Structured Practice to Build Core Writing Skills

TEACHER RESOURCE: OOK F

Fifth rade

Name:

Structured Practice to Build Core Writing Skills

T he Vasa warship
sank on its
maiden voyage.

T he Viking longship’s
symmetrical design
is amazing.

My ancestors
lived in a
floating village.
TALE OF CONTENTS

AOUT THE ULDN WRTERS OOKS

Get to Know Building Writers....................................................................................................................... 1

Our Philosophy........................................................................................................................................... 2

A Look Inside: Introducing Writing Types....................................................................................................... 3

A Look Inside: Writing Activities................................................................................................................... 4

USN ULDN WRTERS N OUR CLASSROO

When to Use Building Writers...................................................................................................................... 5

Preparing Students for Writing..................................................................................................................... 5

Building Writers & Your Writing Curriculum................................................................................................... 6

Finding Time for Supplemental Practice.......................................................................................................... 6

Building Writers: A Different Approach......................................................................................................... 7

Writing on Double Lines............................................................................................................................... 7

The Six Traits of Building Writers.................................................................................................................. 8

Assessing with Building Writers.................................................................................................................... 9

CHECKLSTS AND TEPLATES

Narrative Checklists.................................................................................................................................. 10

Information Checklists................................................................................................................................ 11

Opinion/Argument Checklists.................................................................................................................... 12

Writing Templates................................................................................................................................13–15
et to Know
y Learning Without Tears
Building Writers activities provide age-appropriate and
engaging writing practice for core writing skills. Each
activity can be easily incorporated into a writing block as
independent writing or as whole group practice to meet
your students’ varying needs.
Building Writers provides carefully scaffolded
opportunities for students to grow as independent writers.
Our activities have easily accessible and child friendly
resources to ensure writers at all stages are supported.
The activities are intuitive and engaging with exercises
specifically designed to provide students with a framework
to develop core writing skills.
Our books were created with classroom teachers who
understand the need for easily accessible and effective
classroom resources. Our workbooks provide an
abundance of high quality writing activities all in one
place, saving teachers time and energy searching
for supplemental materials.
With many years of experience developing successful
and effective curricula, we understand how children
My ancestors
lived in a
floating village.
narrative
© 2018 Learning Without Tears Building Writers F: Teacher Resource 1
learn. Without proper practice and training, we wouldn’t
expect our students to run a marathon. The same is true
for achieving the rigorous, long-term writing standards
expected of students. Children require repeated practice
with small chunks of essential writing skills and strategies
as they learn to compose strong sentences, paragraphs,
and eventually more. Building Writers activities equip
students with the crucial building blocks necessary for
proficiency with your grade level writing standards.
Each workbook’s developmentally designed content
gradually prepares students for independent writing with
focus on narrative, information, and opinion/argument
writing types. In each section, students are introduced to
the key elements of each writing type in a purposefully
organized sequence. At the end of each section, writing
templates, familiar from previous activities, are available
for further practice. These templates can be adapted in
order to apply the learned writing skills in each section to
curriculum-specific content, student-chosen topics, or other
individualized subjects.
T he Vasa warship
sank on its T he Viking longship’s
maiden voyage. symmetrical design
is amazing.
information opinion/argument
OUR PHLOSOPH
Successful writing begins with a solid foundation of
handwriting and writing mechanics. Building Writers
is a companion to your writing curriculum and is not
intended as a replacement for handwriting. Students must
learn letter, word, and sentence skills from handwriting
instruction in order to effectively apply those skills to their
writing with automaticity.
Writing is the most frequently used mode through which
students are expected to communicate and demonstrate
their understanding of learned concepts1. Building Writers
is an easily accessible resource for practicing and refining
core writing skills to support students as they become
effective communicators.
An early writing foundation begins with forming good
habits. We teach strong writing habits through modeling,
repetition, and exposure to robust examples. Building
Writers provides the framework for learning essential
writing habits through repeated practice and mastery of
core skills employed by strong writers.
1
“Drawing to support writing development in English language learners.” Language and Education 27, no. 3 (2012): 261–77.
doi:10.1080/09500782.2012.704047.
2 Building Writers F: Teacher Resource © 2018 Learning Without Tears
Drawing is an integral part of planning and preparing to
write, especially in the early stages of literacy. The black
and white pages in our workbooks are clean and clear
with simple illustrations that invite children to color and
draw. Students are encouraged to communicate through
both illustrations and writing as they develop their ability
to plan, express, and clarify their ideas.
Building Writers structured practice centers around
grade-level specific commonly used words and phrases,
key vocabulary, and core strategies and skills. Children
practice these skills through a variety of cross-curricular
content within each main writing genre: narrative,
information, and opinion/argument. Our step-by-step
models and carefully structured pages gradually release
independence to students while boosting their confidence
as writers.
Building Writers reinforces practice of previously taught
writing skills, and is not intended as a replacement for
writing instruction, but rather as a tool to support your
writing block. Familiar writing templates are provided
in every Building Writers book and as reproducibles for
continued practice. By supporting students with additional
practice of essential writing skills, we are building the next
generation of confident and competent communicators.
Our goal is to
build the next
generation of confident
communicators!
 A LOOK NSDE: NTRODUCN WRTN T PES
Each writing section begins with a multi-page introduction. Section introductions should be used when they best align
with your writing curriculum, and can be revisited when necessary for reteaching and review. Below is an example of a
narrative writing introduction.

I NT RODUCT ION PAGE

tiv e
Narra

An introduction page indicates which writing type will follow: narrative, information,
or opinion. This is a great place to encourage students to color the large, line-drawn
illustrations, or jot down their own ideas for writing topics.

My ancestors
lived in a
floating village.

5thGrade-12.8.17-CJ.indd 4 12/8/17 3:57 PM

NARRATVE WRTN
Narrative writing tells a story that can be real or imagined. A story has characters, a setting,
WRIT ING SAMP LE & CHECKLIST
NARRATVE WRTN and a plot. Many stories also have dialogue, or conversations between characters. Strong
narrative writing includes a lot of details that make the story come to life.

Characters:
Narrative writing tells a story that can beSettings: real or imagined. A story has characters, a setting,

Next in the section introductions are a grade-level appropriate writing sample and a
Sydney, Keisha, and Carlos The bus and the planetarium
and a plot. Many stories also have dialogue, or conversations between characters. Strong
Field Trip to Outer Space
narrative writingMs.includes
Jackson’s fiftha lotclass
grade of was
details thatfilled
going music make
the air.the story
As they peered come to life.
into the dark
to the planetarium, and everyone was excited, theater, Sydney gasped. The planetarium wasn’t

Characters: Settings:
writing checklist.
except Sydney. “This is going to be the worst,” what she had expected. There were small lights
Sydney said dramatically, as the class got on that looked like stars, but there were also
the bus. “Why would anyone want to sit around bright, colorful pictures of every planet. Sydney
Sydney, Keisha, and Carlos in the dark and look at fake stars?” The bus and the planetarium
almost ducked as an asteroid flew past their
heads with a whooshing sound.
The other students rolled their eyes. “It's
Field Trip soundtrack
going to be more fun than sitting in class and
doing math,” Carlos said. Sydney made a sour
to “Wow!
Outer Space
This music sounds like the
for a movie in space,” Keisha

Ms. Jackson’s fifth grade class was going

face. whispered.
music filled the air. As they peered into the dark
to the planetarium,
except Sydney. “This
“Oh, come on, Syd,” her best friend,
Keisha,and everyone
said. “Just wasIt can’t
give it a chance.
is going to be the worst,”
that bad!”
excited,
be
“This is awesome.” Sydney sighed.
She hated theater,
being wrong,Sydney gasped. The planetarium wasn’t
but the planetarium
what she had expected. There were small lights
really was fun. As she looked around again,
Sydney saw that the other kids were giggling
We recommend teachers:
The two girls were first to reach the
Sydney said dramatically, as the class got on and pointing that looked
at her. liketo be
It was going stars,
a while but there were also

1. Ask students to follow along while you read the writing sample, or
big, heavy doors to the planetarium. Suddenly,
before they forgot about her mistake.
the bus. “Why would anyone want to sit around bright, colorful pictures of every planet. Sydney
in the dark and lookNarrative
at fake stars?”Writing Checklist almost ducked as an asteroid flew past their
I used a strong start to my story. heads with a whooshing sound.

have them read it to themselves. After reading, encourage your class

The other students rolled their eyes. “It's
I wrote a “hook” to catch the reader.
going to be more fun than Isitting introduced inmy class and
characters and setting. “Wow! This music sounds like the
doing math,” Carlos said. Sydney made a sour
I developed the story in an organized way.
soundtrack for a movie in space,” Keisha
face. whispered.

to identify any characteristics of narrative writing they notice within

I described the events in a logical order.
Details and descriptions made my characters come to life.
“Oh, come on, Syd,” her best friend, “This is awesome.” Sydney sighed.
I used words and phrases to connect events.
Keisha, said. “Just give it a chance. It can’t be She hated being wrong, but the planetarium
I wrote a conclusion.

the text.
that bad!” really was fun. As she looked around again,
T he end of my story provides a sense of closure.
Sydney saw that the other kids were giggling
The two girls were first to reach the
© 2018 Learning Without Tears 5 Building Writers F: Narrative Writing

and pointing at her. It was going to be a while

big, heavy doors to the planetarium. Suddenly,
before they forgot about her mistake.
2. Read each item on the writing checklist, and explain that each item is an important
5thGrade-12.8.17-CJ.indd 5 12/8/17 3:57 PM

Narrative Writing Checklist

I used a strong start to my story.
part of strong narrative writing.
I wrote a “hook” to catch the reader.

I introduced my characters and setting.

3. Familiarize students with the writing checklist, and how to determine whether each
I developed the story in an organized way.

I described the events in a logical order. item has been met. As the checklists become more detailed, some items will have
Details and descriptions made my characters come to life.
I used words and phrases to connect events.
subsections. In this example, the first item on the checklist has two subsections: writing
I wrote a conclusion.
T he end of my story provides a sense of closure. a hook to catch the reader, and introducing characters and setting. Both of these
© 2018 Learning Without Tears Building Writers F: Narrative Writing 5

subsections must be checked before a student can check off “I used a strong start to
5thGrade-12.8.17-CJ.indd 5 12/8/17 3:57 PM

my story.”
4. Ask students to help determine if the example should get a check mark for each item
on the list. Encourage students to support their answers with specific examples from
the text such as “The author hooked my attention when I read that everyone was
excited to go to the planetarium except for Sydney.”
5. Engage students by having them draw a check mark inside the boxes in their own
books as the class identifies each item.

© 2018 Learning Without Tears Building Writers F: Teacher Resource 3

A LOOK NSDE: WRTN ACTVTES
Each page within Building Writers student books is carefully structured to provide students with the resources they need
to be successful, regardless of a student’s writing level. The format of our writing activities will quickly become familiar
and predictable, making Building Writers a readily available, no prep writing resource. Below is an example from an
opinion writing page of the key elements within our writing activities. We recommend explicitly teaching students how to
recognize and use each of these resources in order to produce their best writing.

P ENCIL ICONS FREND, NOT FOE

Persuade readers that sharks are humans’ friends, not foes. Write three facts to support your
Point students to important
opinion and a conclusion.
information and directions - top of the ocean food chain, balance marine
ecosystem
on each page.
- over 400 kinds, only 30 have attacked
humans
- eat sick or injured animals

BLACK & W HIT E

- about 80 shark attacks worldwide each year,
rarely fatal

ILLUST RAT IONS - more humans die from the flu than by
shark attack
Invite students to color and
draw and provide visual
cues for activity-related Sharks are humans’ friends, not foes.
content and vocabulary.

WORD BANKS
Give young writers easily
located vocabulary and
spelling support.

MODELS
66 Building Writers F: Opinion Writing © 2018 Learning Without Tears

Provide a strong starting

point for writing and 5thGrade-12.8.17-CJ.indd 66 12/8/17 3:57 PM

spelling support.
DOUBLE LINES
Control children’s letter size, spacing, and
placement, and promote legible writing.

4 Building Writers F: Teacher Resource © 2018 Learning Without Tears

USN BULDN WRTERS N OUR CLASSROO
WHEN TO USE BUILDING W RIT ERS We recommend scaffolding students to use each page’s
resources flexibly. We suggest making it clear to students
As a teacher, you know best when your students are
that they are not limited to the specific vocabulary on a
ready for a new challenge. Whether you begin with a
page, but can and should use it as a springboard for their
small group of students or introduce the workbook to the
own ideas. This flexibility allows each writing activity
whole class, we recommend beginning Building Writers
to be as structured or unstructured as your individual
with the writing type most familiar to your students. Each
students require.
book is organized with narrative writing first, followed by
information writing, and finally opinion/argument writing.
The writing types do not have to be completed in order,
and should be incorporated in your writing block when
each best corresponds with your writing curriculum. Each
writing type has a section introduction that can be used
as review and practice before you begin.

P REPARING ST UDENTS FOR WRIT ING

We recommend explicitly teaching students how to
recognize and use the key features of Building Writers
activities. These features, such as the pencil icon and
sentence models, are described on p. 4 of this teacher
resource. Students can use as many or as few of these
resources as needed. These resources are intended to
make the activities accessible to all students, regardless of
their differing writing levels.

Teach students how to include the resources on a page in

their writing through explicit modeling. For example, have
students follow along on the same page as you model,
looking at and thinking about the illustrations, their labels,
and other vocabulary on the page. Engage students to
think aloud with you about how these resources could
be used in their writing. Write any vocabulary, phrases,
or other ideas the class generates in the margins of the F lexible resources offer
page to reference when you write. Encourage students to
structure for those
do the same in their books. Model using the resources on
the page and the ideas listed from the class as you write. students who need it, and
Depending on your class’s level of writing independence, allow for creativity for those
you can ask students to copy and follow along as you
write, or have them write their own. who thrive with independence.

© 2018 Learning Without Tears Building Writers F: Teacher Resource 5

USN BULDN WRTERS N OUR CLASSROO
BUILDING WRIT ERS & YOUR
WRIT ING CURRIC ULUM
Your existing writing curriculum provides the information
and techniques your students need to learn how to write.
Your curriculum should guide your students through the
writing process and provide a blueprint for achieving
your grade level standards for writing. Building Writers
is designed to support your students by reinforcing what
your curriculum has already taught. Our writing activities
serve as practice and review of the skills you teach, so we
suggest aligning the planning of Building Writers activities
with your existing writing curriculum.
Depending on your students’ varying levels of readiness,
you may decide to work on Building Writers activities
as a whole group, as teacher-led small groups, or as
independent small groups. Using Building Writers in small,
ability-based groups allows for more flexibility in choosing
which activities to complete at what times, and how much
you support students as they complete them.
6 Building Writers F: Teacher Resource © 2018 Learning Without Tears
F INDING T IME FOR
SUP P LEMENTAL P RACT ICE
Teachers’ time with students is highly valuable and
efficiency is essential. These writing activities were
designed to be brief and target imperative foundational
skills of writing. The time spent on these activities is an
investment to build a strong foundation for writing, which
in turn yields independent and more efficient writers.
Below are some ways to include Building Writers
throughout your day:
1. Use Building Writers as a replacement for
one-off worksheets.
2. Have students complete a Building Writers activity for
morning work.
3. Use Building Writers activities as a station during
Language Arts rotations.
4. Complete Building Writers activities during writing
conferences with students.
5. Model a specific technique or skill for students in a
Building Writers activity. Then, have students complete
the same activity on their own applying the technique
or skill you have modeled.
6. Implement relevant Building Writers activities into other
content areas such as science and social studies.
10_15 MINUT ES
of writing each
day helps build skills
and confidence!
ASSESSN WTH ULDN WRTERS
BUI LDING WRIT ERS:
A DIF F ERENT AP P ROACH
Building Writers can be adapted to meet the needs of all
learners, including English language learners. Below are
some teaching strategies to help prepare diverse learners
for writing:
• Preview the illustrations and topic in a class
discussion before writing to activate
prior knowledge
• Brainstorm, predict, and list relevant vocabulary
• Read a book related to the writing topic
• Practice thinking aloud as you plan to write or
while completing a writing activity
Activities within Building Writers are easily adapted to
increase challenge and rigor. Below are some suggestions
for extending writing activities:
• Challenge students to research writing topics
and include new vocabulary and key information
in their writing
• Continue preparatory writing activities (such as
writing strong story hooks) in writing journals
• Review and revise writing with peers
• Transform writing into a different media such as
a digital presentation
© 2018 Learning Without Tears Building Writers F: Teacher Resource 7
WRIT ING ON
DOUBLE LINES
Our double lines control children’s letter size, spacing,
and placement. Using our double lines promotes legible
writing that’s easily transferable to other styles of paper.
Watch our double lines animation and learn more at
www.lwtears.com/programs/double-lines. Below are some
tips for transferring between different types of lines:
• Use the same type of lines as frequently
as possible
• Keep the size of the lines consistent
• Model writing the same word on new lines next
to the line style students are most familiar with
• Help students practice using new styles of lines
by writing their name
This resource includes a variety of the same writing
templates used in your grade-level student workbooks.
These templates provide extended practice and the
opportunity for teachers to differentiate by personalizing
topics, instructions, and expectations. For more practice
writing on double lines, we recommend using our writing
journals, which can be found at
shopping.lwtears.com/category/journals.
bag Uses intuitive double
lines for successful
writing outcomes
 AI TS OF
S I X T R
T HE
I DEAS
Cross-curricular topics and engaging themes serve as a
starting point and inspiration for students’ own ideas.
Use the reproducible writing templates for practice with
more topics to fit your class’s interests and needs.
Check out how students write about preventing bullying
on p. 48 of the student workbook.
ORGANI ZAT ION
Building Writers activities carefully scaffold students to
organize their writing in a logical manner. Fifth graders
use graphic organizers to effectively structure their
information pieces with relevant facts and details.
See p. 30 for an example of how fifth graders
organize narratives.
SENT ENCE F LUENCY
Fifth graders practice writing a variety of sentences and
develop an understanding of how they flow within each
writing section.
Check out p. 40 for an example of how students
practice sequencing sentences in an information piece.
8 Building Writers F: Teacher Resource © 2018 Learning Without Tears
The six traits are proven components of good writing.
Whether or not you explicitly teach the six traits, they
can be a valuable resource for breaking writing into
manageable tasks.
VOIC E
In each section of Building Writers, students practice
matching their voice to the purpose of the piece they
are writing.
Pp. 12-13 show an example of how students incorporate
voice to convey emotion in their writing.
WORD CHOICE
Our activities provide content-rich and specific
vocabulary to encourage intentional, meaningful word
choice. Students are supported with illustrations, labels,
word banks, and models to expand their vocabulary and
elicit strong responses.
See p. 73 for an example of the resources provided
to help students form and support
their opinions.
CONV ENT IONS
Students are supported with strong writing samples
at the beginning of each section that model correct
capitalization, punctuation, grammar and other genre-
specific conventions.
Book-wide modeling across the three main writing types.
ASSESSN WTH ULDN WRTERS
Our checklists were created using common characteristics We suggest using Building Writers checklists:
of high writing expectations for each grade level, and • As rubrics to assess student work
are intended as a tool for both teachers and students. • For peer editing
Checklists for narrative, opinion, and information writing • For student self-assessment
are referenced in the section introductions of student • As a tool for teaching characteristics of
workbooks. Each checklist is also included in this resource, strong writing
so they can be reproduced for use alongside Building • To provide direction and structure during
Writers or other writing activities. pre-writing activities
• To aid teachers and students while setting
The writing checklists are purposefully placed at the writing goals
beginning of each section introduction in student books
in order to give students early exposure to clear writing Building Writers activities allow for flexibility in student
expectations. We recommend explicitly modeling using responses. We understand that different students may
checklists with writing samples and providing repeated respond to the same prompt in diverse ways. For this
opportunities for students to practice using them with reason, teachers can expect a variety of responses in
teacher guidance. students’ work. We suggest ensuring students that there
are not “right” or “wrong” responses, and to encourage
Our writing checklists provide teachers and students with students to use their creativity, background knowledge,
a tool for assessing and improving, but there isn’t one tool and learned writing skills as they are able.
that can capture all aspects of writing development and
achievement. Writing fluency and speed, revision skills
and efficiency, and more cannot be assessed by a checklist
alone. We recommend using this tool alongside others to
continuously monitor your students’ writing growth.

Print our templates to give each student their own writing checklist!

Name: Name: Name:

Narrative Writing Checklist
I used a strong start to my story.
nformation Writing Checklist Opinion/Argument Writing Checklist
___ I wrote a “ hook” to catch the reader.
I introduced my topic. I stated my opinion in a clear introduction.
___ I introduced my characters and setting.
I developed the story in an organized way. I presented information in an organized way. I wrote supporting reasons for my opinion.
___ I described the events in a logical order. ___ I wrote important facts, definitions, and details. ___ I put my ideas and reasons in a logical order.
___ Details and descriptions made my characters come to life.
___ I developed my topic in a logical order. ___ I supported my reasons with facts and details.
___ I used words and phrases to connect events.
I wrote a conclusion.
___ I used linking words to connect my ideas. ___ I used linking words to connect facts and reasons.
___ T he end of my story provides a sense of closure. I wrote a conclusion. I restated my opinion in a conclusion.
© 2018 Learning Without Tears Building Writers F: Teacher Resorce © 2018 Learning Without Tears Building Writers F: Teacher Resorce © 2018 Learning Without Tears Building Writers F: Teacher Resorce

© 2018 Learning Without Tears Building Writers F: Teacher Resource 9

 Name:
Narrative Writing Checklist
I used a strong start to my story.
___ I wrote a “ hook” to catch the reader.
___ I introduced my characters and setting.
I developed the story in an organized way.
___ I described the events in a logical order.
___ Details and descriptions made my characters come to life.
___ I used words and phrases to connect events.
I wrote a conclusion.
___ T he end of my story provides a sense of closure.
© 2018 Learning Without Tears Building Writers F: Teacher Resorce
Name:
Narrative Writing Checklist
I used a strong start to my story.
___ I wrote a “ hook” to catch the reader.
___ I introduced my characters and setting.
I developed the story in an organized way.
___ I described the events in a logical order.
___ Details and descriptions made my characters come to life.
___ I used words and phrases to connect events.
I wrote a conclusion.
___ T he end of my story provides a sense of closure.
© 2018 Learning Without Tears Building Writers F: Teacher Resorce
Name:
Narrative Writing Checklist
I used a strong start to my story.
___ I wrote a “ hook” to catch the reader.
___ I introduced my characters and setting.
I developed the story in an organized way.
___ I described the events in a logical order.
___ Details and descriptions made my characters come to life.
___ I used words and phrases to connect events.
I wrote a conclusion.
___ T he end of my story provides a sense of closure.
© 2018 Learning Without Tears Building Writers F: Teacher Resorce
Name:
Narrative Writing Checklist
I used a strong start to my story.
___ I wrote a “ hook” to catch the reader.
___ I introduced my characters and setting.
I developed the story in an organized way.
___ I described the events in a logical order.
___ Details and descriptions made my characters come to life.
___ I used words and phrases to connect events.
I wrote a conclusion.
___ T he end of my story provides a sense of closure.
© 2018 Learning Without Tears Building Writers F: Teacher Resorce
 Name:
nformation Writing Checklist
I introduced my topic.
I presented information in an organized way.
___ I wrote important facts, definitions, and details.
___ I developed my topic in a logical order.
___ I used linking words to connect my ideas.
I wrote a conclusion.
© 2018 Learning Without Tears Building Writers F: Teacher Resorce
Name:
nformation Writing Checklist
I introduced my topic.
I presented information in an organized way.
___ I wrote important facts, definitions, and details.
___ I developed my topic in a logical order.
___ I used linking words to connect my ideas.
I wrote a conclusion.
© 2018 Learning Without Tears Building Writers F: Teacher Resorce
Name:
nformation Writing Checklist
I introduced my topic.
I presented information in an organized way.
___ I wrote important facts, definitions, and details.
___ I developed my topic in a logical order.
___ I used linking words to connect my ideas.
I wrote a conclusion.
© 2018 Learning Without Tears Building Writers F: Teacher Resorce
Name:
nformation Writing Checklist
I introduced my topic.
I presented information in an organized way.
___ I wrote important facts, definitions, and details.
___ I developed my topic in a logical order.
___ I used linking words to connect my ideas.
I wrote a conclusion.
© 2018 Learning Without Tears Building Writers F: Teacher Resorce
 Name: Name:
Opinion/Argument Writing Checklist Opinion/Argument Writing Checklist
I stated my opinion in a clear introduction. I stated my opinion in a clear introduction.

I wrote supporting reasons for my opinion. I wrote supporting reasons for my opinion.
___ I put my ideas and reasons in a logical order. ___ I put my ideas and reasons in a logical order.
___ I supported my reasons with facts and details. ___ I supported my reasons with facts and details.
___ I used linking words to connect facts and reasons. ___ I used linking words to connect facts and reasons.

I restated my opinion in a conclusion. I restated my opinion in a conclusion.

© 2018 Learning Without Tears Building Writers F: Teacher Resorce © 2018 Learning Without Tears Building Writers F: Teacher Resorce

Name: Name:
Opinion/Argument Writing Checklist Opinion/Argument Writing Checklist
I stated my opinion in a clear introduction. I stated my opinion in a clear introduction.

I wrote supporting reasons for my opinion. I wrote supporting reasons for my opinion.
___ I put my ideas and reasons in a logical order. ___ I put my ideas and reasons in a logical order.
___ I supported my reasons with facts and details. ___ I supported my reasons with facts and details.
___ I used linking words to connect facts and reasons. ___ I used linking words to connect facts and reasons.

I restated my opinion in a conclusion. I restated my opinion in a conclusion.

© 2018 Learning Without Tears Building Writers F: Teacher Resorce © 2018 Learning Without Tears Building Writers F: Teacher Resorce
NARRATVE RAPHC ORANZER

Title:

Beginning (Hook):

Middle:

End:

© 2018 Learning Without Tears Building Writers F: Teacher Resource

NFORATON RAPHC ORANZER

Title:

Introduction:

Topic one:

Detail:

Topic two:

Detail:

Topic three:

Detail:

Conclusion:

Building Writers F: Teacher Resource © 2018 Learning Without Tears

OPNON RAPHC ORANZER

Opinion:

Reason one:

Reason two:

Reason three:

Conclusion:

© 2018 Learning Without Tears Building Writers F: Teacher Resource