there is no one to listenð Sometimes, you can hear mistakes that you did not seeð Now, write a final copy of your report on separate sheets of paper, or make final changes to your document on a computerð Make sure to include a Works Cited pageð You may also wish to include illustrations, diagrams, or chartsð Ask the librarian at your school to make your report available to students who want to learn about your topicð Spectrum Writing Chapter 2 Lesson 21 Grade 4 Writing to Inform 105

NAME Chapter 2 Post–Test Read the paragraph belowð It was written to provide information about polar bearsð ð The polar bear is a unique creature. It is the only bear that has white fur all year round. Although a male polar bear can weigh over 1,300 pounds, it can outrun a human. Polar bears are difficult to study because the area in which they live is extremely cold. Scientists have begun using cameras to record polar bears and their habitats. They have observed that the ice sheets where polar bears spend much of their time are shrinking. In as little as ten years, the world’s polar bear population may be much smaller. Because the polar bear is such a special animal, many people want to help preserve its environment and its way of life. What is the main idea of the paragraph? What three details support the main idea? Write two research questions you could use to help you learn more about polar bearsð Spectrum Writing Chapter 2 Post–Test Grade 4 Writing to Inform 106

Chapter 3 NAME Lesson 1 When and Why Do We Persuade? Have you ever seen an advertisement? Well, of course you haveð Thousands of them! Advertisements are persuading youð They are trying to make you think in a certain way or take a certain actionð Have you ever tried to talk a friend into going somewhere with you? Maybe you tried to talk a parent into playing a gameð If you did those things, you were persuadingð You were trying to get someone to think in a certain way or to take a certain actionð In persuasive writing, writers try to make readers think, feel, or act in a certain wayð Remember, advertisements are one form of persuasive writingð Letters to the editor are anotherð People usually write letters to the editor to state an opinionð Their hope is that other people will come to think in the same way and, perhaps, take actionð Dear Editor: the pantry at 621 Carver St. With good ð There are children and adults in community support, the food pantry our community who go hungry. The will raise enough money to supply food local food pantry meets the needs to many other families through the of only some of those people. On winter months. I hope you will support Saturday, November 4th, volunteers this worthy cause. will hold a yard sale to benefit the food pantry. To donate items, deliver them J. Adkins before Saturday to the back door of Worthington Spectrum Writing Chapter 3 Lesson 1 Grade 4 Writing an Opinion 107

NAME Lesson 1 When and Why Do We Persuade? In the letter to the editor on page 107, the writer states some factsð She informs her readers about an event that will soon occurð She tells why the event is being heldð At the end, she tells people exactly what she wants them to do: “support this worthy causeð” Notice that at the same time, she states her opinionð It is her opinion that it is a worthy causeð Imagine that you have a job, and you feel that you should be paid more than you are gettingð Your opinion, in this case, is “I deserve a raiseð” Your job, in the persuasive part, is to give your boss reasons why you deserve the raiseð At the end, you should tell your boss just what action you hope he or she will takeð Remember to keep your audience in mindð This is perhaps especially important with persuasive writingð An employee would be respectful toward a bossð Think hard about how to make your boss want to give you a raiseð ð Dear Boss: Spectrum Writing Chapter 3 Lesson 1 Grade 4 Writing an Opinion 108

NAME Lesson 2 Give Me the Facts Can you persuade someone to believe as you do simply because you state an opinion? Probably notð You must give reasons, or facts, to support your opinionsð It is the facts that do the persuading for usð A fact is something known to be true or real or something that can be proven trueð An opinion is a belief or a personal judgmentð Look at another letter to the editor from a concerned citizenð Think about which statements are facts and which are opinionsð Dear Editor: should help to solve this problem. Ið think it’s shameful that some The pantry had a yard sale on people in our nice community don’t Saturday. We shouldn’t have to be have enough to eat. The food pantry holding yard sales to make sure that on Carver Street shouldn’t have to people have enough food. solve that problem all by itself. It is run entirely by volunteers. The city B. Tranton Worthington Write two statements from the letter that are factsð Write two statements from the letter that are opinionsð Spectrum Writing Chapter 3 Lesson 2 Grade 4 Writing an Opinion 109

NAME Lesson 2 Give Me the Facts Opinions often use words such as these: ð I thinkð I believeð mostð shouldð recommend ð mustð oughtð neverð alwaysð in my opinion When reading, watch for words that identify opinionsð Look back at the letter to the editor on page 109ð Circle the opinion wordsð Now, write a letter in response to Bð Tranton’s letter about the community’s food pantry and the problem of providing food for people who don’t have enoughð You may make up facts to support your opinionð Make sure that they are facts, though, and not just more opinionsð Dear Editor: ð I am writing in response to B. Tranton’s letter, which was printed in the newspaper on Tuesday, November 8. Spectrum Writing Chapter 3 Lesson 2 Grade 4 Writing an Opinion 110

NAME Lesson 3 Don’t Make Me Cry When writing persuasively, some writers appeal to readers’ emotions to get them to think, feel, or act in a certain wayð This method, called an emotional appeal, is used by advertisers as well as by people who write opinion statements or letters to the editorð Look at these advertising slogansð They are all examples of emotional appealsð ðHarding Furniture—We have your comfort in mind ðOatmeal To Go—Just like Grandma used to make ðO’Malley’s—Where eating out is like coming home In all three cases, the advertisers try to make their readers feel goodð They appeal to readers’ feelings about comfort, family, and homeð Write your own emotional appealð Create a slogan for a restaurantð The key to an emotional appeal is to hit on something that people feel strongly aboutð For example, people feel strongly about good health, their family’s well-being, and their favorite sports teamsð They also feel strongly about high prices, natural disasters, and people who do bad thingsð So, emotional appeals may tie into positive feelings or negative feelingsð In this letter to the editor, a writer appeals to negative emotions in the first sentence to persuade readers to believe as he doesð ð The people who made this waiting to happen. There is nothing decision must be criminals. to protect the children who cross Removing the stoplight by the that street before and after school. elementary school is just an accident Spectrum Writing Chapter 3 Lesson 3 Grade 4 Writing an Opinion 111

NAME Lesson 3 Don’t Make Me Cry Choose a product or type of business from those listed in the boxð Then, come up with two possible slogans or statements about the businessð In each box, write an emotional appealð hardware store bike helmets dentist office children’s shoes mattress store electronics Now, write an emotional appeal in a letter to the editorð Choose one of the following topicsð Make an emotional appeal and ask your readers to take some actionð community clean-up neighborhood crime 4th of July celebration traffic tie-ups new city park the mayor’s poor choice of ties Spectrum Writing Chapter 3 Lesson 3 Grade 4 Writing an Opinion 112

NAME Lesson 4 Facts, Opinions, and Bias Facts can be proven to be trueð Opinions are judgments that people makeð Do you know what bias is? Bias is an unfair opinion that a writer gives to a topicð Some writers may do it by accidentð Perhaps they have such strong views that they do not realize they are presenting only one point of view or only a portion of the factsð Other writers bias their work on purpose in order to present their own views and to persuade others to believe as they doð Can you find the bias—the unfair slant—in this portion of a travel article? ð Florida is a beautiful state, but I would never want to be there in summer. The heat and humidity would drain me of all energy. In winter, however, it is delightful. Imagine eating Thanksgiving dinner on a sun-drenched patio. Think of strolling under palm trees on New Year’s Eve. Florida has plenty to offer for any traveler. The writer’s views come out loud and clearð The writer says nice things about Florida and encourages people to travel, but during only one seasonð The writer forgets that some people might like hot and humid weatherð It is important for readers to recognize bias when they see itð Ads often include bias, which is one method of persuasionð News stories might contain bias, which could lead readers to misunderstand an issue or to vote for a different candidate, for exampleð So, it is important to think about what is fact, what is opinion, and to ask whether all sides of an issue are being fairly presentedð As a writer, you should ask the same questionsð Spectrum Writing Chapter 3 Lesson 4 Grade 4 Writing an Opinion 113

NAME Lesson 4 Facts, Opinions, and Bias Imagine that John Smith and Bill Jones are running for presidentð You went to school with John Smith, and you remember that he was always very fairð Bill Jones, on the other hand, used to work for the same company as you doð You never really got along with himð He was a hard worker, however, and seemed really smartð Compare the two candidates in a paragraphð Show bias in the paragraph by favoring John Smithð Now, write a paragraph in which you fairly present the strong points of both candidatesð Make up details as neededð Remember, you may express your opinion (about favoring John Smith), but you should present information about both candidates in a fair and even mannerð Spectrum Writing Chapter 3 Lesson 4 Grade 4 Writing an Opinion 114

NAME Lesson 5 Organize by Importance When writing about an event, use time orderð When describing a place, use spatial orderð When writing to persuade, you should use order of importanceð Remember, when writing to persuade, you try to make your readers think or act in a certain wayð For example, you might try to persuade classmates to vote for having a pizza party instead of an ice cream partyð When you write to persuade, you should save your most important ideas, your strongest arguments, for lastð So, build your ideas from least important to most importantð Read this exampleð We,ðtheðstudentsðinðMr.ðDeCarlo’sðclass,ðfeelðthatðweðneedðnewð ðplayground equipment. Our equipment is left over from last year, and most of the few pieces we have are damaged. For instance, one basketball has a gashðandðtheðotherðisðflat.ðInðaddition,ðtwoðsoccerðballsðareðdamaged.ðThatð leaves just one football and one jump rope. We understand that each classroom is responsible for its own set of equipment. We promise to take good care of any new equipment our class gets. In order to get more exercise at recess, we need better playground equipment. This writer gave several reasons for why the class should have new equipmentð Number them in the paragraphð Then, underline the most important reasonð Spectrum Writing Chapter 3 Lesson 5 Grade 4 Writing an Opinion 115

NAME Lesson 5 Organize by Importance What does your classroom need? More art supplies? New bookshelves? More playground equipment? Write a letter to your teacher or principalð Try to persuade the person that you really do need the item or itemsð Save your strongest, or most important, reason for lastð Before you begin drafting your letter, write your reasons hereð Then, number them in the order you will use them in your paragraphð Use linking words such as because to tie your opinions to factsð Reason: Reason: Reason: Reason: Dear ____________________, Spectrum Writing Chapter 3 Lesson 5 Grade 4 Writing an Opinion 116

NAME Lesson 6 The Writing Process: Opinion Statement Do you have an opinion about recess or what gets served in the school cafeteria? An opinion statement is your opportunity to express your opinionð Follow the writing process to create an opinion statementð Prewrite First, think of some topics about which you have strong opinionsð It might be a topic as big as world peace or as little as the new paint color in the school bathroomsð List some topics hereð ð____________________________________ ___________________________________ _ð ___________________________________ ___________________________________ Now, look over those topics and decide which one you want to write aboutð You should be able to explain your opinion and several supporting reasons in a paragraphð Write the topic that you decide on hereð Topic for opinion statement: Use this cluster map to record your opinion and all of its related ideasð Add more ovals to the diagram, as neededð Ask an adult or librarian to help you find a good Web site about your topicð Use it to gather facts that will support your opinionð Include them in your mapð Opinion: Spectrum Writing Chapter 3 Lesson 6 Grade 4 Writing an Opinion 117

NAME Lesson 6 The Writing Process: Opinion Statement As a final step in the prewriting stage, organize your ideas into a main topic and several supporting reasonsð In this case, your main topic is the statement of your opinionð Topic sentence: Supporting reason: Supporting reason: Supporting reason: Draft Refer to your prewriting notes as you write a first draftð Remember, this is the time to get your ideas down on paper in sentencesð You will have the chance to revise and proofread your writing laterð Spectrum Writing Chapter 3 Lesson 6 Grade 4 Writing an Opinion 118

NAME Lesson 6 The Writing Process: Opinion Statement Revise Even the most famous writers create first drafts and then change themð Answer these questions about your draftð If you answer “no” to any of these questions, then those areas might need improvementð Ask a friend to read your draft and answer the questions, tooð ð•ð Did you state your opinion clearly in a topic sentence? ð•ðDid you include details that support your topic sentence? ð•ð Did you present your supporting reasons in a logical order? ð•ð Did you use linking words to join your opinions, reasons, and facts? ð•ð Did you provide a concluding statement? Rewrite your opinion statement hereð Make changes to improve your message, based on the questions you just answeredð Spectrum Writing Chapter 3 Lesson 6 Grade 4 Writing an Opinion 119

NAME Lesson 6 The Writing Process: Opinion Statement Proofread Your opinion statement is almost finishedð Now, check it for any last little errorsð It is best to check for one kind of error at a timeð Proofread your revision on page 119ð Use this checklist to help you catch all of the errorsð Ask a friend to proofread your writing, tooð ð •ð Does each sentence begin with a capital letter? ð •ð Does each sentence have an appropriate end mark? ð •ð Are proper nouns capitalized? ð •ð Are all words spelled correctly? Publish Write a final copy of your opinion statement here or type it on a computerð Use your neatest handwriting or typingð Send your writing as a letter or e-mail to someone who can act on your opinionð Spectrum Writing Chapter 3 Lesson 6 Grade 4 Writing an Opinion 120

NAME Lesson 7 Just Business A business letter is one you write to a company, an organization, or a person you do not knowð Business letters are usually written ð •ð to make a requestð ð •ð to express a concernð ð •ð to make a complaintð Business letters often want the recipient to do something, so there is usually an element of persuasionð Read this business letterð Notice its six partsð The heading includes 2015 the sender’s address and the dateð The inside address is the recipient’s name and addressð The greeting is followed by a colonð The text of the letter is Chapter 3 Lesson 7 the bodyð Writing an Opinion The closing is followed 121 by a commað The sender always includes a signatureð Spectrum Writing Grade 4

NAME Lesson 7 Just Business Label the six parts of this business letterð Add the appropriate punctuation to the greeting and the closingð 2015 Spectrum Writing Chapter 3 Lesson 7 Grade 4 Writing an Opinion 122

NAME Lesson 8 The Writing Process: Letter to the Editor Use the writing process to create a letter to the editorð State an opinion about your school or communityð Prewrite Think of some issues about which you have strong feelingsð They might be related to conditions or rules at your schoolð They might be related to things going on in your communityð They might have to do with larger issues, such as global warming or people’s rightsð Write down a few issuesð _ð ___________________________________ ___________________________________ ð____________________________________ ___________________________________ Now, think about those issues for a few minutesð Is there one that you think might interest others in your community? Choose one about which you are comfortable expressing your opinionð Write your choice hereð Use this idea web to collect your thoughts and feelings about this issueð Remember, your goal is to get your audience to think or act in a certain wayð With what do you want them to agree? What action do you want them to take? What reasons must you provide to accomplish this? Issue: Spectrum Writing Chapter 3 Lesson 8 Grade 4 Writing an Opinion 123

NAME Lesson 8 The Writing Process: Letter to the Editor Now, it is time to organize the points you will make in your letterð Save your strongest argument for lastð Write your important reasons or points in order in these boxesð Include definitions, examples, and facts you learn through researchð ð 1. ð 2. ð 3. ð 4. ð 5. Chapter 3 Lesson 8 Writing an Opinion Spectrum Writing Grade 4 124

NAME Lesson 8 The Writing Process: Letter to the Editor Draft It is time to write a first draft of your letterð Format it as a letter to the editor of your local newspaperð Look back at page 121 to review the business letter formatð Keep the chart on page 124 nearbyð As you write, don’t worry about misspelling words or getting everything perfectð Just write your ideas down in sentences and in order from least to most importantð Spectrum Writing Chapter 3 Lesson 8 Grade 4 Writing an Opinion 125

NAME Lesson 8 The Writing Process: Letter to the Editor Revise After you write a draft, it is a good idea to look closely at what you wroteð You may have made mistakesð Sometimes, what you wrote is not what you meantð It is a hard job, but every writer does itð Answer the questions below about your draftð If you answer “no” to any of these questions, those areas might need improvementð Ask a friend to read your draft and answer the questions, tooð ð•ð Did you state your opinion clearly? ð•ð Did you give strong reasons to support your opinion? ð•ðDid you organize those reasons in a logical order, such as least important to most important? ð•ð Did you clearly state what you want your readers to think or do? ð•ð Did you format your business letter correctly? Think carefully about your audienceð With persuasive writing, it is important to aim your arguments at your specific audienceð Ask yourself these questionsð ð •ð What opinions does my audience already hold about this topic? ð •ð What does my audience already know about this topic? ð •ð What will they need to know in order to understand the issue? ð •ð What emotional appeals might sway the audience in my direction? It is always a good idea to read your work out loud at the revising stageð You might hear awkward sentences or ideas that do not flow quite rightð Spectrum Writing Chapter 3 Lesson 8 Grade 4 Writing an Opinion 126

NAME Lesson 8 The Writing Process: Letter to the Editor Write the revision of your first draft here or type it on a computerð As you revise, remember to keep your audience in mindð Spectrum Writing Chapter 3 Lesson 8 Grade 4 Writing an Opinion 127

NAME Lesson 8 The Writing Process: Letter to the Editor Proofread Now is the time to correct those last little mistakesð Proofreading is easier if you look for just one kind of error at a timeð So, read through for capital letters, and then read for end punctuationð Then, read a third time for spellingð Here is a checklist to use as you proofread your revised letterð ____ Each sentence begins with a capital letterð ____ ðEach sentence ends with the correct punctuation (period, question mark, or exclamation point)ð ____ Each sentence states a complete thoughtð ____ All words are spelled correctlyð When proofreaders work, they use certain symbolsð These symbols will make your job easier, tooð ð•ðTthree little lines under a letter mean that something should be capitalizedð ð•ð Write in a missing end mark like this: ? ! ð•ð Fix incorrect or misspelled words like ththeisseð ^ Use these symbols as you proofread your letterð Remember to read your writing out loud, just like you did at the revising stageð Sometimes, you hear mistakes or rough spots that you do not seeð Ask a friend to proofread your writing, tooð Publish Write or type a final copy of your letterð Then, with an adult’s permission, send it as a letter or e-mail to your local newspaperð Spectrum Writing Chapter 3 Lesson 8 Grade 4 Writing an Opinion 128

NAME Chapter 3 Post–Test Many animals are endangered, including the black rhino, the South China tiger, and the blue fin tunað Ask an adult to help you find a good Web site to read that tells about endangered speciesð Then, pick one endangered animal and write a letter to your community asking people to help protect your animalð Use facts to support your opinionð Make at least one emotional appeal in your letterð Spectrum Writing Chapter 3 Post–Test Grade 4 Writing an Opinion 129

NAME Writer’s Handbook Writing Basics Sentences are a writer’s building blocksð To be a good writer, one must first be a good sentence writerð A sentence always begins with a capital letterð ð ðHe walked around the blockð A sentence must always tell a complete thoughtð It has a subject and a predicateð ð Complete Sentence: He lives around the cornerð ð Incomplete Sentence: The block where he livesð A sentence always ends with an end markð There are three kinds of end marksð A sentence that tells something ends with a periodð ð He walked around the block. A sentence that asks something ends with a question markð ð Did he walk around the block? A sentence that shows excitement or fear ends with an exclamation pointð ð He ran all the way around the block! Punctuation can be a writer’s road mapð End marks on sentences show whether a sentence is a statement, a question, or an exclamationð Commas help keep ideas clearð ð In a list or series: I saw sea stars, crabs, and seals at the beachð ð In a compound sentence: I wanted a closer look, but the crab crawled awayð ð After an introductory phrase or clause: Later that day, a storm blew upð ð To separate a speech tag: I called to Mom, “It’s really getting windy!” ð “I hope it doesn’t rain,” she saidð Quotation marks show the exact words that a speaker saysð Quotation marks enclose the speaker’s words and the punctuation marks that go with the wordsð ð“Does it matter?” Neil remarkedð “We’re already wetð” ð“I’d rather be wet from below than from above,” said Dadð ð“Be careful!” Mom yelledð “Those waves are getting big!” Spectrum Writing Writer’s Handbook Grade 4 130

NAME Writer’s Handbook The Writing Process When writers write, they take certain stepsð Those steps make up the writing processð Step 1: Prewrite First, writers choose a topicð Then, they collect and organize ideas or informationð They might write their ideas in a list or make a chart and begin to put their ideas in some kind of orderð Mariko is going to write about her neighborhoodð She put her ideas in a webð my neighborhood apartment buildings neighbors front porches Mr. Folio, Mrs. McCarty Step 2: Draft Next, writers put their ideas on paper in a first draftð Writers know that there might be mistakes in this first draftð That’s okayð Here is Mariko’s first draftð ð Brick apartment houses are all around me. I live in tallest one. Across the street is the shortest. I like to think of the windows as eyes. and the front porches are the mouths People go in and out. Mr. Folio, my favorite neighbor, sits and sings songs. Mrs. McCarty pretends to shake a rug out the window but she is really listening to Mr. Folio. Spectrum Writing Writer’s Handbook Grade 4 131

NAME Writer’s Handbook Step 3: Revise Then, writers change or fix their first draftð They might decide to move ideas around, add information, or take out words or sentences that don’t belongð Here are Mariko’s changesð the ð Brick apartment houses are all around me. I live in tallest one. Across ^ the street is the shortest. I like to think of the windows as eyes. and the front porches are the mouths People go in and out. Mr. Folio, my favorite on his porch Italian In the evening, neighbor, sits and sings songs. Mrs. McCarty pretends to shake a rug out ^ ^^ the window but she is really listening to Mr. Folio. ð Step 4: Proofread Writers usually write a new copy so their writing is neatð Then, they look again to make sure everything is correctð They look for mistakes in their sentencesð Mariko found several more mistakes when she proofread her workð ð Brick apartment houses are all around me. I live in the tallest one. I like to think of the windows as eyes. and the front porchesasare the ^ mouths People go in and out. Mr. Folio, my favorite neighbor, sits on the porch and sings Italian songs. Mrs. McCarty pretends to shake a rug out the window^‘ but she is really listening to Mr. Folio. Step 5: Publish Finally, writers make a final copy that has no mistakesð They might choose to add pictures and create a bookð Then, they are ready to publish their writingð They might choose to read their writing out loud or have a friend read itð Spectrum Writing Writer’s Handbook Grade 4 132

NAME Writer’s Handbook Personal Narrative In a personal narrative, a writer writes about something she has done or seenð It might tell about something funny, sad, or unusualð A personal narrative can be about anything, as long as the writer is telling about one of his or her own experiencesð Here is the final version of Mariko’s paragraph about her neighborhoodð Describing words ð Brick apartment houses are all around me. I live The words me help readers “see” in the tallest one. I like to think of the windows as and I show that or “hear” what is eyes and front porches as mouths. People go in and the writer is part out. Mr. Folio, my favorite neighbor, sits on his porch of the actionð happeningð and sings Italian songs. In the evening, Mrs. McCarty pretends to shake a rug out the window, but she is The writer A time word tells really listening to Mr. Folio. stayed on when something topicð All of the sentences give happensð information about Mariko’s Stories neighborhoodð Writers write about made-up thingsð They might write about people or animalsð The story might seem real, or it might seem fantastic, or unrealð Here is a story that Mariko wroteð It has both human and animal characters in itð The animals speak, so Mariko’s story is not realisticð The story has In the Neighborhood The first a beginning, a ð It is nearly sunrise, and the neighborhood is waking paragraph middle, and an up. Windows glow where the early birds prepare breakfast. establishes the Bacon sizzles in the Hooper kitchen, and the smell draws a endð hungry crowd. settingð ð In the corner, eight furry paws scramble through the Sensory words crack between the wall and the baseboard. They pause at the Time and order help readers corner of the wastebasket, then scamper to the refrigerator. words keep ideas visualize what is Blue fuzzy slippers come quickly forward and stamp on the happeningð floor. “Go away, you critters!” The critters huddle deeper in in orderð the darkness. Four black eyes watch for crumbs to fall. Two The story includes long tails twitch with excitement. This story is written dialogue, or ð Mrs. Hooper’s slippers scuff across the floor. “It’s in third-person conversation ready!” she calls upstairs. In a moment, Mr. Hooper’s heavy among work boots thump down the stairs. Scuff-thump, Scuff-thump, point of viewð So, charactersð the people go into the other room. words such as he, ð “Now, it’s our turn,” smiles Velvet. she, her, his, and ð Her brother Flannel nods and shrugs. “It’s a dirty job, they refer to the but someone has to do it.” And he and his sister go to work, clearing the floor of crumbs. charactersð Spectrum Writing Writer’s Handbook Grade 4 133

NAME Writer’s Handbook Descriptive Writing When writers describe, they might tell about an object, a place, or an eventð They use sensory words so that readers can see, hear, smell, feel, or taste whatever is being describedð In this example of descriptive writing, Mariko compared her old bedroom with her new bedroomð The writer uses ð My bedroom in our old apartment was green. It Sensory details the whole-to- was a nice grassy green, and it always made me think help readers whole comparison of a forest. My bed was in the left corner, between visualize the methodð She the two windows. The wall straight ahead was almost describes one all shelves, where I kept my turtle collection, my sceneð whole room books, and all my other stuff. My yellow beanbag chair and the closet were on the right side of the room. in the first ð My new bedroom is blue. I like to think of it paragraph, and as sky blue. On the left side of the room is one big the other room window. I put my beanbag chair right beside the window. Straight ahead is my bed. On the right is a in the second built-in bookshelf and the closet door. paragraphð The writer organizes details from side to sideð She first tells what is on the left, then straight ahead, then on the rightð Informational Writing When writers write to inform, they present information about a topicð Informational writing is nonfictionð It is not made up; it contains factsð Mariko interviewed her neighbor, Mrð Folioð Then, she wrote about what she learnedð Here is one of her paragraphsð Mariko states her ð My neighbor, Mr. Folio, has lived in the same These sentences main idea in a apartment building all his life. His parents and his contain details topic sentenceð grandparents lived there, too. In fact, his grandparents that support the It is the first were the first people to move into the building in 1921. ð sentence of the ð He remembers his grandmother telling about how main ideað paragraphð new and shiny the doorknobs and the stair railings were. Mr. Folio’s grandparents lived on the top floor because Writer’s Handbook Transition words his grandfather liked the view. Later, his parents lived on connect ideasð the fourth floor because that was what was available at the time. Now, Mr. Folio lives on the first floor. He says he Spectrum Writing likes to see what is going on in the neighborhood. Grade 4 134

NAME Writer’s Handbook Explanatory (or How-to) Writing Writers explain how to do thingsð They might write about how to play a game, create an art project, or follow a recipeð Mariko has written instructions for a marble game that she plays with her sisterð The steps are all in Mariko’s Marbles Clear words order, starting with ð First, you need 20 small marbles, two shooter help readers the items needed marbles, and someone to play with. Choose a square of understand the to play the gameð sidewalkðthatðdoesn’tðhaveðveryðmanyðcracksðorðbumps instructionsð in it. Roll the small marbles onto the square. Then, Order words help players take turns using their shooters to try to knock readers keep the marbles out of the square. Each player gets two tries per turn. Players may knock out only one marble at a steps in orderð time. If a player knocks out more than one marble, the player must put back all of her knocked-out marbles. Finally, when all 20 marbles have been knocked out of the square, the player with the most marbles is the winner. Persuasive Writing In persuasive writing, writers try to make readers think, feel, or act in a certain wayð Persuasive writing shows up in newspaper and magazine articles, letters to the editor, business letters, and in advertisements, of courseð Mariko’s mom has written a letter to the editor of the local newspaperð The writer begins Dear Editor: The writer by stating some ð I used to be proud of my neighborhood. The streets used to states some look nice, and people cared about keeping them that way. Now, facts to lend opinionsð however, the sidewalks on 41st Street are terribly cracked and broken, support to her and the city has no plans to fix them. In some places, it is not even The writer uses an safe to walk. The older people in the neighborhood have to walk in the opinionsð emotional appeal street to get to the grocery store. Can’t the city repair the sidewalks? It would feel good to be proud and safe in my neighborhood again. The writer to persuade includes readers to agree F. Torunaga a specific request for with herð actionð Spectrum Writing Writer’s Handbook Grade 4 135

NAME Writer’s Handbook Friendly Letters Writers write friendly letters to people they knowð They might share news or ideas or request informationð A friendly letter has five parts: the date, the greeting, the body, the closing, and the signatureð Here is a letter Mariko wrote to her grandfatherð Each word in the There is always a The date is in the greeting begins with a comma after the upper, right cornerð person’s nameð capital letterð September 2 Dear Grandfather, The body of ð We are all settled in our new apartment. I love the letter gives my new bedroom. Dad says we can even paint some white puffy clouds on the ceiling. Then it really will informationð seem like a sky-blue room. Only the first word of the ð I like the neighbors, so far. Mr. Folio is my closing begins favorite. He lives in a building across the street. with a capital Whenðthere’sðnothingðtoðdo,ðIðgoðsitðonðhisðfrontðstepsð letterð There and visit. He can tell a story about almost everyone is always a who passes by on the sidewalk. comma after the closingð ð I think you would like Mr. Folio. When are you and Grandmother going to come and visit? Soon, I hope. ðLove as always, ðMariko The writer signs his or her nameð Spectrum Writing Writer’s Handbook Grade 4 136

NAME Writer’s Handbook Business Letters Writers write business letters to people or organizations with whom they are not familiarð Business letters usually involve a complaint or a request for informationð Mariko needs information for a school reportð She wrote a business letter to request informationð The heading 764 41st Street The greeting includes the Indianapolis, IN 46208 is followed sender’s address October 5, 2015 by a colonð and the dateð The inside address Monroe County Historical Society The closing is is the name and 202 E. 6th Street followed by address of the Bloomington, IN 47402 a commað recipientð Dear Monroe County Historical Society: The text of the ð My class is studying state history this letter is the bodyð year. Each of us has chosen a county to study. I chose Monroe County because my The sender grandparents live there. always includes a ð On your Web site, I saw that you have a free pamphlet titled “Monroe County: Through signatureð the Years.” Please send me one copy of that brochure. I have included an envelope with postage. ð Thank you for your help with my report. Sincerely, Mariko Torunaga Mariko Torunaga Spectrum Writing Writer’s Handbook Grade 4 137

Answer Key X pile X trail Introduction Rewritten sentences: I carted away the Lesson 1 ð pile of weedsð We opened the Page 5 ð trail the next dayð To persuade Sentences will varyð To entertain Chapter 1 To inform Lesson 1 To explain Page 13 Lesson 2 Details will varyð Page 6 Page 14 Possible matches: Descriptions will varyð friend or classmate: your last soccer Lesson 2 ð game, instructions for a computer Page 15 ð game, an account of a field trip Sentences will varyð parent: instructions for a computer Page 16 ð game, an account of a field trip Sentences will varyð grandparent: your last soccer game, Lesson 3 ð an account of a field trip Page 17 teacher: a report on school lunches, Lists and details in idea webs will varyð ð a book report Page 18 principal: a report on school lunches Organized details and drafts will varyð Lesson 3 Page 19 Page 8 Revisions will varyð Step 4: Proofread Page 20 Step 2: Draft Final descriptive paragraphs will varyð Step 3: Revise Lesson 4 Step 1: Prewrite Page 22 Step 5: Publish Ideas will varyð Lesson 4 Lesson 5 Page 9 Page 23 Sentences will varyð Circled words: after, as soon as, After Page 10 Sentences will varyð Sentences will varyð Lesson 5 Answer Key Page 12 [left column] passive [right column] active Jae Dandelions Spectrum Writing Grade 4 138

Answer Key Page 24 Lesson 9 Words and sentences will varyð Page 35 Lesson 6 Responses will varyð Page 25 Page 36 Details in web will varyð Responses will varyð Page 26 Lesson 10 Sequence charts will varyð Page 37 Page 27 Responses will varyð Drafts will varyð Page 38 Page 29 Responses will varyð Revisions will varyð Lesson 11 Lesson 7 Page 40 Page 32 Responses will varyð Characters: Charlie, Charlotte Lesson 12 Setting: woods Page 41 Words from the story: dry creek bed, Responses will varyð ð rock, burrow Page 42 Problem: A dog appears near the Responses will varyð ðchipmunksð Lesson 13 Charlie is a bold chipmunkð His words Page 43 ð show that he is very sure of himselfð Entries in idea webs will varyð Sense words: leaves crackle, nervously, Page 44 ð the sun was high in the sky, dry Story maps will varyð ð creek bed, loud crackling sound, Page 45 ð squeaked, large brown head and Drafts will varyð ð pointy ears Page 47 Lesson 8 Revisions will varyð Page 33 Chapter 1 Post-Test “That sounds like a good idea,” Page 49 ð responded Taylorð Stories will varyð Eve asked, “What is a read-a-thon?” “Dalton, why don’t you tell everyone?” Chapter 2 ð said Taylorð Lesson 1 Page 34 Page 52 Dialogue will varyð Spectrum Writing Answer Key Grade 4 139

Answer Key Circled transition words in report on ð comfortable than Dexter’s? ð page 50: As a result, so, but Page 67 Responses will varyð Students’ sentences should contain the Lesson 2 ð words biggest, smallest, most Page 53 ð gigantic, and wrinkliestð Posters will varyð Lesson 7 Page 54 Page 68 Announcements will varyð Details in Venn diagrams will varyð Lesson 3 Page 69 Page 56 Paragraphs will varyð Letters will varyð Lesson 8 Lesson 4 Page 70 Page 57 Descriptions will varyð Responses and time lines will varyð Page 71 Page 58 Descriptions will varyð Entries in chart will varyð Lesson 9 Page 59 Page 72 Drafts will varyð Cause: The lever movesð Effect: Page 61 ð The track movesð Revisions will varyð Cause: The track movesð Effect: Page 63 ð The figures appear to danceð Final biographies will varyð Page 73 Lesson 5 Cause: Jason put an ad in the paperð Page 64 ð Effect: He got many responsesð Possible details in Venn diagram: Cause: He got many responsesð Apple: hard, shiny ð Effect: He didn’t have time to do his Both: red, round ðschoolworkð Playground Ball: soft, bouncy, dull Cause: Jason didn’t do his schoolworkð Page 65 ð Effect: He got in troubleð Comparisons and sentences will varyð Responses will varyð Lesson 6 Lesson 10 Page 66 Page 74 Joe is sloppier than Dexterð Circled words: so, As a result, Because, Dexter is neater than Joeð ð As a result Do you think Joe’s clothes are more Page 75 Responses will varyð Spectrum Writing Grade 4 Answer Key 140

Answer Key Lesson 11 Underlined main idea: Kira played with Page 76 ð her foodð Garden: seed packet, shovel, soil, Page 85 ðplant Main idea: Volcanoes come in Tools: hammer, pliers, screwdriver, saw ð different shapesð Electrical: lightbulb, cord, light switch, Paragraphs will varyð ðlamp Lesson 16 Page 77 Page 86 Possible categories and lists: Details will varyð Laundry: 3 dirty socks, 1 dirty pair of Page 87 ð jeans,1 shirt with a spot on it Details will varyð Toys: a set of magnets, 2 horse Paragraphs will varyð ð figurines, a box of modeling clay Lesson 17 Bookshelf items: a photo album, 4 Page 88 ð books, a journal Topic sentence: Beachcombing is Lesson 12 ð walking the beach looking for things Page 78 ð washed ashore by the wavesð Responses will varyð Topic sentence: The popular activity Lesson 13 ð of walking the beach to look for Page 79 ð keepsakes is called beachcombingð Ideas will varyð Page 89 Page 80 Topic sentences: Instructions will varyð A spring rain is a marvelous thingð Lesson 14 All rain is not the sameð Page 81 Paragraphs will varyð Students should circle: First, down, Lesson 18 ð before, right, past, beyond, left Page 90 Page 82 There is a dolphin having a picnic on Directions will varyð ð the grassð Lesson 15 Main ideas will varyð Page 83 Page 91 Underlined sentence: This year’s play is Paragraph 1 ð “Little Red Riding Hoodð” Topic sentence: Mrð Hansen is my Main idea: Bill fell on an icy patchð ð favorite teacher of all timeð Page 84 Details will varyð Main ideas will varyð Off-topic sentence: Birds have hollow ðbonesð Paragraph 2 Spectrum Writing Answer Key Grade 4 141

Answer Key Topic sentence: The time line that goes Page 102 ð around our classroom helps us keep Drafts will varyð ð historical events in orderð Chapter 2 Post-Test Details will varyð Page 106 Off-topic sentence: They carried long Main idea: The polar bear is unique, so ð spears and wore helmetsð ð people want to help itð Lesson 19 Possible details: Polar bears have Page 92 ð white fur all year roundð Polar bears Problems in paragraph: ð can outrun humansð Polar bears live First line of paragraph is not indentedð ð in extremely cold areasð “They did not ride bikes” is off topicð Research questions will varyð “Some surrounded by miles of earthen ð walls” is not a complete sentenceð Chapter 3 Page 93 Lesson 1 Paragraphs will varyð Page 108 Lesson 20 Persuasive writing will varyð Page 95 Lesson 2 Responses will varyð Page 109 Lesson 21 Facts: Some people in our community Page 96 ð don’t have enough to eatð The food Responses will varyð ð pantry is on Carver Streetð It is run by Page 97 ð volunteersð The pantry had a yard Responses will varyð ð sale on Saturdayð Page 98 Opinions: “I think it’s shameful…” Possible answers: ð “Pantry shouldn’t have to solve that online atlas ð problem all by itselfð” “City should newspaper ð help solve problemð” “We shouldn’t dictionary ð have to be holding yard sales…” almanac Page 110 Web site Circled opinion words (in letter to the online encyclopedia ð editor on page 109): think, shouldn’t, Sources will varyð ð should, shouldn’t Page 100 Opinion statements will varyð Notes will varyð Lesson 3 Page 101 Page 111 Responses will varyð Slogans will varyð Spectrum Writing Answer Key Grade 4 142

Answer Key Page 112 Cordially, Slogans and responses will varyð Lesson 8 Lesson 4 Page 123 Page 114 Responses will varyð Paragraphs will varyð Page 124 Lesson 5 Entries in chart will varyð Page 115 Page 125 Numbered reasons in paragraph: (1) Business letter drafts will varyð ð Our equipment is left over from last Page 127 ð yearð (2) Most of the few pieces we Revisions will varyð ð have are damagedð (3) Having Chapter 3 Post-Test ð better playground equipment will Page 129 ð help us to get more exercise at Letters will varyð ð recessð Page 116 Answer Key Reasons and letters will varyð 143 Lesson 6 Page 117 Topics will varyð Cluster maps will varyð Page 118 Topic sentences and supporting ideas ð will varyð Drafts will varyð Page 119 Revisions will varyð Page 120 Published opinion statements will varyð Lesson 7 Page 122 heading inside address greeting body closing signature Dear Mrð Martinsen: Spectrum Writing Grade 4





Writing ® Supporting your child’s educational journey every step of the way. Spectrum® provides specific support in the skills and standards that your child is learning in today’s classroom. • Comprehensive, grade-specific titles to prepare for the year ahead • Subject-specific practice to reinforce classroom learning • Skill-specific titles to enrich and enhance educational concepts • Test preparation titles to support test-taking skills No matter your need, Spectrum is with you every step of the way. Spectrum is available in these titles for fourth grade success: Other titles available: Division Multiplication carsondellosa.com