Weekly Real-World Writing, Grades 3-4 - Teacher's Resource, E-Book-6078i

Correlated to
Weekly
GRADES
Grades 3–4
3–4
Current Standards
Grade
6
• 24 weekly units covering
Real-World
6 main writing purposes
™ • Writing formats such as
Evan-Moor ® e-mail, product review,
Writing
EMC 6078
ads, directions, news
• Teacher lesson plans
• 72 writing tasks and
extension activities
• Graphic organizers
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Help Children Learn
to Communicate Through
Real-World Writing!
Explore real-world purposes for writing
with 24 writing units that include:
• Teacher overview page
• A writing sample to model each writing
format and purpose
• Graphic organizer for student notes
• Two writing tasks with response pages
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Weekly
Real-World
Writing
GRADES
3–4
6078-FM.indd 1 8/9/21 2:52 PM

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CONTENTS
What’s in Weekly Real-World Writing 4
Ways to Use Weekly Real-World Writing 6
Rubric for Formal Writing 7
Rubric for Informal Writing 8
EXPRESS YOURSELF DIVE IN DEEP
Awkward E-mail 9 Inquiry Letter 69
Journal Entry 14 Interview 74
Opinion Letter 19 Internet Search 79
Thank-you Note 24 Quiz Questions 84
HELP OTHERS KNOW LOOK MORE CLOSELY
Directions 29 Pro–Con List 89
Infographic 34 Summary 94
Biography 39 Experiment 99
News Article 44 Investigation 104
CRITIQUE CAREFULLY PERSUADE TO SOLVE
Peer Review 49 Powerful Pitch 109
Meal Review 54 Advertisement 114
Product Review 59 Billboard 119
Evaluation 64 Brochure 124
6078.indb 3 6/16/21 9:52 AM

What’s in Weekly Real-World Writing
Most writing programs cover the essentials of academic writing that students need to succeed in
school: grammar and mechanics, structure of sentences and paragraphs, and the essential parts of
fiction and nonfiction genres. While some academic writing may play a role in students’ everyday
lives, we use many other types of writing on a daily basis — on paper, online, and in graphic form.
This series covers many of those writing formats.
24 Engaging Units
Real-world writing happens when there is a reason to write. The format of the writing often follows
the writing purpose. This book focuses on six common writing purposes: self-expression, information,
evaluation, inquiry, analysis, and persuasion. Within each purpose are four units, each featuring a
different writing format. The first two units in each purpose section are geared toward grade 3 and
the second two are geared toward grade 4, but feel free to use whatever is suitable for your students.
Unit Features
Units are designed to fit into a weekly lesson plan. Each 5-page unit provides a page of information
for the teacher, followed by modeling for the students, a graphic organizer, and writing tasks.
Help Others Know Directions
Teacher Overview Information for the Pet Sitter
When people who have pets are away from home, such as being on vacation or on a business trip, they
A suggested plan for

often hire a pet sitter to come to their home to take care of their pets. It’s important to leave pet sitters
clear and thorough directions so they can take proper care of the animals. Pets require food and water
and must have their bathroom needs met. Some pets may have medical needs as well, and most pets
need some play time. The sitter needs to be aware of all of these.
Describes the writing format introducing the writing

The directions can be casual, either in paragraph form or as a list with bullet points. If there are multiple
pets, they may each need their own set of instructions, especially if they are different types of animals,
such as a pet bird, a goldfish, and a dog. The directions need to be well organized so the sitter can easily
find the information he or she needs.
and explains its relevance and format and model writing

Directions for a pet sitter should contain the following:
• the names of all pets, along with a description if more than one pet
• the pet’s routine, including meal, walk, and play times
• the amount and type of food for each pet
• any medical needs the pets have
contexts for use sample, leading student

• the location of food, bowls, medications, leashes, beds, and toys
• the veterinarian’s contact information
The Lesson
discussions, using the

Introduce: Using the information above, explain to students what pet sitters do. Then distribute a
copy of page 30 to each student and have them read the scenario. Discuss it, asking students why
Zooey probably can’t take the pets with them. What would happen if the pets stayed home alone?
Ask students if they have any pets and what they do to take care of them.
graphic organizer, and

Look at a Model: Have students read the model writing sample, “Caring for Wally and Fitz.” Discuss
Features often included in the

it, asking how the information is organized. Have students answer some what, when, or how questions.
Ask the students if the directions are clear. Ask whether they think anything could be added or
changed to improve the directions.
assigning writing tasks

Analyze the Model: Distribute a copy of the graphic organizer on page 31 to each student. Guide
format (also reflected in the

students through finding the information in the model writing sample to complete the graphic
organizer. Some parts of the graphic organizer may not apply.
Write: Assign and provide copies of one or both writing tasks on pages 32 and 33 or let students
choose. Also provide copies of the graphic organizer. Make sure students understand the task before
graphic organizer)
beginning. If needed, brainstorm ideas as a class to complete the graphic organizer. Then have students
write their directions.
Extend: If desired, have students brainstorm reasons they might need to write directions for a sitter.
Have them complete the extension activity on page 33 on a separate sheet of paper.
© Evan-Moor Corp. • EMC 6078 • Weekly Real-World Writing 29
Scenario and Model Writing Sample Family Vacation

Zooey’s family was packing up to go on vacation. As Zooey searched for her
sunglasses, her cat, Fitz, curled up in her suitcase. Her dog, Wally, wandered into the
room and f lopped onto Zooey’s bed. Zooey asked her mom what the pets would do
while they were away. Mom said she had hired a pet sitter to stay in their home. “In
fact,” Mom said, “I need to write directions for her. Why don’t you help me!”
Caring for Wally and Fitz

A scenario in which the writing Thanks for watching our pets while we’re away. Here are
directions you’ll need.
format might be used Wally, our dog

Morning: He gets one cup
Fitz, our cat
He gets a small handful of
of dog food and a pill mixed food three times a day. Feed
in his food. The food is in the him in the spare bedroom.
pantry. The pill bottle is on That’s where his food and
the kitchen counter. food bowl are.
Noon: He can have a treat. His litter box is in the
They’re on the counter. basement. Please use the
scoop to clean it each day.
A model writing sample resulting

Night: He gets another cup
of food. Please f ill the big water bowl
in the kitchen every day.
He presses a bell on the back
door when he wants to go out.
from the scenario; demonstrates If there’s an emergency, our vet’s phone number is on the
refrigerator. Then call us on our cellphone.
the use of the format features Thanks again!
30 Weekly Real-World Writing • EMC 6078 • © Evan-Moor Corp.
6078.indb 4 6/16/21 9:52 AM

Help Others Know Directions Name
Format-Specific Graphic Organizer Pet Sitter Directions Graphic Organizer
Other needs
Medicine
A way to collect notes for the format Where

supplies are
in the unit; includes sections for most

of the format features listed in the When to go
out or play
Teacher Overview When to

feed and
how much
Help Others Know Directions Name Help Others Know Directions Name
Writing Tasks A Full House Writing Task #1

Imagine that you’re going to visit your cousins for a week. A pet sitter will stay
at your house to take care of your two dogs, Ozzy and Fiona. The sitter will also
need to feed your fish once a day. Ozzy is a calm grown-up dog. But Fiona is
just a puppy. When she gets bored, she starts to cause trouble. She might chew
Kitty Sitting Writing Task #2
Imagine that you have three cats named Penny, Leo, and Rose. You’re going away
for the weekend. Your pet sitter won’t be staying in your home. Instead, he’ll just
come in when needed. Your cats eat three times a day. Leo needs medicine once a
day. Write directions for your pet sitter. Let him know how many times he needs to
An extension
a pair of shoes or even the sofa. Your pet sitter must give Fiona lots of attention come in, when, and what to do each time.
and exercise. Write directions for your pet sitter.
Two opportunities activity that

to practice writing provides an
in the given format, opportunity for
along with response students to relate
space the format to
Extension Activity
their own lives
If you have a pet, think of a trip you’d like to take. Write directions for your pet sitter.
If you don’t have a pet, write directions for taking care of a neighbor’s or a friend’s pet,
or write directions for taking care of your plants while you are away.
32 Weekly Real-World Writing • EMC 6078 • © Evan-Moor Corp. © Evan-Moor Corp. • EMC 6078 • Weekly Real-World Writing 33
Student Rubrics
Two student rubrics are provided, one for formal Rubric for Inf
I Can Improve
ormal Writing
writing and one for informal writing. These

This
IDEAS I’ve Got This!
Unclear focus IDEAS
are general, non-format-specific rubrics to

Unclear point or Clear focus
opinion
Vague, random Clear point or
Writing
message opinion
rmal
Rubric for Fo
Accurate, mean
ORGANIZATIO ingful message
remind students of the general aspects of

N
Random arran ORGANIZATIO
I’ve Got This! gement N
This Weak labels, head Arrangement relate
I Can Improve ings, key word
s d to the format
IDEAS Careless design Powerful labels
effective writing. (pages 7 and 8)

for the format , headings, key
ghout words
IDEAS Clear focus throu Useful design for
the format
or opinion VOICE
Unclear focus Clear main point n
or opinion ingful informatio Vague writer’s VOICE
Unclear main point Accurate, mean perspective
information Unclear opinions Clear writer’s persp
Vague, random N
and emotions ective
ORGANIZATIO Language unrel Useful opinions
Have students use the formal writing rubric to

ated to the purp and emotions
gement ose
ORGANIZATIO
N Supportive arran Voice that matc
hes the purpose
ls and examples WORD CHOICE
gement Supportive detai
Random arran ics
ls and examples n and useful graph Vague, general, WORD CHOICE
Unrelated detai Attractive desig or weak
check formal formats, such as a business letter

ics
and pointless graph Careless or hurtf Specific enough
Careless design ul language
VOICE Not very usefu Respectful langu
l for the purpose age
ective
VOICE Clear writer’s persp Useful for the purp
ose
EXPRESSION
or a report. Have them use the informal

perspective FLUENCY
Vague writer’s Honest voice
ose
voice hes the purp Uncle ar phrases EXPRESSION
FLUENCY
False or unclear ose
Voice that matc
ated to the purp Random order
within the messa Clear phrases
Language unrel ge
WORD CHOICE Not very useful Sensible flow withi
writing rubric to check informal formats, such

for the purpose n the message
gh
WORD CHOICE Descriptive enou CONVENTIONS Useful for the purp
ose
or weak Polite and respe
ctful
Vague, general, Spelling interferes
ul the purpose with the message CONVENTIONS
Careless or hurtf Works well for
as a journal entry or an Internet search.

Grammar interf
l for the purpose eres with the mess Spelling is unde
Not very usefu NCY Punctuation interf age rstandable
SENTENCE FLUE message
eres with the Grammar is reaso
nable
NCY nces
SENTENCE FLUE Complete sente Punctuation is
words 8 helpful
or run-ons Helpful transition
Some fragments s
transition word throu ghout a paragraph
Few or unhelpful Good flow Weekly Real-W
raph orld Writing •
within a parag EMC 6078 • ©
Evan-Moor Corp.
Random order
CONVENTIONS
ng
CONVENTIONS Accurate spelli
Careless spelling Correct grammar
n
Errors in gram
mar Correct punctuatio
ng punctuation
Incorrect or missi 7
orld Writing
Weekly Real-W
Corp. • EMC 6078 •
© Evan-Moor
6078.indb 5 6/16/21 9:52 AM

Ways to Use Weekly Real-World Writing
Connections for Your Students

You can use the units in this series in many ways. Use the units to extend your primary writing
program, providing additional writing opportunities. Use them to augment learning in other
content areas. For example, you can use the Journal Entry or Opinion Letter
units to have students process their thoughts on current events that you are
studying in social studies. You can use the Peer Review unit before having
students use peer review in science or math. You can use the Thank-you Note
unit to thank a guest speaker who has visited your class. Be on the lookout for
everyday opportunities to relate units to your students’ real lives.
The Importance of Discussion

Discussing the scenario and the model writing sample does more than show students why people
write. Just as important as what the writer wants to say is making sure the audience understands
what the writer intended. The writer must understand the audience’s perspective: Does the
audience merely lack knowledge? Are they curious about something? Do they have an attitude or
belief that is different from the writer’s? Will they most likely be happy, sad, or defensive about the
writer’s message? By anticipating the audience’s perspective, the writer can choose words carefully
and organize the writing to avoid an unwanted reaction. Discussing both the writer’s and the
reader’s perspectives in the unit scenario will help students understand how writing, feelings, and
relationships are related.
Use of Graphic Organizers Help Others Know Biography
Biography Graphic Organizer

Name
The main purpose of the graphic organizer is to help students get What life was like
growing up
Events from early life
started and plan what they will write. However, it can also be used to
analyze the model writing sample. Lead students to connect a sample
Name
format’s components with the graphic organizer by asking questions

such as, “An infographic has a specific purpose. What text in the Achievements Born: Why I chose
this person
Died:
sample is related to the purpose? Write it in the

‘Purpose of infographic’ box on your graphic
s Article Name
Know New
Help Others
zer
Gra phic Organi
News Article Critique Care
organizer,” or “A peer review should mention

fully Peer Rev
iew
Peer Review
Name
Graphic Org
anizer
positive comments. What positive comment do you

W
ha
? t?
ho
W
This is good!
see in the sample? Write it in the ‘This is good!’

This needs
work.
Topic
section on your graphic organizer.” Whe

re?
y?
Wh
Ideas and
When? Suggestions
Evan-Moor Corp.
EMC 6078 • ©
orld Writing •
Weekly Real-W
46
© Evan-Moor
Corp. • EMC
6078 • Weekly
Real-World Writing
51
6078.indb 6 6/16/21 9:52 AM

Rubric for Formal Writing
I Can Improve This I’ve Got This!
IDEAS IDEAS
Unclear focus Clear focus throughout
Unclear main point or opinion Clear main point or opinion
Vague, random information Accurate, meaningful information
ORGANIZATION ORGANIZATION
Random arrangement Supportive arrangement
Unrelated details and examples Supportive details and examples
Careless design and pointless graphics Attractive design and useful graphics
VOICE VOICE
Vague writer’s perspective Clear writer’s perspective
False or unclear voice Honest voice
Language unrelated to the purpose Voice that matches the purpose
WORD CHOICE WORD CHOICE

Vague, general, or weak Descriptive enough
Careless or hurtful Polite and respectful
Not very useful for the purpose Works well for the purpose
SENTENCE FLUENCY SENTENCE FLUENCY

Some fragments or run-ons Complete sentences
Few or unhelpful transition words Helpful transition words
Random order within a paragraph Good flow throughout a paragraph
CONVENTIONS CONVENTIONS
Careless spelling Accurate spelling
Errors in grammar Correct grammar
Incorrect or missing punctuation Correct punctuation
6078.indb 7 6/16/21 9:52 AM

Rubric for Informal Writing
I Can Improve This I’ve Got This!
IDEAS IDEAS
Unclear focus Clear focus
Unclear point or opinion Clear point or opinion
Vague, random message Accurate, meaningful message
ORGANIZATION ORGANIZATION
Random arrangement Arrangement related to the format
Weak labels, headings, key words Powerful labels, headings, key words
Careless design for the format Useful design for the format
VOICE VOICE
Vague writer’s perspective Clear writer’s perspective
Unclear opinions and emotions Useful opinions and emotions
Language unrelated to the purpose Voice that matches the purpose
WORD CHOICE WORD CHOICE

Vague, general, or weak Specific enough
Careless or hurtful language Respectful language
Not very useful for the purpose Useful for the purpose
EXPRESSION FLUENCY EXPRESSION FLUENCY

Unclear phrases Clear phrases
Random order within the message Sensible flow within the message
Not very useful for the purpose Useful for the purpose
CONVENTIONS CONVENTIONS
Spelling interferes with the message Spelling is understandable
Grammar interferes with the message Grammar is reasonable
Punctuation interferes with the Punctuation is helpful
message
6078.indb 8 6/16/21 9:52 AM

Express Yourself Awkward E-mail
I Hate to Say This, but...
There are many awkward situations that people encounter in life, starting as children. It is awkward
to disagree with a friend; it may lead to an argument, a fight, hurt feelings, bullying, giving in, or even
ending the friendship. It is also awkward to have to remind a friend to return a toy, a book, a bike, or
money that the friend borrowed. Having to make choices, such as which friend to spend time with on
a given day or deciding to play at the park or the beach can also tax a friendship. It is never too early to
learn how to clear the air and keep a friendship healthy.
Some students may be more comfortable addressing a friend face to face, while others may prefer
writing an e-mail, a letter, or another written form. But it is always helpful to plan what to say so that
the message focuses on the issue and not the writer’s emotional reaction to the situation.
A written message should contain the following:

• a statement describing the issue: what happened, when, why there is a problem
• a statement of any agreement made initially or any background or previous history
• a statement about how you feel
• a statement of awareness of your friend’s perspective
• a statement about what you want your friend to do
• polite, respectful language
• appropriate emojis as needed
The Lesson
Introduce: Using the information above, explain to students what awkward situations are. Then
distribute a copy of page 10 to each student and have them read the scenario. Discuss it, asking
students about what each character may be thinking, feeling, and expecting.
Look at a Model: Have students read the model writing sample, “Please Return My Skates.” Discuss it,
asking students how they think the friend would respond. Have students point out examples of polite
and respectful language. Ask whether they think anything could be added or changed in the message.
write their messages.
Extend: If desired, have students brainstorm situations in their own lives in which writing a similar
type of message may be useful. Have them complete the extension activity on page 13 on a separate
sheet of paper.
6078.indb 9 6/16/21 9:52 AM

Express Yourself Awkward E-mail
Borrowed Skates
Terry and Dana have been good friends ever since Dana moved in next door to
Terry. They are in the same class. They sometimes do their homework together.
They often walk their dogs together at the park or the beach.
Dana loves to go ice-skating and used to take lessons before moving. Terry’s
cousin invited Terry to his birthday party at an ice-skating rink. Terry asked to
borrow Dana’s skates for the party. Terry had so much fun! Terry kept the skates
and started going to the rink every Saturday. Meanwhile, Dana couldn’t go
skating. Dana finally wrote an e-mail to Terry.
Please Return My Skates
TerryG@AlisalK12.org
Skates
Hi Terry,
I let you borrow my ice skates last month. I hope you are
having fun ice-skating. It is one of my favorite things to do.
But I have missed going ice-skating myself. I can’t go because
you still have my skates. I thought you were going to return
them after the party.
Could you give them back to me? My family is going skating

Friday night. Maybe your parents can buy you some skates.
Then you could come with us sometime!
Your friend,
Dana
6078.indb 10 6/16/21 9:52 AM

Express Yourself Awkward E-mail Name
Awkward E-mail Graphic Organizer
State the problem: What happened? When? Why is there

a problem?
State what you agreed to. What were you supposed to do?
What was your friend supposed to do?
State how you feel.
State what your friend is probably thinking or feeling.
State what you want your friend to do.
6078.indb 11 6/16/21 9:52 AM

Be Honest Writing Task #1

Pretend that you are visiting your cousin who wants you to go rock climbing,
but you don’t like high places. Write an e-mail to your cousin about your
thoughts.
6078.indb 12 6/16/21 9:52 AM

Defend a Friend Writing Task #2

Pretend that a classmate made fun of a younger student. Write an e-mail
to that classmate explaining what you think about that.
Extension Activity
Think of a real situation that happened to you and that is like the
pretend situations in this unit. Write an e-mail to someone involved.
6078.indb 13 6/16/21 9:52 AM

Express Yourself Journal Entry
Keep Track with a Journal
Writing about our thoughts or feelings often helps us pay attention to them. Or maybe we want to keep
track of our progress as we reach for a particular goal. One way to do these is through journaling. When
you keep a journal, you write your thoughts or describe your progress. Then you can go back and read
it later to see how you were feeling at a certain time or see how much progress you’ve made. Journals are
organized into entries. Each time you write in your journal, that’s one entry. Each entry is typically labeled
with the date or time, depending on how often you write. You can write in your journal every day, every
week, or every month. You can even write multiple entries in one day, or just whenever you feel like it.
A journal entry should contain the following:

• the date of the entry
• details about what you did or what happened
• details about how you reacted and felt
• information about progress of any amount
• emojis and drawings as needed
The Lesson
Introduce: Using the information above, explain to students what a journal is. Then distribute a copy
of page 15 to each student and have them read the scenario. Discuss it, asking students about difficult
activities that took a while to learn how to do.
Look at a Model: Have students read the model writing sample, “My Juggling Journal.” Point out
how it is organized and the types of information it includes. Discuss it, asking students how they
think Ali feels in each entry. Have students point out language that shows his feelings and his progress.
Ask whether they think anything could be added or changed in the entries.
write their journal entries.
Extend: If desired, have students brainstorm additional topics that your students want to journal
about. Have them complete the extension activity on page 18 on a separate sheet of paper.
6078.indb 14 6/16/21 9:52 AM

Express Yourself Journal Entry
Juggling Takes Practice

Ali got a set of juggling balls for his birthday. He threw the balls up, but they went
all over the place. Ali frowned. Juggling wasn’t as easy as it looked. He was sure
that he’d never be able to juggle. His dad began to juggle the balls, surprising Ali.
His dad explained that it takes lots of practice. He showed Ali how to start with just
one ball. His mother suggested that he keep a journal as he practiced. That way,
he’d see how much progress he was making.
My Juggling Journal
March 1: I practiced for an hour. I threw one ball

with one hand and tried to catch it with the other.
The ball kept going too far. But after about a
million times, I could throw it gently and catch it.
March 2: Today I watched a video on juggling

two balls. It looked easy, but boy, was it hard !
I started with a ball in each hand. I threw them up
and tried to catch them with the opposite hand,
but I couldn’t. Ugh !
March 3: I think I got it ! I can finally juggle two

balls ! Well, I caught them a few times. It was
definitely easier today than yesterday, for sure !
March 4: Okay, I know I said I had it yesterday,

but today I really do. Every time I tossed both
balls into the air, I was able to catch them.
Tomorrow: three balls !
March 5: I tried three balls. That’s never going

to happen ! I’ll just juggle two for a while. At least
I can do that.
March 6: I worked on three balls all afternoon.

I kept messing up but f inally did it right once !
6078.indb 15 6/16/21 9:52 AM

Express Yourself Journal Entry Name
Journal Entry Graphic Organizer
Topic
What How it
happened felt
What I’ll do about it
6078.indb 16 6/16/21 9:52 AM

Progress Journal Writing Task #1

Think of something that you have learned how to do. It can be
drawing, playing a guitar, cooking, or anything else. Maybe
you took lessons or taught yourself. Think about the steps it
took and how you felt as you learned. Write a journal entry
that tells about your f irst step.
6078.indb 17 6/16/21 9:52 AM

Gratitude Journal Writing Task #2

Imagine that your teacher or parent suggested that you start keeping a “gratitude”
journal. Each day, you write at least one thing that you’re grateful for. It can be a gift,
a good friend, something in nature, or anything else. Describe why you’re grateful
and how you feel. Write an entry for a day in the last week.
Extension Activity
Think of something happening in your own life. It can be something that you’re
learning. Or it can be something that you’re going through. Write a journal entry
that tells about it.
6078.indb 18 6/16/21 9:52 AM

Express Yourself Opinion Letter
Get Your Thoughts Published
Sometimes we feel strongly about a certain topic or issue. One way to draw attention to it is to write a
letter to a local newspaper in the hopes of getting it published. This is called a letter to the editor. These
letters can cover a variety of topics. People want to express their opinion on something that is going on
where they live. The letters may respond to specific articles or even previous letters from other people.
The writer may want to point out a mistake, explain a different point of view, or even applaud something
that he or she read in the paper.
There are several benefits to writing a letter to the editor. The writer can reach many readers. He or she
might be able to influence public opinion. Elected officials often read their local publications, so a letter
to the editor tells these officials how someone they represent feels about an issue.
A letter to the editor should contain the following:

• a clear opinion on an issue
• supporting ideas and examples for your point of view
• any experiences you have had with the issue
• respectful language, especially when expressing negative emotions
• your name
The Lesson
Introduce: Using the information above, explain to students what an opinion letter or a letter to the
editor is. Then distribute a copy of page 20 to each student and have them read the scenario. Discuss
it, asking how they think Yasmin feels. Ask what they think the town council will do if they don’t hear
from the town’s citizens. Ask students if there is anything similar happening in your town.
Look at a Model: Have students read the model writing sample, “Having a Say.” Discuss it, asking
students what opinion is expressed in the letter. Have them point out any respectful language. Does
the writer do a good job expressing her opinion? Does she support her opinion? Ask whether they
think anything could be added or changed in the letter.
write their opinion letters.
Extend: If desired, have students brainstorm some additional topics that they want to write about.
6078.indb 19 6/16/21 9:52 AM

Express Yourself Opinion Letter
Save Our Woods

In Yasmin’s town, there is a small section of woods. She and her friends have
played there for as long as she can remember. They make forts, climb trees, and
play hide-and-seek. Sometimes they just lie on the moss and listen to the birds
and squirrels in the trees above. But now, things might change. The town council
has been talking to someone who wants to cut down all the trees and build
a coffee shop. Yasmin wrote a letter to the editor of her local newspaper.
Having a Say
Dear Editor,
I am writing to say that I The woods are also home to

think it’s a bad idea to put in lots of animals. If the trees
a coffee shop on the corner are all cut down, where will
of Elk Canyon Road and Oak those animals go? When the
Street. Our town already has town council meets, I hope
a coffee shop. Also, I think they will all vote “no” on the
it would be sad to get rid of coffee shop.
the woods there. The woods Sincerely,
might not seem like much,
Yasmin Rivas
but kids have fun playing in
them every day.
6078.indb 20 6/16/21 9:52 AM

Express Yourself Opinion Letter Name
Opinion Letter Graphic Organizer
Main topic
Your opinion
Your reasons
6078-OpinionLetter.indd 21 6/24/21 1:13 PM

Fundraising Writing Task #1

Imagine that your school is having a fundraiser to buy school T-shirts for all the
students. But in a nearby town, many people don’t have much money. Those kids
often can’t afford new clothes. You think your school should raise money for them.
Write a letter to your principal that expresses your feelings.
6078.indb 22 6/16/21 9:52 AM

Video Games Writing Task #2

Imagine that somebody just wrote a letter to the editor of your local newspaper.
The writer said that video games are bad and that kids shouldn’t play them.
What do you think of video games? Write your own letter to the editor that
expresses and supports your opinion of video games.
Extension Activity
Think of something that is going on in your community that you feel strongly about.
Write an opinion letter that explains how you feel. Send a copy of your letter to your
local newspaper and see if they publish it.
6078.indb 23 6/16/21 9:52 AM

Express Yourself Thank-you Note
Showing Appreciation
When you want to show gratitude to someone, one way to do it is to write a thank-you note. You can
thank someone who has given you a gift or helped you in some other way. Perhaps the person helped you
learn to play the piano. Maybe a neighbor helped you solve a problem. Or perhaps someone simply spent
time listening to you.
Giving is a form of communication, a way of speaking with action. Giving a gift says “I think you’d like
this, and I want to make you happy.” Giving up your time to someone says “I want to support you and
make your life better.” Thanking someone is a way of participating in that communication. It strengthens
the relationship between both people.
A thank-you note should contain the following:

• a greeting
• a statement of gratitude
• details about the gift or help you received
• an explanation of how the gift or help will benefit you
• a closing
The Lesson
Introduce: Using the information above, explain to students what a thank-you note is. Then distribute
a copy of page 25 to each student and have them read the scenario. Discuss it, asking students what
they would have done in Gabe’s situation. Ask students if they have ever needed someone’s help to
solve a problem. Also ask if they have ever helped someone else solve a problem. Ask how they felt
in both situations.
Look at a Model: Have students read the model writing sample, “A Note of Thanks.” Discuss it, asking
students how they think Mei felt when she read it. Ask students to point out how Gabe expressed
gratitude for the help. Ask whether they think anything could be added or changed to improve the
thank-you note.
write their thank-you notes.
Extend: If desired, brainstorm opportunities your students might have to write their own thank-you
notes. Have them complete the extension activity on page 28 on a separate sheet of paper.
6078.indb 24 6/16/21 9:52 AM

Express Yourself Thank-you Note
Buster Is Found
Gabe’s family was moving into their new home. As Gabe carried in another box,
his dog, Buster, ran out the door. Gabe was upset. He and Buster did everything
together. Gabe ran outside and shouted, “Buster!” A teenager walked over and
asked what was wrong. Gabe told her what happened. “Don’t worry,” she said.
“I’ll help you f ind Buster. By the way, my name is Mei.” Mei quickly organized a
group of her friends. They put signs up around the neighborhood. Mei also went
on social media to tell everyone to be on the lookout for Buster. A few hours later,
someone found Buster. Gabe was relieved. He wrote Mei a thank-you note.
A NOTE OF THANKS
Dear Mei,
Thank you so much for helping me f ind
Buster. I just moved in, and I didn’t even know
where to look for him. He’s the best dog ever.
I appreciate all the time you spent helping me.
You did a lot and quickly got lots of people
involved. Now Buster is home safe with me. If you
ever need help, please let me know. Thanks again !
Your new friend,

Gabe
6078.indb 25 6/16/21 9:52 AM

Express Yourself Thank-you Note Name
Thank-you Note Graphic Organizer
Greeting
Statement of thanks
What you received
What you can do with it or how it helped
Closing
6078.indb 26 6/16/21 9:52 AM

Money Gift Writing Task #1

Imagine that one of your relatives sent you money for your birthday. You’ ve been
saving up for a new bike, and now you have enough. Write a thank-you note to
your relative. Describe how you’ll spend the money. Explain why you want the bike,
where you will ride it, and how it might help you.
6078.indb 27 6/16/21 9:52 AM

Thank an Instructor Writing Task #2

Imagine that you are in an after-school club. It can be the science club, the drama club,
or any other type of club. You learn a lot from the club’s instructor. Write the instructor
a thank-you note. Include specific details about how he or she is helping you.
Extension Activity
Think of something that someone has either done for you
or given to you recently. Write a thank-you note to that person.
6078.indb 28 6/16/21 9:52 AM

Information for the Pet Sitter
When people who have pets are away from home, such as being on vacation or on a business trip, they
often hire a pet sitter to come to their home to take care of their pets. It’s important to leave pet sitters
clear and thorough directions so they can take proper care of the animals. Pets require food and water
and must have their bathroom needs met. Some pets may have medical needs as well, and most pets
need some playtime. The sitter needs to be aware of all of these.
The directions can be casual, either in paragraph form or as a list with bullet points. If there are multiple
pets, they may each need their own set of instructions, especially if they are different types of animals,
such as a pet bird, a goldfish, and a dog. The directions need to be well organized so the sitter can easily
find the information he or she needs.
Directions for a pet sitter should contain the following:

• the names of all pets, along with a description if more than one pet
• the pet’s routine, including meal, walk, and play times
• the amount and type of food for each pet
• any medical needs the pets have
• the location of food, bowls, medications, leashes, beds, and toys
• the veterinarian’s contact information
The Lesson
Introduce: Using the information above, explain to students what pet sitters do. Then distribute a
copy of page 30 to each student and have them read the scenario. Discuss it, asking students why
Zooey probably can’t take the pets with them. What would happen if the pets stayed home alone?
Ask students if they have any pets and what they do to take care of them.
Look at a Model: Have students read the model writing sample, “Caring for Wally and Fitz.” Discuss
it, asking how the information is organized. Have students answer some what, when, or how questions.
Ask the students if the directions are clear. Ask whether they think anything could be added or
changed to improve the directions.
write their directions.
Extend: If desired, have students brainstorm reasons they might need to write directions for a pet
sitter. Have them complete the extension activity on page 33 on a separate sheet of paper.
6078.indb 29 6/16/21 9:52 AM

Family Vacation
Zooey’s family was packing up to go on vacation. As Zooey searched for her
sunglasses, her cat, Fitz, curled up in her suitcase. Her dog, Wally, wandered into the
room and f lopped onto Zooey’s bed. Zooey asked her mom what the pets would do
while they were away. Mom said she had hired a pet sitter to stay in their home. “In
fact,” Mom said, “I need to write directions for her. Why don’t you help me!”
Caring for Wally and Fitz

Thanks for watching our pets while we’re away. Here are
directions you’ll need.
Wally, our dog Fitz, our cat

Morning: He gets one cup He gets a small handful of
of dog food and a pill mixed food three times a day. Feed
in his food. The food is in the him in the spare bedroom.
pantry. The pill bottle is on That’s where his food and
the kitchen counter. food bowl are.
Noon: He can have a treat. His litter box is in the
They’re on the counter. basement. Please use the
scoop to clean it each day.
Night: He gets another cup
of food. Please f ill the big water bowl
in the kitchen every day.
He presses a bell on the back
door when he wants to go out.
If there’s an emergency, our vet’s phone number is on the

refrigerator. Then call us on our cellphone.
Thanks again!
6078.indb 30 6/16/21 9:52 AM

Pet Sitter Directions Graphic Organizer
Other needs
Medicine
Where
supplies are
When to go
out or play
When to
feed and
how much
6078.indb 31 6/16/21 9:52 AM

A Full House Writing Task #1

Imagine that you’re going to visit your cousins for a week. A pet sitter will stay
at your house to take care of your two dogs, Ozzy and Fiona. The sitter will also
need to feed your fish once a day. Ozzy is a calm grown-up dog. But Fiona is
just a puppy. When she gets bored, she starts to cause trouble. She might chew
a pair of shoes or even the sofa. Your pet sitter must give Fiona lots of attention
and exercise. Write directions for your pet sitter.
6078.indb 32 6/16/21 9:52 AM

Kitty Sitting Writing Task #2

Imagine that you have three cats named Penny, Leo, and Rose. You’re going away
for the weekend. Your pet sitter won’t be staying in your home. Instead, he’ll just
come in when needed. Your cats eat three times a day. Leo needs medicine once
a day. Write directions for your pet sitter. Let him know how many times he needs
to come in, when, and what to do each time.
Extension Activity
If you have a pet, think of a trip you’d like to take. Write directions for your pet sitter.
If you don’t have a pet, write directions for taking care of a neighbor’s or a friend’s pet,
or write directions for taking care of your plants while you are away.
6078.indb 33 6/16/21 9:52 AM

Help Others Know Infographic
Clear and Quick Information
Using infographics is a great way to provide information in an easy-to-understand format. Infographics

combine attractive visual elements, either illustrations or photographs, with charts or graphs and small
bits of text that can be read quickly. They are meant to provide an overview of a topic without going into
too much detail.
Infographics are used in classrooms, offices, marketing, science, government, and all over the Internet.
They can be used to explain or summarize topics that may otherwise seem complex. They can present
research data and results, show how a process works, and compare different sides, options, or solutions
to an important issue, such as climate change.
An infographic should contain the following:

• a clear topic
• visual elements
• a chart, graph, or statistic
• short chunks of text
• the most important factual points
• attractive and clear design that is easy to read
The Lesson
Introduce: Using the information above, explain to students what an infographic is. Then distribute
a copy of page 35 to each student and have them read the scenario. Discuss it, asking students why
they think Reza made the infographic. Ask students how they feel about exercise.
Look at a Model: Have students read the model writing sample, “Get Up and Move!” Discuss it,
asking students what kinds of information it includes. Ask students which parts attract their attention.
Does any part make you want to exercise more? Ask students if they think anything could be added
or changed in the infographic to make it more effective.
design their infographics.
Extend: If desired, have students brainstorm topics that lend themselves to an infographic. Have them
complete the extension activity on page 38 on a separate sheet of paper.
6078.indb 34 6/16/21 9:52 AM

Help Others Know Infographic
Exercise Is Important
Reza loves P.E. class and plays lots of sports. But a lot of his classmates would
rather do something else. The teacher, Mr. Ortiz, was disappointed. He said it is
important to get exercise. Reza wanted to help. He decided to make an infographic
about exercise.
Get Up and Move!

Exercise is good for you!
Exercise…
makes you
healthy!
gives you
energy!
Want to get MOVING ? Do YOU Get Enough?
You can…
improves • ids need 60 minutes
K
go for a walk
your •
of exercise each day.
• do yoga
mood! • ride your bike • nly 1 out of every 4
O
• dance kids gets enough
exercise.
• play catch
is fun! • kick a ball • ids spend 6 hours a
K
• jump rope day sitting at a screen.
6078.indb 35 6/16/21 9:52 AM

Help Others Know Infographic Name
Infographic Graphic Organizer
Purpose of infographic
Main points
Picture and data ideas
6078.indb 36 6/16/21 9:52 AM

Welcome, Tourists Writing Task #1

Imagine that you live on a tropical island. Some people on the island make money
from tourists who visit. Tourists stay in hotels, eat in restaurants, go on tours, and
buy souvenirs. Other people who live on the island think the tourists make the island
too crowded. Design an infographic to show why the tourists are needed.
6078.indb 37 6/16/21 9:52 AM

Keep Our Town Clean Writing Task #2

Imagine that you’ve started seeing more litter in your town. You want people to
pay attention to this problem. Find out how litter causes other problems. Design
an infographic that shows why litter is harmful.
Extension Activity
Think of an issue or a subject that interests you or a topic you are researching for
a class assignment or an academic fair. Make an infographic about it.
6078.indb 38 6/16/21 9:52 AM

Help Others Know Biography
A Life Story
A biography is a literary work that describes the life of a person. Most biographies are written about
famous people as well as lesser-known people who contributed to an important event. They may be
historical figures or still living. They may have been someone who helped society, such as an inventor
or an artist; someone who was evil, such as a criminal; or someone whose actions shaped the world in
many ways, such as an ancient leader or an explorer. Biographies can also be written about people who
are not famous.
Biographers learn about their subjects through interviews, old newspapers, primary-source documents,
history websites, and other books. Biographies are nonfiction, although some may reflect unverified
stories from other people. Some biographies are turned into movies or plays and often have minor facts
changed for theatrical reasons.
A biography should contain the following:

• important dates, such as when the person was born or died
• important events that affected the person’s life
• the person’s achievements
• relevant historical and cultural settings
• a photo
• correct spelling, grammar, and punctuation
The Lesson
Introduce: Using the information above, explain to students what a biography is. Then distribute a
copy of page 40 to each student and have them read the scenario. Discuss it, asking students why they
think Mo inspired Erasto. Ask students who inspires them. Ask what information they would like to
know about the people they admire and where they would look for it.
Look at a Model: Have students read the model writing sample, “Mo Farah.” Discuss it, asking
students why they think Mo became a champion athlete. Ask students if they think anything could
be added or changed in the biography.
choose. Then provide copies of the graphic organizer. Make sure students understand the task before
write their biographies.
Extend: If desired, have students brainstorm people they would like to learn more about. Have them
6078.indb 39 6/16/21 9:52 AM

Help Others Know Biography
Going the Distance

Erasto’s class had to write biographies about people who inspired them. Erasto
chose Mo Farah, a famous runner who was born in Somalia. Erasto did research
by interviewing his dad, who was born in Somalia. He also read magazine and
newspaper articles and interviews with Mo Farah.
Mo Farah
Mohamed Farah was born on March 23, 1983, in Mogadishu, Somalia.
He was called “Mo” for short. In 1990, there was a lot of violence in his city.
His family had to leave. Mo ended up living with his father in England.
Suddenly he was in a strange place where he didn’t understand the language.
Written schoolwork was hard, but he was great at sports.
A teacher saw how athletic Mo was and encouraged him to run. He

won important races in Europe even though he was just a teenager. Mo was
very competitive. He loved to win and hated to lose. In 2012, he won gold
medals in both the 5,000-meter race and the 10,000-meter race at the London
Olympics. He did that again at the Rio de Janeiro Olympics in 2016.
In 2017, Mo started
running marathons, very long
races that take hours to run.
Running long distances is very
hard. Mo pushes himself with
positive thinking. His favorite
expression is “Go hard or go
home.” He says he had success
ComposedPix
/ Shu tterstock.co
m
because “. . . in life, you have to
work for it.”
6078.indb 40 6/16/21 9:52 AM

Help Others Know Biography Name
Biography Graphic Organizer
What life was like Events from early life

growing up
Name
Achievements Born: Why I chose

Died: this person
6078.indb 41 6/16/21 9:52 AM

Celebrity Biography Writing Task #1

Write a short biography about your favorite entertainer, athlete, or artist. The person
can be a famous historical figure or someone who is alive today. Research what life
was like when he or she was born, important events in the person’s life, and what
type of person he or she was or is.
6078.indb 42 6/16/21 9:52 AM

Close to Home Writing Task #2

Write a short biography about a grandparent or another older relative or neighbor.
Think of questions to ask this person if he or she is still alive. You can get information
from other family members, too. Find out where this person grew up and what life
was like when he or she was young.
Extension Activity
Partner with one of your classmates. Interview each other, asking questions about
each other’s lives. Write a short biography of your classmate.
6078.indb 43 6/16/21 9:52 AM

Help Others Know News Article
Breaking News
A news article is a piece of writing that provides factual information about a recent event. Some news
articles explain big international events, such as war or scientific discoveries. Others cover local issues,
such as a house fire, school sports, or a construction project. The people who write news articles are
journalists. It’s important that journalists stay objective and stick only to the facts. They shouldn’t include
any of their own opinions.
News articles appear in many forms. Most cities have daily newspapers, both printed and online, TV
news programs, and radio newscasts. There are also investigative news stories about ongoing events
that may appear on a weekly or monthly basis in magazines and special broadcasts. There is always
something happening, so journalists are very busy people.
A news article should contain the following:

• an opening sentence that provides the main topic
• answers to the 5 Ws: Who? What? Where? When? Why?
• objective facts
• quotes from witnesses or experts
• background information that helps explain an event
• a related photo or graphic, if appropriate
The Lesson
Introduce: Using the information above, explain to students what a news article is. Then distribute
a copy of page 45 to each student and have them read the scenario. Discuss it, asking students what
questions Erika might ask when researching the story.
Look at a Model: Have students read the model writing sample, “Star Dancer Comes to Westville.”
Ask students to find information related to the 5 Ws. Ask students if the article gives them all the
information they would need to decide if they wanted to participate.
students through finding the information in the news article to complete the graphic organizer.
Some parts of the graphic organizer may not apply.
write their news articles.
Extend: If desired, have students brainstorm topics for news articles. Have them complete the
extension activity on page 48 on a separate sheet of paper.
6078.indb 44 6/16/21 9:52 AM

Help Others Know News Article
Exciting News!
Erika was excited. A professional dancer was planning to teach dance lessons
at her school. As the lead writer for the school newspaper, Erika wrote an
article about this story.
Star Dancer
Comes to Westville
by Erika Wonai
Professional dancer Emilia During the final class, they

Martinez will soon start will perform a routine.
teaching dance at Westville
Ms. Martinez became
Elementary School after
famous when she
school on Friday
came in second
afternoons. Students at
place on the TV
Westville Elementary
show Dance
School found out
Star. She is
yesterday that Emilia
excited about
Martinez will come
sharing her
to their school.
art with kids.
The classes will be “Dance is the
given in an after- best way for
school program. people to be
Ms. Martinez will healthy and express
teach a dance class themselves,” she said.
every Friday in May. Students can sign up on
Lessons will take the school website.
place in the cafeteria.
Students will learn
basics about dance.
6078.indb 45 6/16/21 9:52 AM

Help Others Know News Article Name
News Article Graphic Organizer
? W
ho ha
W t?
Topic
y? Wh
Wh ere
?
When?
6078.indb 46 6/16/21 9:52 AM

School Event Writing Task #1

Imagine that you write for your school newspaper. You need to write an article
about an event happening at school, such as a science fair or a play or a concert.
Do research to answer the 5 Ws. Then write your article.
6078-NewsArticle.indd 47 8/17/21 10:45 AM

Town Event Writing Task #2

Imagine that you write for a newspaper in your town. You need to write an article
about an event in your town, such as a new bookstore, road repairs, or a rainstorm
or snowstorm. Do research to answer the 5 Ws. Then write your article.
Extension Activity
Think of something that happened recently that you want people to know about.
Write a news article about it. Remember to answer the 5 Ws.
6078.indb 48 6/16/21 9:52 AM

Critique Carefully Peer Review
What Can I Improve?
Peer review has been a part of standard classroom practice for decades. It allows students to practice
evaluating work and have their own work evaluated in a low-risk way. Like pair-share strategies, it lets
students try out their thoughts on a friend and receive feedback. The student providing the feedback
sharpens his or her own skills, analysis, and vocabulary when having to explain any errors spotted.
Practicing peer review as students sets them up for real-life adult use in collaborative, technical, and
scientific workforces in which all work must be critiqued by others in the same field to be accepted.
As consumers, they will need to evaluate whether the work or service they have paid for is sufficient.
A critique of a classmate’s work should contain the following:

• positive comments about the work
• identification of specific errors or vague thoughts
• a helpful explanation of each mistake or problem
• a suggestion for how to fix the mistake or problem
• objective, specific, respectful language
• appropriate emojis
The Lesson
Introduce: Using the information above, explain to students what a peer review is. Then distribute a
copy of page 50 to each student and have them read the scenario, the word problem, and Dev’s work
on it. Discuss it, asking students what each character in the scenario may be thinking, feeling, and
expecting.
Look at a Model: Have students read the model writing sample, “Celia’s Review.” Discuss it, asking
students how they think Dev would respond. Have students point out examples of helpful language.
Ask whether they think anything could be added or changed in the review.
write their peer reviews.
Extend: If desired, have students brainstorm situations in their own lives in which they may need
to review someone’s work. Have them complete the extension activity on page 53 on a separate sheet
of paper.
6078.indb 49 6/16/21 9:52 AM

Critique Carefully Peer Review
Checking Each Other’s Work

Dev and Celia are classmates. Their teacher paired them up to review each other’s
math homework before turning it in. Here is Dev’s work on a word problem. Celia’s
review follows below it.
Alexa had pitching practice for 30 minutes after

school every day last week. How many minutes
did she practice last week in all?
30 minutes
+ 5 days
35 minutes
Alexa practiced 35 minutes last week.
Celia’s Review
Dev, it looks like you f igured out what the problem was
asking, and you added correctly. You f igured out that
she practiced 5 days. But you can’t add minutes and
days. The number of days is how many times she
practiced for 30 minutes. So you should multiply 30 x 5,
or you could add 30 + 30 + 30 + 30 + 30. You can draw
a picture, like a calendar with 30 on each day for 5
days. I hope that helps!
Celia
6078.indb 50 6/16/21 9:52 AM

Critique Carefully Peer Review Name
Peer Review Graphic Organizer
This is good! This needs work.
Ideas and
Suggestions
6078.indb 51 6/16/21 9:52 AM

Language Arts Writing Task #1

Imagine that a classmate wrote this paragraph about a story she read.
Write a review.
The King in the story was

greedy. He wanted meny things.
Like his speshal pizza. But he
used up everything then there
wasint no more f lower to make
Pizza. The story was pretty gud.
6078.indb 52 6/16/21 9:52 AM

Science Writing Task #2

Imagine that a classmate wrote this conclusion in a science investigation about
building a model house that could survive a f lood. Write a review.
Our team made a model house using clay,

straws, plastic bricks, and soda cans. Then
we squirted lot’s of water on it to be like a
storm. It was fun to build. We made fun
shapes with the clay. It was a little messy.
The soda can’s got water inside them. My
real house f looded once when our water
heater broke.
Extension Activity
Ask a friend or a younger brother or sister if you can help with a diff icult assignment.
Offer to review it before your friend or sibling turns it in.
6078.indb 53 6/16/21 9:52 AM

Critique Carefully Meal Review
How Was the Meal?
There was a time when restaurant reviews were written by professional food critics. But these days,
anyone can review a restaurant. In fact, many restaurants rely on the online reviews of everyday people
to draw customers through their doors. And many people rely on reviews when trying to decide where
to eat. Most restaurants provide basic information on their own websites: their location, the hours they
are open, and often their menu and photos of popular dishes. But it’s valuable to find out what the dining
experience is like from actual diners. It is also useful for the restaurant owner and manager to hear what
people think so they can make improvements.
A review should provide readers with a sense of what it is like to eat at the restaurant, including
the service, the condition of the restaurant, the food quality, and the value.
A restaurant review should contain the following:

• a rating, either stars or a thumb’s up or down
• a description of the dishes that the reviewer ordered
• positive and negative comments
• examples, photos, or other support for comments
• polite and respectful language, especially in negative comments
• a recommendation about whether to eat at the restaurant
The Lesson
Introduce: Using the information above, explain to students what a restaurant review is. Then
students about their favorite restaurants and why they like them.
Look at a Model: Have students read the model writing sample, “Best Tacos Ever!” Discuss it, asking
students if the review makes them want to eat at Body and Seoul. Have them explain how the review
affected their opinion. Ask whether they think anything could be added or changed to improve the
review.
write their meal reviews.
Extend: If desired, have students brainstorm places they like to eat and favorite meals. Have them
6078.indb 54 6/16/21 9:52 AM

Critique Carefully Meal Review
Trying Out a New Restaurant

Last weekend, Tyreek went to a new Korean restaurant, Body and Seoul. He
loved it. As soon as he walked in, he was excited. The place smelled so good.
Afterward, he wanted to tell everyone what he thought. He wrote a review,
and his mom posted it online.
Best Tacos Ever!

Tyreek L.
Had a great experience at this Korean restaurant! I went with my
family on a Friday night. There were a lot of people there, but it
didn’t seem too crowded. The place was nice and quiet, and it
smelled wonderful. Our server was really friendly. I ordered the beef
bulgogi tacos, and they were amazing! I’m still thinking about the
pear–mango slaw that was on them. The restaurant also serves a lot
of traditional Korean dishes, like Korean BBQ, kimchi,
and bibimbap, which my sister had. The only bad thing
was that our server didn’t bring enough water. Those
tacos were spicy! But still, if you like Korean food,
you must check out this place!
6078.indb 55 6/16/21 9:52 AM

Critique Carefully Meal Review Name
Restaurant Review Graphic Organizer
Name of restaurant:
Type of restaurant:
What I ate How the restaurant felt
What I liked What I didn’t like
Rating Recommend? YES NO
Why:
6078.indb 56 6/16/21 9:52 AM

Bunch o’ Burgers Writing Task #1

Imagine that you just ate lunch at a new restaurant. It’s named Burgers For All, and
it serves all kinds of meat and veggie burgers. The food was great, and the staff was
friendly. The food cost a lot of money, though. Write a review about your lunch there.
6078.indb 57 6/16/21 9:52 AM

Pizza Party Writing Task #2

Imagine that your soccer team had dinner at Pizza Country after their last game
of the season. Unfortunately, you didn’t enjoy it very much. The staff was friendly,
and the prices were low. But the food wasn’t very good. Write a review
about your team’s dinner. Make sure the review is thoughtful and fair.
Extension Activity
Think about places where you have eaten. Do you have a favorite? Write a review
about it. Include plenty of details so that your readers will know what it is like.
6078.indb 58 6/16/21 9:52 AM

Critique Carefully Product Review
Customer Feedback
Every online shopping site includes a section for product reviews submitted by users. Many people
rely on these when deciding whether or not to purchase an item. Some reviews are one-sided, either
showering a product with glowing praise or ranting about how terrible it is. This usually happens when
the writer focuses on a single aspect of the item. People often care more about some aspects of a product,
such as ease of use, sturdiness, functionality, fit, and environmental impact, more than others.
The most helpful reviews are thoughtfully written and consider several aspects. They provide a thorough
explanation of the product and highlight both its pros and cons.
A product review should evaluate each aspect separately so readers can decide if it is right for them.
A product review should contain the following:

• a rating, either stars or a thumb’s up or down
• a description of what you bought and why you need it
• positive and negative comments
• examples, photos, or other support for comments
• polite and respectful language, especially in negative comments
• a recommendation about whether to buy the product
The Lesson
Introduce: Using the information above, explain to students what a product review is. Then distribute
a copy of page 60 to each student and have them read the scenario. Discuss it, asking students to
predict whether Liling was going to like the earbuds she ordered.
Look at a Model: Have students read the model writing sample, “You get what you pay for.” Discuss
it, asking students whether they think the review would be helpful and why. Have them point out
examples of respectful language. Ask whether they think anything could be added or changed to
improve the review.
write their product reviews.
Extend: If desired, have students brainstorm products they might want to buy some day. Have them
6078.indb 59 6/16/21 9:52 AM

Critique Carefully Product Review
A New Pair of Earbuds

Liling lost her earbuds and needed to buy new ones. She went online to search for
a new pair. She saw some that were expensive. She didn’t have a lot of money,
though, so she bought the cheapest ones she could f ind. When she got them, she
tried them out. Then she wrote a review for other people who are thinking about
buying the same earbuds.
You get what you pay for

Liling C.
I bought these earbuds because I lost my f irst pair. I didn’t have much money
to spend, and these were pretty cheap. Well, just like they say, you get what
you pay for. It turns out the sound is pretty cheap, too. I probably should
have saved up and spent a little more. I listen to a lot of music, and I want
it to sound good. When I f irst put them in my ears, they were
just okay. When I turned up the volume, they crackled. It made
my music sound even worse. It’s too bad because they f it
my ears really well, and they charge quickly. They’d probably
work well if you just listen to podcasts or audiobooks. But if
you want to listen to music, I don’t recommend these earbuds.
6078.indb 60 6/16/21 9:52 AM

Critique Carefully Product Review Name
Product Review Graphic Organizer
Product that I bought:
Why I bought it:
What I liked and why:
What I didn’t like and why:
Rating Recommend? YES NO
Why:
6078.indb 61 6/16/21 9:52 AM

Sneakers Writing Task #1

Imagine that you bought a new pair of sneakers online. When they arrived, you
saw that their color didn’t match what was on the website. They’re very comfortable,
though. Write a product review that tells your opinion of the sneakers. You can add
any other details you like.
6078.indb 62 6/16/21 9:52 AM

Water Bottle Writing Task #2

Imagine that you bought a new water bottle. After just a few days, the cap cracked.
You contacted the company that sold it. They quickly sent you another water bottle.
The new one is perfect. Write a review about the product and your experience.
Extension Activity
Think about something you bought recently. Are you happy with it? Write a review
about it that will help other people decide if they should buy the same thing.
6078.indb 63 6/16/21 9:52 AM

Critique Carefully Evaluation
How Did I Do?
An evaluation uses a set of standards or goals to judge something. Any person, place, or thing can be
evaluated. A test in class is an evaluation of how well students have learned what has been taught in
a particular subject. A report card is an evaluation of how a student is progressing over several months.
A race, game, or contest is a way to evaluate athletes, players, or entrants. A good evaluation analyzes
something or someone, making comparisons to standards, goals, or other expectations, giving readers
a full understanding of stronger and weaker areas.
Writing evaluations helps students check progress on personal goals and realize that change can take
time. When students become adults, they will likely be evaluated by superiors, and they may have to
evaluate others. As consumers, they will need to evaluate in order to make decisions and choices.
An evaluation should contain the following:

• a set of standards to judge what is being evaluated
• honest judgments based on the standards
• examples and details that support the judgments
• a summary statement
• specific and respectful language, especially when making a negative judgment
• pictures that support the judgment, if appropriate
The Lesson
Introduce: Using the information above, explain to students what an evaluation is. Then distribute
a copy of page 65 to each student and have them read the scenario. Discuss it, asking students who
evaluates them, how they are evaluated, and how they feel about it.
Look at a Model: Have students read the model writing sample, “Kid Comet: Annual Evaluation.”
Discuss it, asking students to connect each standard at the top with comments in the evaluation.
Ask students what they think of Kid Comet and the job he is doing.
students through finding the information in the evaluation to complete the graphic organizer.
Some parts of the graphic organizer may not apply.
write their evaluations.
Extend: If desired, discuss goals that students are working toward that they could evaluate. Have them
6078.indb 64 6/16/21 9:52 AM

Critique Carefully Evaluation
A Super Evaluation
One year ago, Kid Comet joined the Super Squad. His boss,
Captain Cosmic, had to write an evaluation of the new
superhero’s performance. That way, Kid Comet would know
what he was doing well and what he needed to improve.
Kid Comet: Annual Evaluation

Standards: Use of super skills, attention to assignments,
use of good judgment, cooperation with others
Kid Comet has been a member of Super Squad

for one year. We hired him because he can f ly
and he has super strength. As a member of Super
Squad, Kid Comet’s responsibilities include helping and
protecting people.
Kid Comet has been doing a very good

job. I can see that he cares a lot about
helping people. Last week, we had to stop
a runaway train. Kid Comet f lew fast and
stopped the train with his super strength.
Everyone on the train was safe.
Kid Comet has one area needing improvement.

He doesn’t always follow Super Squad rules.
During one mission, Kid Comet f lew after a
villain without waiting for his partner, Dynamite
Dude. This could have been very dangerous for
the person he was trying to save.
Kid Comet’s heart is in the right place, and he uses

his super skills well. He just needs to work on thinking
before he acts.
6078.indb 65 6/16/21 9:52 AM

Critique Carefully Evaluation Name
Evaluation Graphic Organizer
d ard or goal
Stan How
standa well wa
rd o s
r go t h e ls
a l me
t? D et a i
d ard or goal
Stan How
standa well wa
rd o s
r go t h e ls
a l me
t? D et a i
d ard or goal
Stan How
standa well wa
rd o s
r go t h e ls
a l me
t? D et a i
6078.indb 66 6/16/21 9:52 AM

Exercise Challenge Writing Task #1

Raff i started jumping rope for
Jumps before Jumps in
exercise. He practiced jumping Practice Date
for a half hour every day. He hitting rope 30 seconds
had two goals: He wanted to Feb 1 15 21
double the length of time he
could jump without hitting the Feb 2 17 21
rope. He also wanted to jump Feb 3 17 22
60 times in 30 seconds. Here
is a table of his data so far. Feb 5 20 25
Use the data to write Feb 7 18 28
an evaluation of Raff i’s
exercise progress. Feb 8 22 31
Feb 10 22 36
Feb 1 1 25 42
Feb 13 29 49
Feb 14 31 54
6078.indb 67 6/16/21 9:52 AM

Bird Feeder Writing Task #2

Esme made a bird feeder. She had two goals. She wanted
it to be popular with different types of birds. She also didn’t
want squirrels to be able to eat from it.
Here is Esme’s bird feeder. Evaluate it using her goals.
Extension Activity
Think of something that you do: play a musical instrument, play a sport, or do any
other activity. Think about how you have improved, based on realistic standards.
Don’t compare yourself to a professional. Write an evaluation of your progress.
6078.indb 68 6/16/21 9:52 AM

Dive in Deep Inquiry Letter
Requesting Assistance
It is fairly easy to find information these days—turn on your electronic device of choice and open
a browser. But when you want a full answer, or your question is very narrow, specific, or unusual,
it is sometimes better to ask someone. Being able to establish a relationship with someone opens up
channels of communication for information and other help.
An inquiry letter asks someone for something. It is typically written to someone whom the writer
does not know. People write inquiry letters for a variety of reasons: to ask companies for information
about products, to request information from nonprofit organizations about their mission, or to seek
help or a financial donation. A job seeker will often write inquiry letters to potential employers asking
about open or possible future positions.
An inquiry letter should contain the following:

• an introduction that tells who the writer is
• a clear, brief, specific request
• a reason for the reader to help
• a friendly and respectful tone
The Lesson
Introduce: Using the information above, explain to students what an inquiry letter is. Then distribute
a copy of page 70 to each student and have them read the scenario. Discuss it, asking students if there
is anything they wonder about near where they live. Generate a list. Ask what they would do to start
learning about these things.
Look at a Model: Have students read the model writing sample, “Guest Speaker Inquiry.” Discuss it,
asking students if what Jenny wants is clear. How would they respond if they received her letter? Ask
whether they think anything could be added or changed to improve the inquiry letter.
write their inquiry letters.
Extend: If desired, have students brainstorm ideas about inquiries they want to make. Have them
6078.indb 69 6/16/21 9:52 AM

Dive in Deep Inquiry Letter
All About Agriculture

Jenny’s class is learning about local agriculture. Jenny’s school bus ride each
morning takes her past Valley Orchards, which has an almond orchard. She loves
almonds, but she doesn’t know anything about how they are grown. Jenny’s
teacher, Ms. Yang, suggested that she f ind out if an almond farmer would be willing
to come in and talk to the class. Jenny went to the Valley Orchards website. The
owner’s name is Manuel Gonsalves. Jenny sent him an inquiry letter by e-mail.
Guest Speaker Inquiry
MGonsalves@ValleyOrchards.com
Class talk
Dear Mr. Gonsalves,
My name is Jenny. I’m a third grader in Ms. Yang’s class at

Valley Elementary School. We are learning about how food
goes from the farm to the store.
Almonds are my favorite kind of nut. I know that you run a

big almond orchard. Could you come to our school and talk
about how almonds are grown? I’m sure everyone in my
class would be very grateful.
Thank you so much for your time,

Jenny Jensen
6078.indb 70 6/16/21 9:52 AM

Dive in Deep Inquiry Letter Name
Inquiry Letter Graphic Organizer
I am asking
Who
Why t to as k
his is a good p e r so n
ntroduction
My i
My goals
quest
My re
Reaso e h elps
n why helping m
t he pe r s i ng
on I a m a s k
6078.indb 71 6/16/21 9:52 AM

T-Shirt Company Letter Writing Task #1

Imagine that you are organizing an Earth Day cleanup event
in your town. People are going to pick up litter on the side of
the road. For safety, you want everyone to wear a bright orange
T-shirt. Write an inquiry letter to a T-shirt company, asking if
the company is willing to donate T-shirts.
6078.indb 72 6/16/21 9:52 AM

Gardening Store Letter Writing Task #2

Imagine that your school is putting in a garden. You plan to grow vegetables for a
local food bank. But you need some help. Write an inquiry letter to a local gardening
store to ask if they can donate seeds or gardening supplies.
Extension Activity
Think about a topic that you would like to know more about. Find someone who
could give you some information. Write an inquiry letter to that person.
6078.indb 73 6/16/21 9:52 AM

Dive in Deep Interview
Getting to Know Someone
An interview is a conversation between two people in which one person asks questions and the other
answers them. Everyone has a unique perspective, experience, or expertise. An interview helps readers
better understand someone, or what someone knows. Everyone, from celebrities to potential jurors to
the new student in class, can be interviewed.
When preparing interview questions, think about what you or your audience wants to learn. Do they
want to know what this famous person is really like? Do they want to know what this witness to a scary
rock slide saw right before it started? Do they want to know how this leader or entrepreneur reached
success? Do they want to know if they should vote for this candidate? Will they have to work with this
employee, college student, or volunteer? Having students write interview questions prepares them for
situations in which they may need to seek out information later in life.
Interview questions should contain the following:

• open-ended questions using what, who, when, where, why, and how
?? ?
• questions whose answers may illustrate the subject’s personality
• questions that relate to the reason for the interview ?
The Lesson
Introduce: Using the information above, explain to students what an interview is. Then distribute a
copy of page 75 to each student and have them read the scenario. Discuss it, asking students if they
have ever met anyone interesting whom they would like to know more about.
Look at a Model: Have students read the model writing sample, “Meet Zara.” Discuss it, asking
students what they think about the questions. Are they interesting? Do the questions ask things you
would want to know? Will they encourage Zara to talk about herself? Ask whether they think anything
could be added or changed to improve the interview.
write their interview questions.
Extend: If desired, have students brainstorm some ideas for people they would like to interview. Have
them complete the extension activity on page 78 on a separate sheet of paper.
6078.indb 74 6/16/21 9:52 AM

Dive in Deep Interview
A Local Celebrity
Hikaru writes for his school newspaper. He has a big assignment. He is going
to interview a popular singer named Zara Ahmadi. Zara is from Hikaru’s town,
and she is coming home from a concert tour to perform at the school. Hikaru
researched Zara ahead of time and learned a few things:
• She was encouraged to sing by her classroom teacher, Ms. Ortiz.
• A lot of her songs are about nature.
• During her world tour, she took a walk in each city she visited.
Hikaru wrote f ive questions to ask Zara. He hopes they will encourage her to
talk about herself.
Meet Zara
1. Why did one of your teachers, Ms. Ortiz, encourage

you to sing?
2. Who are your favorite singers? Why do you like them?
3. You went for a walk in every city you visited. What

was the most interesting thing you saw during one of
those walks?
4. What does being a singer let you do?
5. What is the hardest thing about being famous?
6078.indb 75 6/16/21 9:52 AM

Dive in Deep Interview Name
Interview Graphic Organizer
Person’s Background Person’s Experience
Question
Categories
Rewards and Problems and
Benefits Challenges
6078.indb 76 6/16/21 9:52 AM

Famous Person Interview Writing Task #1

Imagine that you are going to interview a person whom you admire. This person
can be an athlete, a musician, an actor, a leader, or any other famous person.
Write f ive questions that you would like to ask this person.
6078.indb 77 6/16/21 9:52 AM

Interview an Expert Writing Task #2

Think of a subject that you are interested in, such as astronomy, sports,
games, animals, or music. Now imagine that you are going to interview
an expert in this subject. Write f ive questions that you can ask this
expert to learn more about the subject.
Extension Activity
Write f ive interview questions for someone in your life. This person can be a friend,
a relative, a neighbor, or anyone else you want to know better. Ask that person if you
can interview him or her.
6078.indb 78 6/16/21 9:52 AM

Dive In Deep Internet Search
Information, Please
The Internet is often the first place we go when we need information, whether it’s how long to boil corn,
where to get the best deal on a new cellphone, or what happened during the Ming dynasty. You can find
answers quickly and easily—if you know the best questions to ask. An effective search relies on including
the appropriate words, not on perfect grammar. It may take several searches to get on the right track.
If the first results aren’t helpful, figure out what is missing and search again with different words.
The Internet uses artificial intelligence “bots” to guess what you are looking for. There aren’t people at the
other end reading and responding to each and every search query, although search engine companies
such as Google, Yahoo, and Baidu do have employees who monitor the search queries to adjust the
ranking algorithms as needed.
A search question or a set of key words should contain the following:

• specific, precise words; if possible, avoid multimeaning words
• a simple phrase that is likely to appear in a search result
• quotes around any term that should appear exactly, such as a name or title
• the word OR between similar terms if you’re not sure which is best
• a hyphen before any context that you want to avoid
• “site:edu,” “site:org,” or “site:gov” in front of the key words
for the most reliable results
The Lesson
Introduce: Using the information above, explain to students what an Internet search is. Then
students about what Tomoki may be thinking, feeling, and wondering.
Look at a Model: Have students read the model writing sample, “Homeless.” Discuss the search
queries, asking students what kinds of results each search might bring. Have students point out
examples of specific, precise language. Ask whether they think anything could be added or changed
in the search queries.
write their Internet searches.
Extend: If desired, have students brainstorm what they would like to know more about. Have them
6078.indb 79 6/16/21 9:52 AM

Dive In Deep Internet Search
Understanding Social Issues

Tomoki saw a collection of tents under a freeway overpass near his uncle’s home
in Oakland. He asked his uncle why people would camp so close to the noisy cars.
His uncle explained that a Veterans Administration homeless shelter had closed
recently, and the people had nowhere to go. They couldn’t afford to rent a home.
Tomoki has always thought that veterans were heroes. He was sad to see them
living this way. He wanted to help them, but f irst he had to learn more about their
situation. Tomoki made these searches on the Internet.
Homeless
Search...
Why did the VA shelter in Oakland close?
housing for veterans
jobs for veterans
fundraising for homelessness
6078.indb 80 6/16/21 9:52 AM

Dive In Deep Internet Search Name
Internet Search Graphic Organizer
What general topic do you want to research?
What specific information about that topic do you need?
Will your information likely come from an educational site (.edu),

an organization’s site (.org or .net), a government site (.gov), or
a business site (.com)?
List words, such as a place or year, that could narrow the results.
List words from other contexts that might show up in the results.
6078.indb 81 6/16/21 9:52 AM

Learn a Skill Writing Task #1

Imagine that you want to learn to play the piano. Write an Internet search.
Search...
6078.indb 82 6/16/21 9:52 AM

Find Data Writing Task #2

Imagine that you want to f ind out how many more people there are in your state
or province since the year you were born. Write an Internet search.
Search...
Extension Activity
Think of something you want to learn, f ind, buy, see, or do. Write an Internet search.
6078.indb 83 6/16/21 9:52 AM

Dive in Deep Quiz Questions
Writing a Quiz Game
A quiz game is a fun way to study and to see how much you have learned. Trivia game shows such as
Jeopardy! have been popular with viewers for decades, and the Internet is packed with websites featuring
fun quizzes. Writing quiz questions can also be helpful to students. When students write quiz questions
about a topic they have studied, it encourages them to reflect on what they have learned in a way that
merely reading doesn’t.
The game should have a fun theme and simple rules so players can concentrate on answering questions.
Using a wide range of topics and a variety of difficulty levels provides something for everyone. Decide
how the game is played: Does each player draw his or her own question to answer, or does someone read
a question for all to try to answer? How do players score points?
Quiz-game questions should contain the following:

• topics that are familiar to your audience
• clear, concise wording
• interesting, meaningful facts (no opinions)
• a clearly correct answer other than yes or no
• enough challenge to make players think
The Lesson
Introduce: Using the information above, explain to students what a quiz game is. Then distribute a
copy of page 85 to each student and have them read the scenario. Discuss it, asking students which
elephant facts they find interesting. Ask them to make a question out of these interesting facts.
Look at a Model: Have students read the model writing sample, “Sanjay’s Elephant Quiz.” Discuss
it, asking students if the questions are clear and interesting. Do the questions make them think?
Do the answers make sense? Ask whether they think anything could be added or changed to improve
the questions.
write their quiz-game questions.
Extend: If desired, have students brainstorm ideas for quiz-game questions they want to write. Have
6078.indb 84 6/16/21 9:52 AM

Dive in Deep Quiz Questions
Learning About Elephants

San jay was researching elephants for a class project. He learned the following:
• There are three types of elephants: African forest elephants, African
savanna elephants, and Asian elephants.
• An elephant spends 12 to 18 hours each day eating grass, leaves, and fruit.
• An elephant uses its amazing trunk to grab food and water and move
them into its mouth.
• An elephant makes its own sunscreen. It uses its trunk to toss water
and dirt onto its back. This keeps it cool in the hot sun.
• Elephant tusks are actually teeth, and they never stop growing.
After his project, Sanjay wrote some quiz questions for his classmates.
Sanjay’s Elephant Quiz
un k.
ca n do with its tr
gs an elephant
1. List two thin
two of these:
Answer: Any 2. Wh
at two
t contin
Grab food to ea in ents d
a te r to d ri n k or put on its sk Answ
o e l ep
hants
Grab w er: live on
on its back ?
Grab dirt to put Africa
and A
s ia
’s tusks
an elephant
3. When do
g?
stop growin 4. Why do elephants toss water
and dirt onto
their backs?
p!
we r : Th ey don’t ever sto
Ans
Answer: to protect their skin, like
sunscreen
6078.indb 85 6/16/21 9:52 AM

Dive in Deep Quiz Questions Name
Quiz-Game Questions Graphic Organizer
Who is playing the quiz game?
Name of quiz game Format of game or question
Possible Possible Possible

topic 1 topic 2 topic 3
Question
Answer or answer choices (put a ✔ next to the correct choice)
Checklist
 accurate  i
nteresting or  h
as a clear
meaningful answer
6078.indb 86 6/16/21 9:52 AM

Adventure Story Writing Task #1

Read the story. Then write two quiz questions about it.
Qingling paddled downriver in her red kayak . She knew the river entered a
gorge up ahead . The rapids would be dangerous. She thought about getting out and
carrying the kayak around the gorge . But she knew that would add at least a day
to her trip. As the river entered the narrow gorge, the current moved faster. Steep
cliffs rose on either side . Qingling paddled hard as her kayak was tossed back and
forth in the rough water. Finally, she was out of the gorge . The river slowed down.
Qingling paddled to shore to camp for the night . She gathered wood for a f ire .
The wood was damp, and it took more than an hour to get the f ire going. Finally,
she succeeded . Warm f lames danced in the moonlight . Tired from her adventure,
Qingling slept well .
6078.indb 87 6/16/21 9:52 AM

History of Video Games Writing Task #2

Read the text. Then write two quiz questions about it.
In 1952, a scientist invented a game called OXO. It

was tic-tac-toe played on a computer. It was the f irst
video game. Twenty years later, the f irst home game
console, called the Odyssey, was sold. It came with a
ping-pong game that inspired another company. Atari’s
Pong was the f irst video arcade game. Several years
later, Atari started selling home versions of popular arcade games such as Pac-Man and
Donkey Kong. Soon there were so many companies making video games that none of
them sold well; many companies went out of business. Nintendo started making video
games in 1985. This company was not new. It had been producing playing cards for
almost 100 years! Its console helped restart the video game industry. Video games have
been popular ever since.
Extension Activity
Think of a fun topic that you know a lot about already. Write f ive quiz questions about it.
Ask friends, family members, or classmates to take your quiz.
6078.indb 88 6/16/21 9:52 AM

Look More Closely Pro-Con List
How to Decide
When we need to make an important decision, we need to think about everything that could happen,
depending on what we choose. Rarely is there a clear and perfect option. We can get confused by the
good and bad aspects of a particular decision and get stuck trying to choose. We need a tool to help us
weigh these aspects, known as the pros and cons.
A pro–con list lets us organize our thoughts, making it easier to see the better option. Pro–con lists
can be helpful for students when choosing project topics, deciding how to use their time, or navigating
relationships. They are also useful later in life to help us make decisions such as where to live, whom to
vote for, or whether to take a new job.
A pro–con list should contain the following:

• a clear question or choice
• two columns—one for pro (for) and one for con (against)
• reasons in each column
The Lesson
Introduce: Using the information above, explain to students what a pro–con list is. Then distribute
a copy of page 90 to each student and have them read the scenario. Discuss it, asking students about
their passions and interests. What kind of opportunity would they be excited to have? Would there be
a reason not to take an opportunity?
Look at a Model: Have students read the model writing sample, “To Act or Not to Act?” Discuss it,
asking students what kinds of reasons Olivia included. Do they think the number of pros and cons
matters when making a decision? What do they think Olivia should do? Ask whether they think
anything could be added or changed on the list.
write their lists.
Extend: If desired, have students brainstorm some decisions they may need to make in their own lives.
6078.indb 89 6/16/21 9:52 AM

Look More Closely Pro-Con List
Olivia’s Big Choice

Olivia is involved in several after-school activities. Her favorite is the acting class she
takes at a local theater school. Acting is Olivia’s passion. One day, Olivia’s theater
instructor tells her that the group will be putting on a play for the community. She
offers Olivia a role in the play. Olivia is thrilled. But agreeing to be in the play is a
huge promise. Rehearsals are every day after school. Olivia isn’t sure what to do.
She made a pro–con list to help her decide.
To Act or Not to Act?
PRO CON
I get to act, which I love! I’m already busy.
I will learn a lot. I will have to quit the
soccer team.
I’ll get to spend lots of
time with my theater It will be hard to get
friends. all my homework done.
People in the community
will see me perform.
6078.indb 90 6/16/21 9:52 AM

Look More Closely Pro-Con List Name
Pro-Con List Graphic Organizer
What am I choosing between?
Things I could get:
Things I would give up:
Other things to think about:
6078.indb 91 6/16/21 9:52 AM

Chef Show Writing Task #1

Imagine that you have been invited to compete on
a TV cooking show. The winner gets $1,000! You will
compete against famous kids. Each chef has only
one hour to make each meal. Will you accept?
Write a pro–con list to help you decide.
Decision:
PRO CON
6078.indb 92 6/16/21 9:52 AM

Visiting the Cousins Writing Task #2

Imagine that you have a chance to spend the summer with your cousins on the
tiny island where they live. You really like your cousins, but the only way to reach
their home is by taking a boat. You get very seasick on boats. Write a pro–con list
to help you decide whether to go.
Decision:
PRO CON
Extension Activity
Think of a choice you need to make in your own life. It can be a big choice
or a small one. Write a pro–con list to help you decide what to do.
6078.indb 93 6/16/21 9:52 AM

Look More Closely Summary
The Big Picture
A summary lays out the main points of a story without any details. The story can be a fiction story
that someone read or saw on TV or in a theater, or it can be a real-life story. When someone writes
a summary, he or she states what happened in his or her own words. Peggy can summarize what
happened on her favorite TV show yesterday. Cuong can summarize what happened when his dog
followed him all the way to school this morning.
Summaries are useful for telling what happened fairly quickly. Movie and book reviews often include
a summary so the comments will make sense. A summary can also give readers the nuts and bolts
of a science investigation or a business plan.
A summary should contain the following:

The Big Pic t
• the title or description of what is being summarized ure
• a basic description of the main events or points
• the writer’s own words using narrative sentences (no dialogue)
• only information about what happened (not the writer’s thoughts)
• a picture or photo, if desired
The Lesson
Introduce: Using the information above, explain to students what a summary is. Then distribute a
copy of page 95 to each student and have them read the scenario. Discuss it, asking students about
their weekends or something they did recently. Point out how most of their answers are, in fact,
summaries of what they did.
Look at a Model: Have students read the model writing sample, “My Day at the Lake.” Discuss it,
asking students how it differs from the scenario. Do they still get a good sense of what Allie did on
Saturday? Ask whether they think anything could be added or changed to improve the summary.
write their summaries.
Extend: If desired, have students brainstorm their favorite stories and shows. Have them complete the
extension activity on page 98 on a separate sheet of paper.
6078.indb 94 6/16/21 9:52 AM

Look More Closely Summary
What Did You Do Last Weekend?

Allie and her family went to the lake on Saturday. They left at eight o’clock in the
morning and arrived at the lake around nine o’clock.
Allie and her sister put on sunscreen. Then they ran fast and jumped into the
water, where lots of people were splashing and having fun. Along another part
of the lake, there was a family of geese swimming. Some of the birds were
huge. Allie slowly swam toward them so she wouldn’t scare them. They dunked
their long necks underwater. Then they stretched them up as they shook their
heads. They were having fun, too!
After forty-f ive minutes, Allie and her sister got out of the water. They relaxed
in the sun. After just ten minutes, they were dry! At noon, they ate lunch: turkey
sandwiches. They also had apples and pretzels. The family stayed at the lake
for another few hours. They got home around four o’clock in the afternoon. They
thought it was a fun day.
On Monday, Allie’s teacher asked everyone to write a summary of something
they did on the weekend. Here is the summary Allie wrote.
My Day at the Lake
On Saturday, my family went to the lake. My sister and I
swam in the lake, watched some geese, relaxed in the sun, and
had lunch. We spent the whole day at the lake. We had fun.
6078.indb 95 6/16/21 9:52 AM

Look More Closely Summary Name
Summary Graphic Organizer
Who When
What
Where Why
6078.indb 96 6/16/21 9:52 AM

True Story Summary Writing Task #1

Read the story about Jane Goodall. Write a summary that tells the main points.
In 1960, Jane Goodall went to Tanzania to study chimpanzees. When she

tried to get close to the chimpanzees, they ran away. They were afraid of
her. She got them to trust her by going to the same spot every morning, not
very close to the chimpanzees. In less than a year, she could go much closer.
After two years, the chimpanzees came right up to her. They weren’t afraid
of her at all.
Many people believed that chimpanzees ate only plants. Jane learned
that wasn’t true. Chimpanzees also eat termites and small animals. She
also discovered that chimpanzees make and use simple tools.
Jane wrote many books about chimpanzees, including In the Shadow

of Man.
6078.indb 97 6/16/21 9:52 AM

Science Fiction Summary Writing Task #2

Read the text from The New Planet. Write a summary that tells the main events.
The spaceship landed. Zooey and her crew put on their orange
space suits. Everyone went outside. The planet had much less
gravity than Earth has. When Kof i jumped, he f loated up, higher
and higher, far above everyone. Then he f loated back down and
landed gently on his feet.
The crew walked far, through a crater and over a hill. They
collected rocks, some that were blue and others that were green.
Zooey saw a little creature and gasped, “This planet has life !” The
creature looked like a lizard, but it had six legs. It ran away from
Zooey and wiggled down into a crack in the ground.
Extension Activity
Think of a story or show that you enjoyed. Write a summary that tells the main events
that happened.
6078.indb 98 6/16/21 9:52 AM

Look More Closely Experiment
Writing About Science
It is human nature to ask “why” starting at a young age. But it takes scientific thinking and a careful
experimental process to find many of the answers. Scientists start by wondering and observing. Once
they have learned some basic information, they use a process that involves asking questions and
suggesting and testing ideas using observation and comparison. To share scientific knowledge with
others, a scientist writes up his or her experiment in a science report. The report lays out exactly what
was done — all the steps and procedures — to conduct the experiment. This way, someone else can try
the same experiment or change a part of it to test something else.
A science experiment report should contain the following:

• a question that someone wants to answer
• a hypothesis, or an educated guess about the answer
• the procedures to follow in the experiment
• observations, measurements, or other data
• a conclusion that relates to the hypothesis
The Lesson
Introduce: Using the information above, explain to students what an experiment report is. Then
students what they would do if they wondered about what makes a hen lay an egg.
Look at a Model: Have students read the model writing sample, “Hen Pens.” Discuss it, asking
students why they think Yulia set up three different pens. Ask why Yulia probably included a data table
and text in the Observations section. Ask whether they think anything could be added or changed on
the experiment report.
write their experiment reports.
Extend: If desired, have students brainstorm science events that they wonder about or are interested
in. Have them complete the extension activity on page 103 on a separate sheet of paper.
6078.indb 99 6/16/21 9:52 AM

Look More Closely Experiment
Egg Season
Yulia’s family has 24 hens. They live in a large wire pen. During the summer,
each hen lays one egg each day. But during the winter, they lay hardly any eggs.
Yulia wondered why. She set up an experiment in the spring to test one idea.
Hen Pens
Question: Why do hens lay more eggs in summer than in winter?
Hypothesis: In summer, days stay light much longer, and hens need light to lay.
Procedure:
Divide hens into 3 groups of 8: One group living in a dark pen covered with a
tarp, one group living in a pen with a light bulb that is on all the time, and one
group living in their current pen with light only during the day.
Collect and count the eggs from each group each morning. Record the numbers.
Compare the number of eggs laid after two weeks.
Observations:
Eggs Laid Each Day in Each Pen
Day 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Total
Dark all
3 2 0 1 1 0 0 0 1 0 1 0 0 1 10
the time
Light all
8 8 7 8 8 8 7 8 7 8 8 7 8 8 108
the time
Light in
7 8 6 7 6 7 7 6 6 7 8 5 7 7 94
daytime
The hens in the pens with some light laid almost all of the eggs. I collected the
most eggs from the pen with the light bulb that was on all the time. I collected
the fewest eggs from the pen covered with the tarp, and half of
those were laid right after the hens started living in darkness.
Conclusion: Hens need light to lay eggs. The more light
they get, the more eggs they lay. But the hens in the
light bulb pen looked tired!
6078.indb 100 6/16/21 9:52 AM

Look More Closely Experiment Name
Experiment Report Graphic Organizer
Write your question.
Write a hypothesis.
Write what you will do.
Describe what you observe.
Write a conclusion.
6078.indb 101 6/16/21 9:52 AM

Rotten Apples Writing Task #1

Amir and Zach both had apple slices in their lunches. Amir noticed that his slices
had turned brown, but Zach’s still looked fresh. Zach said his mom dips the slices
in something before putting them in a container. Amir wondered what it was, so
he did an experiment. He dipped some
apple slices in vinegar, some in lemon
juice, and some in water, and he left
some slices plain. He observed the
apple slices every hour. Write a report
that explains Amir’s experiment.
Question:
Hypothesis:
Procedure:
Observations:
Conclusion:
6078.indb 102 6/16/21 9:52 AM

Moving Sand Writing Task #2

Gabi lives near the Grand Canyon and wondered why it is so deep. She set up
an experiment to see the effect of water on sand. She covered the bottom of four
pans with sand and tilted each pan on a stack of books. Then she added water
to the pans in four different ways and wrote down
what she observed.
Complete the report that explains Gabi’s experiment.
Question:
Hypothesis:
Procedure Observations
Sprayed water on sand 10 seconds Water is a little bit dirty.
Sprayed water on sand 20 seconds Water has a few grains of sand in it.
Poured water on sand 10 seconds Sand moved down in the pan.
Poured water on sand 20 seconds Some sand moved down and came out.
Conclusion:
Extension Activity
Think of your own science experiment that you would like to try out. Conduct your
experiment. Then write a report about it.
6078.indb 103 6/16/21 9:52 AM

Look More Closely Investigation
An In-depth Look
Investigators are people who start with a situation and some basic facts and dive deep into a subject to
reveal the whole truth. Investigators can work in a variety of industries, such as medicine, insurance,
banking, crime-solving, and journalism. Some investigations can require months or even years
of research. They generally tie together multiple events to determine a larger pattern. When the
investigation is done, the investigator writes a report.
Investigations get to the bottom of a topic. Whether they are compiling a complete set of relevant facts,
exposing crime or deceit, or solving a mystery, investigative reports bring the truth to light for all to read.
An investigative report should contain the following:

• a clear focus
• facts that support the conclusion
• points of view from the most relevant people involved
• direct quotes, if available
• photo evidence, if available
The Lesson
Introduce: Using the information above, explain to students what an investigative report is.
Then distribute a copy of page 105 to each student and have them read the scenario. Make sure
all students are familiar with the basic fairy tale “Goldilocks and the Three Bears” and the other
character references. What could Gingerbread Man do to investigate?
Look at a Model: Have students read the model writing sample, “Goldilocks: A Very Picky Person.”
Tell them that the reporter wrote the article using a modern, real-life style. Discuss it, asking how the
reporter found out about Goldilocks’ background. What pattern did Gingerbread Man notice?
write their investigative reports.
Extend: If desired, have students brainstorm local stories they would like to investigate. Have them
6078.indb 104 6/16/21 9:52 AM

Look More Closely Investigation
Break-in at the Bears’ Den

Last week, Mama and Papa Bear filed a complaint at the police department.
A girl with long blond hair broke into their house, ate some of their food, and
then took a nap. A week earlier, Big Bad Wolf had filed a similar complaint.
Gingerbread Man, an investigative reporter for the Fairy Forest Dispatch,
noticed a pattern, looked into it, and wrote the following article.
Goldilocks: A Very Picky Person

It was late at night when the Bear family returned from picking berries. They
entered their house and found that some of their porridge had been eaten. Most of
Mama Bear’s cold porridge was still there, and so was Papa Bear’s hot meal. But Baby
Bear’s porridge, which was neither hot nor cold, was gone. Upstairs, Baby Bear
discovered the intruder sleeping in his bed, which wasn’t too hard or too soft. The
intruder ran off before they could stop her. Witnesses identified her as Goldilocks.
A week earlier, Goldilocks had broken into Big Bad Wolf’s apartment. He had made
three batches of chili: mild, medium, and spicy. Goldilocks had eaten all the medium chili.
Little Red Riding Hood, a childhood friend, said, “Goldilocks was always picky.
Once, in school, she had trouble choosing a book to read. Most were either too short
or too long.” Red helped her find one that was just the right length.
Since then, Goldilocks has spent her

life trying to find things that are just right.
Sadly, her pickiness has led her to break
into others’ houses from time to time.
Little Bear
6078.indb 105 6/16/21 9:52 AM

Look More Closely Investigation Name
Investigative Report Graphic Organizer
Focus
Facts
Different viewpoints
Background details
6078.indb 106 6/16/21 9:52 AM

Bad Business Writing Task #1

King Midas went to a goldsmith shop to sell an item that he had turned into gold.
The goldsmith told the king that the gold was not very pure and offered him only
a little money. The Goose Who Laid Golden Eggs sold some of her eggs at the same
shop before learning that the goldsmith was not paying her their true value. Other
customers complained about the quality of the gold items they bought from the
goldsmith. Everyone started to think the goldsmith was cheating them. Write an
investigative report about the goldsmith’s business.
6078.indb 107 6/16/21 9:52 AM

The Meal Is on Me Writing Task #2

Chantal has heard a rumor about a mystery person in her town who often pays for
people’s meals at a restaurant. The do-good diner chooses a table and pays for all
the meals at that table when paying for his or her own meal. Write an investigative
report about who the mystery person is and why he or she is being so generous.
Extension Activity
Think of something interesting going on in your town or school. Find out everything
you can. Write an investigative report about it.
6078-Investigation.indd 108 6/24/21 1:24 PM

Persuade to Solve Powerful Pitch
Getting Someone to Agree with You
Sometimes you need to convince a reader to agree with a certain point of view or to take a particular
action. People use persuasive writing to lobby for issues that are important to them. Persuasive writing
is used in many formats, including opinion letters and editorials. Persuasive writing is also useful when
applying for a job or asking for a favor. A pitch is the persuasive presentation of an idea that you want
someone to accept or to act on.
A pitch should feel informative and positive. The reader should not feel put down, attacked, or insulted
in any way. It should not attempt to badger the reader. Repeating the call to action or just stating how
you feel will not convince readers. A pitch should compel the reader to read the entire argument and
challenge his or her own attitudes if they differ.
A pitch should contain the following: I’ve go

t a gre
at idea
• a clear picture of what you want the reader to think or do !
• evidence for your argument, backed up with examples or research

• persuasive language that uses reasoning and emotional appeal
• acknowledgment of different or opposing viewpoints
• arguments that anticipate and address opposing viewpoints
• a respectful tone
The Lesson
Introduce: Using the information above, explain to students what a pitch is. Then distribute a copy
of page 110 to each student and have them read the scenario. Discuss it, asking students how they
try to talk their parents into things and how successful they have been.
Look at a Model: Have students read the model writing sample, “Dear Mom and Dad.” Discuss it,
asking students what Mason wants. Does he use reasons, examples, or emotional words? Ask whether
they think anything could be added or changed in the pitch to be more convincing.
write their pitches.
Extend: If desired, have students brainstorm rules that they feel strongly about. Have them complete
the extension activity on page 113 on a separate sheet of paper.
6078.indb 109 6/16/21 9:52 AM

Persuade to Solve Powerful Pitch
A Fuzzy Ball of Fur

Mason’s classmate got a puppy. He wished he could have a puppy, too. His parents
didn’t seem to want any pets in the house. But maybe, just maybe, he could convince
them to let him have a puppy. Mason decided to write a pitch to his parents. One
morning, he left it on the kitchen table for his parents to see.
Dear Mom and Dad,
Imagine how much fun life would be with a cute, lovable puppy.
I mean, who doesn’t love to watch those little legs run around and
tumble in the grass! My friend Mitra just got a puppy. She feeds
the puppy, cleans up after it, and takes it on walks. Mitra is the
same age as me. So, if she is old enough to take care of a puppy,
so am I. In fact, I already read on a bunch of websites about how
to care for puppies. I even watched some videos about how to
train them.
When you come home from work and I get home from school,
our warm puppy will be there to greet us and give us lots of kisses!
And we’ll be able to give our puppy a good home and a good life.
I know I’m asking a lot, but I hope you’ll

“paws” to think about letting me get a puppy.
Love,
Mason
6078.indb 110 6/16/21 9:52 AM

Persuade to Solve Powerful Pitch Name
Pitch Graphic Organizer
Who I am writing to:
Purpose of pitch:
Reason or evidence:
Examples:
Different viewpoints:
Emotional words and phrases:
6078.indb 111 6/16/21 9:52 AM

Rise and Shine Writing Task #1

Imagine that you are going to stay with your grandparents on their farm for the
summer. They get up earlier and go to bed earlier than you are used to doing.
Your grandparents have told you that you’ll need to get up an hour earlier and go
to bed 30 minutes earlier while you are there. Write a pitch to convince them to
let you keep your normal sleep schedule.
6078.indb 112 6/16/21 9:52 AM

Setting Up Life on Mars Writing Task #2

Some people want to spend money to start a colony on Mars. Others think that it
is a waste of money. They think we should spend money to improve life on Earth
instead. What do you think? Write a pitch to your government convincing people
to agree with you.
Extension Activity
Think of a rule that you want changed. Who could help you with it? Write a pitch
to that person to convince him or her to help you.
6078.indb 113 6/16/21 9:52 AM

Persuade to Solve Advertisement
Writing to Sell
Advertising is all around us, in just about every form of media. Advertisements, or “ads” for short,
are printed in magazines and newspapers and in broadcast media such as TV, radio, the Internet, and
streaming services. Globally, the advertising industry makes billions of dollars, and it continues to grow.
Media companies often make money by selling ads. The commercials you see and hear when you watch
TV or listen to the radio help pay for the shows you are enjoying. Ads that pop up next to online videos
and articles are also helping to pay for that content.
Ads are designed to sell a product or service. They provide information about the product or service in a
way that touches consumers emotionally. Consumers can choose from many similar products, so the ad
has to make one particular choice stand out. Ad writers must consider who their audience is and what
tone or words will be most effective for getting that audience to spend money.
An advertisement should contain the following:

• a slogan or a catchy phrase
• language that causes an emotional response
• information about why the product or service is valuable
• an image of the product or service or its effects
• a call to action — what the consumer should do
The Lesson
Introduce: Using the information above, explain to students what an advertisement, or ad, is. Then
students if they have ever thought about starting their own business and what kind.
Look at a Model: Have students read the model writing sample, “Surround Yourself with Nature.”
Discuss it, asking students what catches their attention first. What impression do they have of the
bracelets? Ask whether they think anything could be added or changed in the ad.
beginning. If needed, brainstorm ideas as a class to complete the graphic organizer. Then have
students write their ads.
Extend: If desired, have students brainstorm ideas for things they could sell. Have them complete
the extension activity on page 118 on a separate sheet of paper.
6078.indb 114 6/16/21 9:52 AM

Persuade to Solve Advertisement
Sasha’s Nature Bracelets

One day, Sasha was out on a hike and had an idea. She collected acorns and
strung them together to make a bracelet. Her friend loved it, so Sasha made one
for her. Other kids at school asked about the bracelets. It seemed like everyone
wanted one! Sasha decided to start a business. She made an ad for social media.
Surround Yourself with Nature
Sasha’s Nature Bracelets

Art you can wear anywhere!
Each handcrafted acorn

bracelet is one of a kind.
Only $5 each.
Click here to buy yours today!
6078.indb 115 6/16/21 9:52 AM

Persuade to Solve Advertisement Name
Advertisement Graphic Organizer
Slogan ideas
Reasons to buy How to buy or Contact info
Picture ideas
6078.indb 116 6/16/21 9:52 AM

Food Truck Writing Task #1

Imagine that you work for an advertising agency. There’s a new food truck that
serves a large college in your town. It can be any type of food that you like. The
owner hired you to create an ad to send to the college students and people who
work at the college. Create a catchy ad that will attract customers to the food truck.
6078.indb 117 6/16/21 9:52 AM

Concert Writing Task #2

Imagine that you sing in a choir. Your choir is going to put on a concert next month.
Write an ad for the local newspaper encouraging people to buy tickets for the concert.
Extension Activity
Think of something you own that you would like to sell. Think about the type of person
who would want to buy it. Write an ad for a website where people sell all kinds of things.
6078.indb 118 6/16/21 9:52 AM

Persuade to Solve Billboard
I’ve Got a Message for You
All kinds of organizations need to get messages out to the public. Stores and companies that sell
things need people to know about their products and services. Restaurants want people to eat their
food. Health and safety organizations such as hospitals, the fire department, and the highway patrol
want to remind people of safe behaviors. Politicians want people to consider electing them. Nonprofit
organizations need support and volunteers. There is no end to the types of messages put in front of us.
While most of these messages appear in online, broadcast, and print media, a significant number of
them appear in our outdoor environment. Billboards are large signs along major roadways and some
main streets that people see when they drive by. Mobile billboards, appearing on buses and other public
transportation vehicles, are becoming more common.
A billboard should contain the following:

• a single focus for its message
• a short catchphrase or slogan that is easy to read and remember
• a relevant and prominent graphic image that works with the text Your Ad Here
• a clear directive (buy, go, do, choose, elect)
• a location where many people can see it and act on it
The Lesson
Introduce: Using the information above, explain to students what a billboard is. Then distribute a copy
of page 120 to each student and have them read the scenario. Discuss it, asking students about what
Jamila may be thinking, feeling, or worrying about.
Look at a Model: Have students read the model writing sample, “Important Message.” Discuss the
billboard, asking students what its purpose is and how the text and picture relate to the purpose.
Have students point out the parts that work well. Ask whether they think anything could be added
or changed on the billboard.
design their billboards.
Extend: If desired, have students brainstorm what they would like to persuade people to do. Have
6078.indb 119 6/16/21 9:52 AM

Persuade to Solve Billboard
We Need Sidewalks!
Jamila lives in farm country. In her rural town, there are no sidewalks. Several
children have been hurt in accidents while walking in the street. Parents have formed
a group to encourage the town to put in sidewalks. The town will vote whether to
pay for the sidewalks. Jamila designed this billboard to encourage voters. One
billboard will go on Main Street and another will go near the elementary school.
Important Message
S is for Sidewalks and Safety.

V is for Vote.
6078.indb 120 6/16/21 9:52 AM

Persuade to Solve Billboard Name
Billboard Graphic Organizer
Text ideas
Purpose of
billboard
Possible billboard
Problem to solve locations
Picture ideas
6078.indb 121 6/16/21 9:52 AM

Fundraiser Writing Task #1

Imagine that you want to increase support for a fundraiser to build a community
theater. Design a billboard to advertise a fundraising event.
6078.indb 122 6/16/21 9:52 AM

Safety Message Writing Task #2

Imagine that you want drivers to stop texting. Design a billboard to convince them.
Extension Activity
Think of something you want to call attention to or urge people to do. Design
a billboard for it and decide where to place it in your community.
6078.indb 123 6/16/21 9:52 AM

Persuade to Solve Brochure
Sharing Basic Information
A brochure is a printed document that shares information about a product, a service, or an issue. It
is usually a small booklet or a folded sheet of paper. Brochures are often found where there are lots of
people. Travelers find brochures about things to do at a highway rest stop or in a hotel lobby. In a doctor’s
office, patients find brochures about various health issues. Companies share brochures with potential
clients. A brochure is a useful way to provide general information.
Brochures are not as obvious as ads and billboards about their persuasive purpose, but they combine
information and persuasion in situations where people need information before deciding if and how to
take action. For example, brochures are often used to give key details about products and services that
are quite expensive, such as a new car or sports training. They can explain medical procedures that may
have different risks. They can also explain the mission or purpose of an organization you are thinking of
working for or joining.
A brochure should contain the following:
• meaningful photographs, illustrations, or graphics
• general information without too much detail
• logical organization and flow
• text features such as headings, labels, bullet points, and captions
The Lesson
Introduce: Using the information above, explain to students what a brochure is. Then distribute a copy
of page 125 to each student and have them read the scenario. Discuss it, asking students if they have
seen bullying at school or in their neighborhood. Do they think more people need to learn about it?
Look at a Model: Have students read the model writing sample, “Brochure for School.” Discuss it,
asking students if the brochure is interesting. What did they learn from it? Ask whether they think
anything could be added or changed on the brochure.
beginning. If needed, brainstorm ideas as a class to complete the graphic organizer. Then have
students write their brochures.
Extend: If desired, have students brainstorm environmental issues they care about. Have them
6078.indb 124 6/16/21 9:52 AM

Persuade to Solve Brochure
No More Bullying
In one week, Kenji saw two different kids get bullied by someone at school.
Nobody stepped in to stop it. Kenji felt bad but didn’t know how to help. He
researched online how to deal with bullies. Then he created a brochure and
printed a stack of copies to hand out at school.
Brochure for School

Don’t just What does What can
stand there… bullying YOU do?
look like?
STAND UP BE A ROLE MODEL:
* verbal bullying
TO BULLIES Be kind and fair to
everyone you meet.
SPREAD THE WORD:

* social bullying Let everyone know that
being mean is not okay.
SAY SOMETHING:
* Bullying is any act in
If you see someone being
which someone hurts * physical bullying bullied, you can
someone else on
purpose, physically or * stand up for him
emotionally. or her,
* All forms of bullying * help him or her to
are harmful. * cyber bullying safety, or
* A bully can act alone * f ind an adult to help.
or get others to
participate.
6078.indb 125 6/16/21 9:52 AM

Persuade to Solve Brochure Name
Brochure Graphic Organizer
Topic
Sections
Important information
Picture ideas
6078.indb 126 6/16/21 9:52 AM

See the City Writing Task #1

Imagine that you work for a company that offers bus tours of your city. Design
and write a brochure that explains why people should want to visit your city.
6078.indb 127 6/16/21 9:52 AM

Join Us! Writing Task #2

Imagine that you are a member of a club, a team, an organization, a church, or
another group that wants to invite others to join. Design and write a brochure that
explains what that group does and why the reader should join.
Extension Activity
Choose an environmental topic that you are concerned about. It can be littering, clean
air or water, endangered species, climate change, or anything else. Design and write
a brochure that educates people and encourages them to help solve the problem.
6078.indb 128 6/16/21 9:52 AM

About Evan-Moor Educational Publishers
™ Our mission is helping children learn.

Founded by teachers, we understand the challenges and joys of teaching. We strive
Evan-Moor products are available to assist teachers and parents by providing resources that motivate children to learn.
at fine teacher supply stores and We haven’t done this alone. We appreciate our partnerships with teachers and parents
at www.evan-moor.com. in over 90 countries that nurture the education of millions of children!
Inspire Students to Write with Better
To geth
Motivating Topics and Illustrations e r!
Extend the writing experience of Weekly Real-World
Writing with the scaffolded trait-based writing lessons GRADES
Correlated to rds
Current Standa
Grade
6
1–2
Weekly
covering
• 24 weekly unitspurposes
Grades 1–2 6 main writing
in Evan-Moor’s Writing Line series! Real-World

such as
GRADES 1–2
• Writing formats review,
e-mail, product news
ads, directions,
Writing
™ plans
Evan- Moor® • Teacher lesson
and
EMC 6077 • 72 writing tasks s
extensio n activitie
rs
• Graphic organize
Weekly
Creative writing activities help students practice writing
Shows
Real-World Writ
Name
Books & er
Critique
Carefully Organiz
iew Graphic
Show Rev
Book and
with confidence and success. The carefully scaffolded
ing
lessons, hands-on activities, and interesting topics
motivate students to write and develop strong
1–2
writing skills.
• Trait-based writing instruction

• Hands-on centers and activities
• Includes graphic organizers,
writing guides, and more
Paragraph Writing
Grades 2–4
Write a Super Sentence Writing Fabulous
Grades 1–3 Sentences and
How to Write a Story Paragraphs
Grades 1–3 Grades 4–6
EMC 6078
ISBN 978-1-64514-157-0
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0 23472 06078 5 Helping Children Learn 9 781645 141570

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Meal Review Name

a ura nt Review G raphic Organizer

Thank you for purchasing

Using This E-book

6078-FM.indd 1 8/9/21 2:52 PM

Writing: Bryan Langdo EMC 6078

001 CPSIA: McNaughton & Gunn, Saline, MI USA [2/2022]

6078-FM.indd 2 8/9/21 2:52 PM

Ways to Use Weekly Real-World Writing 6

Rubric for Formal Writing 7

Rubric for Informal Writing 8

EXPRESS YOURSELF DIVE IN DEEP

Awkward E-mail 9 Inquiry Letter 69

Journal Entry 14 Interview 74

Opinion Letter 19 Internet Search 79

Thank-you Note 24 Quiz Questions 84

HELP OTHERS KNOW LOOK MORE CLOSELY

Directions 29 Pro–Con List 89

News Article 44 Investigation 104

CRITIQUE CAREFULLY PERSUADE TO SOLVE

Peer Review 49 Powerful Pitch 109

Meal Review 54 Advertisement 114

Product Review 59 Billboard 119

Evaluation 64 Brochure 124

6078.indb 3 6/16/21 9:52 AM

Help Others Know Directions

Teacher Overview Information for the Pet Sitter

A suggested plan for

Describes the writing format introducing the writing

and explains its relevance and format and model writing

contexts for use sample, leading student

discussions, using the

graphic organizer, and

Features often included in the

assigning writing tasks

format (also reflected in the

© Evan-Moor Corp. • EMC 6078 • Weekly Real-World Writing 29

Help Others Know Directions

Scenario and Model Writing Sample Family Vacation

Caring for Wally and Fitz

format might be used Wally, our dog

A model writing sample resulting

the use of the format features Thanks again!

30 Weekly Real-World Writing • EMC 6078 • © Evan-Moor Corp.

4 Weekly Real-World Writing • EMC 6078 • © Evan-Moor Corp.

6078.indb 4 6/16/21 9:52 AM

Format-Specific Graphic Organizer Pet Sitter Directions Graphic Organizer

A way to collect notes for the format Where

in the unit; includes sections for most

Teacher Overview When to

© Evan-Moor Corp. • EMC 6078 • Weekly Real-World Writing 31

Writing Tasks A Full House Writing Task #1

Two opportunities activity that

writing and one for informal writing. These

are general, non-format-specific rubrics to

remind students of the general aspects of