Introduction to Writing Creatively Photocopiable (Sample)

abcdefghijklmnopqrstuvwxyzn o cppdqqerrInssf gtttuuhrovvi jdwwkuxxl mcyy tzzniaaoobbnpccqtddoreesfftgguhhviiwjj kkxllymmzaWritingn o p q r s t u v w x y z a b c d e f g h i j k l mbn oabcdefghijklmnopqrstuvwxyzabcdefghijklmnopqrstuvwxyznopqrstuvwxyzabcdefghijklmCreativelya b c d e f g h i j k l m n o p q r s t u v w x y z n o pqr Psf gthuhovi tjwok xlcmyoznpaoibapcbqdlreesftguhviwj kxlymz a b cdenopqrstuvwxyzabcdefghijklm Dr Lillian Fawcett CRACKING THE

OTHER CRACKING THE ABC CODE RESOURCESReading and PhonicsLearn to Read Series – 20 decodable reading books designed to teach non-readers to read.Multisensory Reading Level 1 – Designed to teach non-readers the basic sound-symbolrelationship of the 26 letters of the alphabet.Multisensory Reading Level 2A – Designed to teach beginning readers the 30 mostcommon graphemes one at a time.Multisensory Reading Level 2B – Designed to teach early readers, who have some basicreading vocabulary, the 30 most common graphemes one at a time.Multisensory Reading Level 3A – A comprehensive 25 unit program (commencing readingage of at least 6.06 to 7.00 years) designed as an introductory course for younger studentsto teach the common graphemes.Multisensory Reading Level 3B – 12 unit program covering the most common graphemes(commencing reading age of at least 7.00 years).Multisensory Reading Level 3C – 12 unit program covering the most common graphemesbut using more challenging vocabulary (commencing reading age of at least 8.00 years).Multisensory Reading Level 4 – 15 unit program covering the less common graphemesand incorporating difficult vocabulary (commencing reading age of at least 10.00 years).Suitable for adolescents and adults.Reading for Comprehension – A series of 10 books focusing specifically on developingcomprehension skills.SpellingMultisensory Spelling Book High Frequency Words – 300 most commonly used wordsgraded according to level of difficulty.Multisensory Spelling Books Levels A-T (spelling ages 5.00 to 15.06 years).Sound Hearing – Designed to develop phonological awareness and auditory processing.Rules Rule – Rule cards, nonsense word application and real word exercises.Rules Rule Levels 1 to 4 – A series of graded books which systematically introduce 40rules. 10 new rules are introduced in each book and previously introduced rules arerevised and covered at a higher level of complexity.Editing Levels 1-4 – A series of graded books which require students to apply theirphonological and spelling rule knowledge to correct errors in passages of varyingdifficulty.WritingWriting Creatively & Persuasively - Systematic writing programs designed to developstudents’ written expression skills.* Check website for availability and further information.© 2018 Dr L.M. Fawcett www.crackingtheabccode.com [email protected] Design: Hunt for Ideas ([email protected])All rights reserved. The Australian Copyright Act 1968 (the Act) allows a maximum of 10% of thisbook to be copied by an educational institution for its educational purposes provided that theeducational institution (or the body that administers it) has given a remuneration notice to CopyrightAgency Limited (CAL) under the Act. Except as permitted under the Act, no part of this book maybe reproduced, stored in a retrieval system or transmitted in any form or by any means without priorwritten approval of the author.ISBN-13: 978-1987659429 ISBN-10: 1987659422

CONTENTS PAGEIntroduction …………...……………………….……….…….…..…... 2Part One 4• Questions, Questions, Questions………………………….…………… 5• Story Map ……………………………………………………………... 6• Guess Who? …………………………………………………………… 8• Expanding Sentences …………………………………………………. 9• DACS ………………………………………………………………….. 10• Describe an Animal …………………………………………………… 11• True or False …………………………………………………………... 12• Snakes & Ladders ……………………………………………………... 13• How do You….? ………………………………………………………. 14• Picture Description …………………………………………………….Part Two 16• Instructions ……………………………………………………………. 19• Unit 1: Adjectives ………………………..…………………………..... 25• The Enormous Turnip ……...………………………………….………. 26• Extension Story………………………………………………….…...... 27• Unit 2: Powerful Verbs ………..…………………….………..….……. 29• The Gingerbread Man .……………………..….……………………… 35• Extension Story..…………….……………………………….………... 36• Unit 3: Similes …………………………….……….………………….. 38• Goldilocks and the Three Bears ……………………………………….. 45• Extension Story ……………………………………….…..….………... 46• Unit 4: Synonyms …..……....………………….………..….…………. 48• The Little Red Hen’s Bread ……………………………….…………... 55• Extension Story ...……………………………………………………... 56• Unit 5: Sentence Beginnings ....…………...…......……………………. 58• The Three Little Pigs ……………………………………………..…… 65• Extension Story….…………………………………………….……….(c) Dr Lillian Fawcett www.crackingtheabccode.com Introduction to Writing Creatively p. 5

SAMPLEINTRODUCTIONIntroduction to Writing Creatively provides a systematic, step-by-step program fordeveloping younger students’ narrative writing skills. It is divided into two parts. The firstpart provides activities for developing students’ oral expression. Good language skillsunderpin good writing skills. The second part consists of a series of guided writing activitiesbased on common folktales with which many students are probably familiar. Like any skill,the development of writing skills requires regular, focused practise. Therefore, it is importantthat time is set aside each day to complete both the oral language and writing components ofthe program.ORAL LANGUAGEThe activities in the oral language section have been designed to help students speak fluentlyand with clarity, expressing their ideas in a logical sequence, using grammatically correctsentences and incorporating a wide range of vocabulary. There are ten different oral languageactivities. It is recommended that the same activity be repeated each day for a week sostudents become very familiar with the activity. Students should use the hand signs describedbelow as they speak to develop and reinforce correct punctuation.EXTENDED WRITINGThe extended writing section teaches students how to plan and write a story. For maximumbenefit, this process should take place over a number of days. The process begins withstudents being introduced to a particular literary device and completing an associatedactivity. Next, students read along while the teacher reads a folktale. The teacher helpsstudents analyse the story, plan their own story and then write two different stories based onthe structure of the model story and incorporating the introduced literacy device.UNIQUE STRATEGIESTwo unique strategies are incorporated into the program: Hand signs to indicate punctuation during the oral section of the writing process. Whenverbalising sentences students use the following hand signs to indicate the start and end ofeach sentence and to consolidate the correct use of punctuation (two common areas ofweakness).• Capital letter – draw a giant capital letter of the starting letter of the word in the air.• Full stop – make a fist and punch in front of the body.• Comma – make a full stop sign and finish by extending the pointer finger and making a curling motion.• Question mark – draw a question mark in the air and finish with the full stop sign.• Exclamation mark – draw a large exclamation mark and finish with the full stop sign.• Open speech mark – use two fingers on the left hand to make a quotation sign.• Close speech mark – use two fingers on the right hand to make a quotation sign. A simplified ‘short-hand’ technique to assist students in the retention of the sentencethat has been developed. As students create their sentence, they write the first letter (or theletters representing the first sound) of each word on a whiteboard. The first letter should be acapital and all punctuation marks should be included.Once students have completed the Introduction to Writing Creatively program it isrecommended (if they haven’t done so already) that they complete the Introduction toWriting Persuasively program. Once both these programs have been completed students canprogress to the Writing Creatively and Writing Persuasively programs.(c) Dr Lillian Fawcett www.crackingtheabccode.com Introduction to Writing Creatively p. 6

PART ONESAMPLE(c) Dr Lillian Fawcett www.crackingtheabccode.com Introduction to Writing Creatively p. 7

Ask students to draw in some roads on the story map below. Give students a figurine to move aroundthe story map describing the character’s journey. Make sure students use complete sentences and thepunctuation hand signs. Encourage students to include information about how the character movesfrom one location to the next and the activity undertaken at each location.SAMPLE(c) Dr Lillian Fawcett www.crackingtheabccode.com Introduction to Writing Creatively p. 9

Each day students choose one of the scenes below (or from a picture book) and describe it in detail.Make sure students use complete sentences and the punctuation hand signs. Encourage students to useadjectives, powerful verbs and similes.SAMPLE(c) Dr Lillian Fawcett www.crackingtheabccode.com Introduction to Writing Creatively p. 18

PART TWOSAMPLE(c) Dr Lillian Fawcett www.crackingtheabccode.com Introduction to Writing Creatively p. 19

SAMPLEPart Two consists of five units. Each unit comprises a model story and associated activitiesand is designed to be completed over a two week period.FIRST WEEK1. Introduce the literary technique and help students complete the accompanying activity. Students are not expected to do this independently. Use it as an opportunity to develop students’ vocabulary and knowledge.2. Read the model story together with students. Keep the reading of the story fluent so the meaning of the story is not lost.3. Help students analyse the story using the questions provided.4. Help students develop a similar story based on the model story using the provided framework. The basic story will remain the same with changes only made to the characters and key object(s). For example, in The Enormous Turnip change the turnip to a different plant and change the characters who will help pull out the plant.5. Help students complete the story plan for their story using the story plan for the model story as a guide.6. Help students create a title for their story. The title should reflect the main idea of the story.7. Read each sentence in the first paragraph of the model story one at a time. Using this sentence as a model, students create their own sentence based on their developed story plan. The underlined words are the ones that need to be replaced. Encourage students to include the introduced literary technique into their story.8. As students create the sentence it should be written in ‘shorthand’ on a whiteboard before writing the sentence in full in the appropriate section of this book. It may also be useful to record the students’ response using the voice memo function on your phone.9. Ensure all words are spelled correctly by saying the sounds in the word and making connections to grapheme cue pictures and relevant rules (e.g., dream = /d/-/r/-/ea/ as in leaf /m/ or dropping = /d/-/r/-/o/-/p/ double the ‘p’ to keep the vowel short /i/-/ng/ as in ring).10. Complete one paragraph each day using the same process. Begin each session by reviewing the story plan and reading the paragraphs already written.SECOND WEEK1. Begin by revising the literary technique introduced in the first week.2. Ask students to retell either the model story or their own story in their own words without reference to the text.3. Using the underlying theme of the model story, help students brainstorm and develop their own variation of the story. For example, The Enormous Turnip is related to pulling an object and asking for help. Consequently, in this example, you would discuss other objects that can be pulled (a bucket in a wishing well, a lifesaver thrown to a drowning person, a car that is stuck in mud, etc.).4. Help students complete their story plan and create a title that reflects the main idea of their story.5. Follow steps 7 to 10 from the first week to help students write their own story.(c) Dr Lillian Fawcett www.crackingtheabccode.com Introduction to Writing Creatively p. 20

Help students write appropriate adjectives under each category. Use this as an opportunityto extend students’ vocabulary. For example, instead of blue, use turquoise. Instead ofsmall, use minute.colour shapeSAMPLE temperature emotion/personality(c) Dr Lillian Fawcett www.crackingtheabccode.com Introduction to Writing Creatively p. 21

number/position feel/texturetasteSAMPLE size(c) Dr Lillian Fawcett www.crackingtheabccode.com Introduction to Writing Creatively p. 22

SAMPLE The Enormous TurnipParagraph 1: IntroductionOne sunny spring day, an old man with a long beard planted asmall turnip seed in his garden. The turnip grew and grew andgrew until it was enormous and ready to eat.Paragraph 2: First EventThe old man with a long beard pulled and pulled, but he couldnot pull up the enormous turnip. He shouted for his kind wife tocome and help.Paragraph 3: Second EventThe old man with a long beard, and his kind wife pulled andpulled, but they could not pull up the enormous turnip. Theyshouted for their two young children to come and help.Paragraph 4: Third EventThe old man with a long beard, his kind wife and their two youngchildren pulled and pulled, but they could not pull up theenormous turnip. They shouted for their little brown pet mouse tocome and help.Paragraph 5: ConclusionThe old man with a long beard, his kind wife, their two youngchildren and their little brown pet mouse pulled and pulled.Suddenly, out of the ground popped the enormous turnip. The oldman was very pleased and everyone liked the soup that hemade from the turnip.(c) Dr Lillian Fawcett www.crackingtheabccode.com Introduction to Writing Creatively p. 23

SAMPLE THE ENORMOUS TURNIPANALYSE THE STORY:• Who was the main character? An old man• Who were the other characters in the story? His wife, two children and a mouse• Where did the story take place? In a garden• What were the three key events that occurred in the story? The old man called his wife, his two children and a mouse• What happened at the end? Why did this happen? By all working together, they were able to pull up the turnip• How were the characters described? Man – old, long beard Wife – kind Children – two, young Mouse – little, brown, pet• What was the personality of the characters? How do you know? Man – good gardener – grew a big turnip Wife, children and mouse – kind and helpful – came when called and helped• Read each sentence and highlight the adjectives that were used to make the story more interesting.DEVELOP OWN STORY:• Brainstorm other items that could be pulled from the ground (carrots, onions, potatoes, weeds).• Who will be your main character? Will it be a person, an animal or a robot?• Give your character a name.• Describe the character’s appearance (colour, size, texture, etc.).• Describe the character’s personality (mean, kind, patient, trickster, etc.). How do his/her actions show his/her personality?• Which three other characters will be in your story to help the main character? Describe these characters.• Will all the characters help or not help?• What will happen at the end?• Complete the story planner with reference to the example.CREATE OWN STORY:• Read each sentence in the first paragraph of The Enormous Turnip story one at a time.• Using each sentence as a model, students create their own sentences based on the developed storyline. The underlined words are the ones that need to be replaced. Encourage students to include a range of adjectives.• As students create each sentence it should be written in ‘shorthand’ on a whiteboard before writing it in full into the book. It may also be useful to record the students’ responses.• Complete one paragraph each day.(c) Dr Lillian Fawcett www.crackingtheabccode.com Introduction to Writing Creatively p. 24

SETTING (WHERE?): CHARACTERS (WHO?):• Garden • Main character – man - Old, long beard - good gardenerExSaAMmPLEpleEVENT (WHAT?): • Other characters - Wife – kind, helpful - Children – two, young, helpful - Mouse – little, brown, pet, helpful RESOLUTION (ENDING):- Man plants seed and grows huge • Turnip is pulled up.turnip • Made soup- Can’t pull up turnip – calls wife- Can’t pull up turnip – calls children- Can’t pull up turnip – calls mouse(c) Dr Lillian Fawcett ©wDwrwL.cilrlaiacnkiFngawthceeatbt ccodew.cwowm.crackingtheabccode.com Introduction to Writing CreativIenlytropd. 2u1ction to Writing Creatively p. 25

SETTING (WHERE?): CHARACTERS (WHO?): EVENTS (WHAT?): SAMPLERESOLUTION (ENDING):(c) Dr Lillian Fawcett www.crackingtheabccode.com Introduction to Writing Creatively p. 26

TITLE:PARAGRAPH 1: Introduce the main character, the setting and the problem.1. One sunny spring day, an old man with a long beard planted a small turnip seed in his garden.2. The turnip grew and grew and grew until it was enormous and ready to eat. PARAGRAPH 2: Introduce the first event.3. The old man with a long beard pulled and pulled, but he couldn’t pull up the enormous turnip.4. He shouted for his kind wife to come and help.SAMPLE PARAGRAPH 3: Introduce the second event.5. The old man with a long beard and his kind wife pulled and pulled, but they couldn’t pull up the enormous turnip.6. They shouted for their two young children to come and help.(c) Dr Lillian Fawcett www.crackingtheabccode.com Introduction to Writing Creatively p. 27

SAMPLE EXTENSION STORYRECAP:• Ask students to retell either their own or The Enormous Turnip story in their own words.• Ask students to identify:  The main character and his/her characteristics.  The subsidiary characters and their characteristics.  The setting.  The three key events that occurred in the story.  The resolution.READ STUDENT’S STORY• As students read the story written during the previous week, highlight all the adjectives.• Go back through the story a second time focusing on the highlighted adjectives and brainstorm with students alternative adjectives that could have been used.• Discuss how changing the adjective potentially changes your image of the characters and the events.DEVELOP OWN STORY:• Brainstorm other activities that involve pulling (pull up a flag on a flag pole, pull up a fish, pull the rope on a tower bell to make it ring, pull a bucket out of a well, rescue a person with a lifebuoy and rope, pull someone or something out of mud) or activities that involve pushing (pushing a tap lever to get water, opening or shutting a gate or door).• Where will the story take place? Obviously, this will be influenced by the activity.• Who will be your main character? Will it be a person, an animal or a robot?• Give your character a name.• Describe the character’s appearance (colour, size, texture, etc.).• Describe the character’s personality (mean, kind, patient, trickster, etc.). How do his/her actions show his/her personality?• Which three other characters will be in your story? Describe these characters.• Will all these characters help or not help?• What will happen at the end?• Fill in the story planner on the next page.CREATE OWN STORY:• Read each sentence from The Enormous Turnip story one at a time.• Using each sentence as a model, students create their own sentences based on the developed storyline. Encourage students to include adjectives.• As students create each sentence it should be written in ‘shorthand’ on a whiteboard before writing it in full into the book. It may also be useful to record the students’ responses.• Complete one paragraph each day.(c) Dr Lillian Fawcett www.crackingtheabccode.com Introduction to Writing Creatively p. 29