122 LITERACY Lesson 3 Name ______________________________ Date ____________ ing Spelling Patterns Some words have the endings -ing and -ed. We can say the dog licked his face or the dog is licking his face. For some words, we just add -ing or -ed. For other words, we have to make changes before adding the endings. Fortunately, there are rules that help us know what to do. Rules Short-vowel word: -if it ends in a single consonant, double the consonant and add -ed or -ing. -if it ends in a double consonant, just add -ed or -ing. Long-vowel word: -if it ends in a single consonant, just add -ed or -ing. -if it ends in silent e, drop the e and add -ed or -ing. Examples The word play is a long-vowel word that ends in a single consonant (y), so we just add the ending. The word smile is a long-vowel word that ends in silent e, so we drop the e before adding the ending. (smiled, smiling) walk walk walk ed ing play play play ed 24035—Write TIME For Kids Student Handbook © Teacher Created Materials 176 Narrative Fiction Writing Levels K–8 Write TIME FOR KIDS® Narrative Fiction Narrative Nonfiction Informative/ Explanatory Opinion/ Argument Card ➎ Narrative Nonfiction Narrative Nonfiction A student in California designs a playground. Volunteers put together a slide at Sharon Hills E lementary School. First Lady Michelle Obama with Darell Hammond CLOCKWISE, FROM TOP LEFT: CHRISTOPHER CHUNG—SANTA ROSA PRESS DEMOCRAT/ ZUMAPRESS.COM; TOBY JORRIN—PRNEWSFOTO/KaBOOM!/AP; KaBOOM! Places to Play Across the United States, KaBOOM! volunteers are building areas where kids can be active. Sharon Hills Elementary School is in Baton Rouge, Louisiana. The school's playground wasn't much fun. It had monkey bars and a small basketball court. There was something to climb on, but only the youngest kids could use it. Then, KaBOOM! came along. That's a group that builds play spaces for kids. KaBOOM! helped transform the Sharon Hills playground. Now, it has swings, slides, a climbing wall, and three new basketball courts. There's even a garden with tables. The tables have built‑in checkerboards. "There's something for every child," says teacher Renee Lee. Students helped design their dream playground. They worked with volunteers to build it on a Saturday. The playground will serve 4,500 children from the school and nearby neighborhoods. Go Ahead and Play! Darell Hammond started KaBOOM! in 1996. So far, the group has helped build more than 2,000 play spaces across the country. "It gives me a lot of pride," he says. Still, Hammond says there is more work to do. "The next thing is not just to build more playgrounds," he says. "We also want to build better playgrounds that will get kids to play longer, play harder, and want to play more often." ÐBy Jaime Joyce ©TIME For KIds TCM 23810 ©Teacher Created Materials, Inc. These bats in a cave in upstate New York show signs of disease. are looking for ways to stop the spread of the disease. Or at least they want to slow it down. Saving the Species Some bats hibernate. During the winter, they stay in a state that's like a deep sleep. Only hibernating bats seem to get white-nose syndrome. Scientists believe the disease is caused by a fungus. The fungus grows on a bat's nose, FROM TOP: AL HICKS—NEW YORK STATE DEPARTMENT OF ENVIRONMENTAL CONSERVATION/AP; JOSH EDELSON—ZUMAPRESS.COM When Halloween rolls around, we see lots of images of bats and all things spooky. But in fact, the number of creatures that fly by night is dwindling. A mysterious disease is killing bats. It has killed more than a million bats in parts of Canada and the eastern and southern United States. Now, it is spreading west. The disease is called white-nose syndrome. It first appeared in 2006, in upstate New York. Scientists wings, and ears. It damages wing tissues. It may also bother the bats. That causes them to end their hibernation early. When they do, they burn up fat stored in their bodies. Bats need it to survive the winter. Unfortunately, there are not enough insects to eat in winter. With nothing to eat, many of the bats starve and die. Researchers are testing drugs to fight the fungus. But conservationists told TFK that more money is needed. The money would be used to study the disease and find a cure. "It's important to save bats," says scientist Mollie Matteson. "They are fascinating animals. We can learn a lot from them." Bats are also helpful. They eat mosquitoes and other insects that carry disease and harm crops. "Bats are our friends," says bat expert Tom Kunz. "They help people and the environment they live in," he says. -By Elizabeth Winchester Bats are MAMMALS. Like all mammals, bats have hair and drink milk from their mothers. Unlike most mammals, they have wings and light bones, which means they can fly. There are more than 1,200 SPECIES of bats. They make up about one-fifth of all mammals. The biggest bats, the FLYING FOXES (one is shown at right), can weigh three and a half pounds. Their wingspan is more than six feet. Bats are NOCTURNAL. They are active at night. They fold up their wings and sleep during the day. Bats have a special sense called ECHOLOCATION. It allows them to use sound to “see” in the dark. All About Bats A mysterious disease is killing bats. People are working to save them. Card ➌ ©TIME For KIds TCM 23800 ©Teacher Created Materials, Inc. Informative/ Explanatory Informative/ Explanatory WRITING OPINIONS AND ARGUMENTS An opinion is a personal belief or judgment, not a fact. You probably have opinions about things like music, sports, and food. You also have opinions about what’s right or wrong or how things should be done. When you have an opinion about something really important, you need to understand the reasons for it. Those reasons make up your argument. In this case, the word argument doesn’t mean you’re angry. It’s how you convince others that your opinion makes sense. In writing, building a strong argument is a powerful skill. People will pay attention, even if they disagree with you. You might even change their minds! Card ➊ To read a great example of opinion/ argument writing, turn the page! Do United States kids have too much homework? TIMOTHY BARNES FOR TIME FOR KIDS v 10/9/03 ® ©TIME For Kids TCM 23790 ©Teacher Created Materials, Inc. Opinion/ Argument Opinion/ Argument Help Students Master and Enjoy Writing. This extensive writing program uses diverse texts and purposeful practice to guide students toward effective, independent writing. • Provide explicit instruction for each stage of the writing process • Learn a sequential and practical way to teach critical writing skills • Integrate content-area instruction and prepare students for today’s writing assessments Best Practices Guide Student Handbook Mentor Text Cards and Teacher’s Guides 24006—Write TIME FOR KIDS Best Practices Guide —Level 3 © Teacher Created Materials Best Practices The Writing Process The writing process is a framework to help writers develop, write, and prepare a final piece of writing. It involves five stages—prewriting, drafting, revising, editing, and publishing. The writing process helps students understand that writing is not a one-time event that involves writing and completing a written piece in one sitting. Rather, the writing process is just that—a process. It begins with thinking and planning, moves into the actual writing, and then involves the more intense work of evaluating the work, improving upon it, and readying the work for sharing. The emphasis is on the process rather than the final product, helping students become proficient writers overall, as opposed to being the author of one good piece. The Writing Process, a publication of Capella University (2015), describes the writing process as a nonlinear process that “helps writers produce stronger, more focused work because it highlights connections and allows for movement between…the phases of writing“ (3). Numerous studies over several decades highlight the effectiveness of using the writing process during instruction. A study by Donald Bruno (1983) indicated that the writing achievement of third-, fourth-, and fifth-graders instructed with the writing process far exceeded the achievement of their peers, who were taught with traditional methods where teachers ask students to write but offer minimal guidance through the process. A study by Ronald Honeycutt (2002) noted improved writing quality, increased self-regulation strategies, and decreased negative emotions about writing when students were engaged in the writing process. Likewise, Ho (2006) found that the writing process, used with students in Hong Kong schools, increased writing achievement and improved students’ attitudes toward writing. The only criticism found in the literature relates to the implementation of the writing process, as some teachers do not spend the time needed in the prewriting stage, a key piece of the process. Research to Practice The lessons in Write TIME FOR KIDS emphasize all stages of the writing process, incorporating teacher engagement in each phase, so students can think and develop their thoughts about writing before they begin to write. Teacher modeling is also emphasized in the lessons to cultivate developing writers. This modeling continues through the stages of revising and editing, demonstrating the thoughts and level of engagement required to continuously improve written work. The lessons in Write TIME FOR KIDS also include Collaborative Writing activities that encourage students to work together through the steps of the writing process. Each stage of the writing process is featured on the subsequent pages. These can be used as posters or given to each student for future reference. Strategy to Practice Support students as they engage in all five stages of the writing process. Be aware that this is a process that spans time. For example, students may need more than one day for drafting or revising. Also, provide time for students to write stories and articles just for fun. Not every piece of writing needs to be taken through the entire writing process. Research to Practice The lessons in Write TIME FOR FOR F KIDS KIDS K emphasize all stages of the writing process, incorporating IDS emphasize all stages of the writing process, incorporating IDS teacher engagement in each phase, so students can think and develop their thoughts about writing before they begin to write. Teacher modeling is also emphasized in the lessons to cultivate developing writers. This modeling continues through the stages of revising and editing, demonstrating the thoughts and level of engagement required to continuously improve written work. The lessons in Write TIME encourage students to work together through the steps of the writing process. Each stage of the writing process is featured on the subsequent pages. These can be used as posters or given to each student for future reference. emphasize all stages of the writing process, incorporating teacher engagement in each phase, so students can think and develop their thoughts about writing before they begin to write. Teacher modeling is also emphasized in the lessons to cultivate developing writers. This modeling continues through the stages of revising and editing, demonstrating the thoughts and level of engagement required to continuously improve KIDS KIDS K also include Collaborative Writing activities that IDS also include Collaborative Writing activities that IDS encourage students to work together through the steps of the writing process. Each stage of the writing process is featured on the subsequent pages. These can be used as posters or given to Strategy to Practice Support students as they engage in all five stages of the writing process. Be aware that this is a process that spans time. For example, students may need more than one day for drafting or revising. Also, provide time for students to write stories and articles just for fun. Not every piece of writing needs to be taken through the entire writing process. Support students as they engage in all five stages of the writing process. Be aware that this is a process that spans time. For example, students may need more than one day for drafting or revising. Also, provide time for students to write stories and articles just for fun. Not every piece of writing needs to be taken through the entire writing process. Support students as they engage in all five stages of the writing process. Be aware that this is a process that spans time. For example, students may need more than one day for drafting or revising. Also, provide time for students to write stories and articles just for fun. Not every piece of writing needs to be taken through the entire writing process. 10
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