Student Writing Samples
6+1 Trait: Sentence Fluency
There Was An Old Lady Who Swallowed a Trout
r"
There was an old lady who
swell owed a ""","Y...::.A...:....dI...--S_ __
There was an old /Crdy who
-
I
.~
l)
.
r~
swallowed
a
'1·I:t~
_Vi
_('
~e FAt;~\J-t
(
Le
~~., ~\ ',-:<
Pe L
Q
~I
~)\
,
~
1
She
____
~K N\
..'ff'
.,,~~
i,
S ~\\ ~\ ~
.
(
if
'/
':
-
-
- \,
l
\
-
swall~wed a LAJHe~L.
She swallowed _0
S11
~,K
Emergent Literacy Translation:
Emergent Literacy Translation:
Her face got pale. She swallowed a whale.
There was an old lady who swallowed a snake.
The snake came awake. She swallowed a snake.
~here was an old lady who swallowed a whale.
There was an old lady who
There was an old lady who
!iWQllow~d-'l..p i ~ .'.
-jt
"{VEl)
hr
,Ij
h·
swallowed a --'-C.....::,c. .)\--:..-t.. _ _ _ -
-OCOtCA·
.
5 he swa II owe d a -+\ \-_ c) ItJ
'--
Emergent Literacy Translation:
There was an old lady who swallowed a fish.
It was her wish. She swallowed a fish.
i
-She ,swGYowed a
.
lOS 0
C Cf
t
Emergent Literacy Translation:
There was an old lady who swallowed a cat.
A cat tasted like a rat. She swallowed a cat.
Literature to Teach Writing 71
Response: There Was an Old Lady Who Swallowed a Trout
I chose to use this book because we were engaged in a study on water habitats.
Since the children were familiar with the traditional version of this story, There Was an
Old Lady Who Swallowed a Fly, I thought it would be a great idea to read a new, original
version. The kids really enjoyed this version, however, there were a few things I would
change. First, I would definitely read both stories to the children. Although they had
heard the story before, it was not fresh in their memory. Next time, I would read the
traditional story one day, discussing the rhymes, rhythm, and pattern. We would briefly
discuss things the students liked about the story. I would then try to get their ideas
coming by brainstorming: "What other animals might the old lady swallow? Can you
think of a rhyme to go along with that animal?" I would take a few minutes to take
suggestions and compile a list of animals and rhyming words.
Then the next day, we would begin by reviewing our list of animals and rhyming
words. Before reading the second story, I would ask students to predict what kinds of
animals might be included in this version of the story. After reading, I would follow the
same progression for discussion and brainstorming, this time going more in depth. Our
list would grow until all students felt that they had a unique idea about which they would
like to write. I feel this two-day approach would be much more effective because it
would give the students more background knowledge, confidence, and experience in this
style of writing.
Literature to Teach Writing 72
6+ 1 Writing Trait: Sentence Fluency
If You Give a Mouse a Cookie
By Laura Joffe Numeroff
Prereading:
Introduce the "If... then... " structure for writing a sentence with the following
statement: "If everyone will sit on the floor, then I will start the story."
Ask students to come up with some other statements they hear often that use the "If..
.then" structure. Here are some examples:
"If you eat all your dinner, then you may have some dessert."
"If you clean up your room, then you may watch T.V."
"If you finish your homework, then you may go outside to play."
"If you eat some peppers, then you will be thirsty."
"If you don't brush your teeth, then you will get cavities."
Discuss the kinds of statements these are. They are cause and effect. If one thing
happens, then another thing will happen.
Tell students that the book we are going to read is full of these kinds of sentences.
Show them the cover of the book and help them to read the title. Ask students to tell
how they think the author will complete the statement: "If you give a mouse a cookie ..
." After sharing several suggestions, tell students to check their predictions as we read the
story. Also, direct students to pay particular attention to the way the story flows from
one event to another because of this "If... then" structure.
Reading:
Be sure to read the sentences smoothly, so children can feel the fluency and
-
rhythm this type of text creates. If you want to stop, choose a place in between
Literature to Teach Writing 73
sentences, in order to keep the continuity of the text. During reading, allow students to
make predictions to complete the "then" part of the statement. Point out how the author
does not have to say "if' and "then" every single time because after awhile, the reader
automatically understands the structure.
Prewriting:
Spark a brief discussion of the text. Ask students to share opinions about the
story. Possible discussion questions: "Why do they like it? What makes it fun to read?
What do you like about the author's style?" If there is time, you may choose to read
another book by Numeroff that uses the same style:
If You Give a Mouse a Muffin or If
You Give a Pig a Pancake.
Brainstorm ideas for your own story. Choose a new character, possibly a
different animal, to be the main character in the story. Then begin listing possible things
for the character to do. After many ideas have been suggested, choose the one that leaves
the most possibilities for connecting the sentences fluently.
Writing:
As a class, write a progression of events for your character. Try using the "If..
.then" structure for some sentences, but remember to vary the structure for others.
Remind students to focus on making the sentences flow smoothly together. After the
class story is written, distribute pages for the class book. Have each student, or pair of
students, write the words on the page and illustrate it. Compile the pages to make a
complete story and class book.
Literature to Teach Writing 74
,~
~
~.
~..
'
;$~
~
'*~
~,.,
'~
~~
~.
~
.
,~
*'W
~
~.
~~
~1'
.~
......
W'
(J}
:
~-~-
---
j
Literature to Teach Writing 75
'('"..:.
~~
~
.;.t
6+ 1 Writing Trait: Conventions
No, David!
by David Shannon
Prereading:
Give two examples of the same phrase with different punctuation on the board. s·. .~
For example: "No class!" "No, class!" Have two students read the sentences. Ask
students to explain how they're different. Talk about how the comma changes the
meaning of what we write.
Commas are used correctly and carefully in the book we're going to read. It's a
book that shows all the rules the author was supposed to obey as a child. Rules and
giving directions are also called commands. Commas are used often when giving
commands. There aren't many words in the book, so I want you to pay attention to the
commas. See if you can figure out a rule that explains when or how commas are used in
commands.
Reading:
As you read aloud, tell that students to look carefully at the few words included in
the book. You may wish to follow the text with your fmger to focus student's attention
on the text. Be sure to indicate a pause in your reading when a comma exists. After
reading it once, ask students to share their observations. Guide them to clue in on the
word that often is used with the comma: David, his name. Read the story again so
students can check to see if the suggestions from the class are correct.
Literature to Teach Writing 76
Prewriting:
Practice writing commands as a class. Brainstonn commands that teachers might
say in the classroom. For example: "Sit down, Brett." "Tie your shoe, Carly." "Listen
carefully, Shawn." Also, try examples where the name might come at the beginning of the
command. "Cindy, don't push." "Ryan, feed the fish."
Discuss how students feel when people are constantly saying "No!" or "Don't!"
Is it a positive response? Ask which sounds more pleasant. "No running, Phil!" or
"Please walk, Phil!" Keep this in mind when you speak to people or give advice. People
are more likely to listen if you write or say things in a positive way.
Writing:
Students are going to write a book of advice for younger students. Each student
could receive a list of names to include in their book. A class could be divided up
according to tables, alphabetical order, or selected at random. If this is too complicated,
allow each student to select one younger student and write all advice for just that one
student.
Sample:
Advice/or First Grade
Paul, remember your homework!
Eat a good breakfast, Rachel.
Follow your teacher's directions, Ed.
Allie, read lots of books.
Be nice and make friends, Josh.
j
~::'''''
~~
:!'
.::,'
Literature to Teach Writing 77
6+ 1 Writing Trait: Conventions
From Head to Toe
by Eric Carle
Prereading:
Put the three main punctuation symbols on display: period, question mark,
exclamation point. These can be drawn on the chalkboard, cut-outs that are shown, etc.
Ask students to tell what they are. "What are they used for? Give an example of a time
we would use them." After students are reminded about each mark and when it is used,
tell them to look carefully for these punctuation marks in the story. Tell them to see
what they notice about the three marks. "How are they different? How are they the
same? Why are they important?"
Reading:
While reading the story, be sure to emphasize inflection in your voice. Make
obvious distinctions between statements and questions by raising the tone at the end of
your voice. Consider adding nonverbal cues, too, such as head nods, shoulder shrug, and
eye contact. Nonverbal behavior for exclamatory sentences can be even more obvious by
showing excitement in your body language.
Prewriting:
After reading the story once, ask students to tell what they noticed about each
kind of punctuation. Notice that a period is used at the end of a sentence that is telling
information. Discuss how these marks are useful to us as readers. These symbols let us
.-
know how to read it and what it would iOUPd like if someone was really saying it. Ask
Literature to Teach Writing 78
students if they noticed a pattern in the book. It began with a statement, then a question,
and ended with an exclamatory sentence. This pattern gave structure to the sentences
and made it extremely important that the author used punctuation carefully.
Now we'll write our own story like From Head to Toe. Brainstorm unique ideas.
This will be a class book. Try using different settings and characters. Rather than
animals, it could take place at an amusement park and the characters could be the rides
and attractions there. For example: "'I am a rollercoaster and I can flip people upside
down. Do you want to ride? 1 will ride!" The next student might choose to write about a
water ride. "I am a big innertube and I take people under waterfalls. Do you want to
ride? I will ride!" Allow each student to select a different attraction and write their three
sentences and illustrate it. Combine to make a class book. (Other possible settings
include: circus, zoo, grocery store, restaurant, sporting event, etc.) Another example:
"This is a pear and it tastes sweet and juicy. Will you eat it? 1 will eat it!"
Literature to Teach Writing 79
,-
Literature to Teach Writing 80
6+ 1 Trait: Presentation
Various types of literature are appropriate.
There are a myriad of strategies and styles to use in the presentation of students'
writing. It is important to use a variety of these methods in writing. These unique and
special styles of presentation make students excited about writing. It is very encouraging
to share fmal pieces in a unique way. The following is a list of general ideas and
suggestions for presenting student work. In some cases, pictures from the lessons I
piloted are included as examples. For even more strategies, consult the professional
resources at the end of the paper! Most importantly, remember that sharing what you
write should be a fun and enjoyable experience! Help your students love to write and
share!
Class Books
When students are learning to write, it is often helpful to write books together as a
class. These works are called "class collaborations." These often take the shape of text
innovations, when the class writes using the same structure or plot line as the work of
literature. This shared writing experience is a good way for teachers to model the writing
process. Other class books can be created by combining work by individual students. In
this case, students each write their own page. Class books make an excellent addition to
every classroom library. They can also be sent home on a rotating basis or displayed in
the school library.
Literature to Teach Writing 81
Individual Books
In some cases, it is more appropriate for students to each make their own book.
This is most effective in establishing each child as an author. This is also beneficial
because it is something the student can take home with them. Hopefully, it can be used
for practice in reading, as students will continue to share their book with others.
Computer - Word Processing for Students
Technology has allowed the improvement of displaying writing. Even from a
young age, students should utilize computers for their writing. Using word processing
programs or other student writing programs can be a great way to familiarize students
-
with computers. It also makes writing appear very professional and can make students
feel important as writers. There are unlimited possibilities for writing on the computer.
Often, children enjoy simply experimenting with writing and images on computers, as
well.
Power Point Slide Show
For an interactive method of presentation, students can create a power point slide
show. This consists of screens on which students display writing and visuals. Slide
shows are often utilized for factual infonnation, but can be equally effective for fiction
writing, too. These slide shows are excellent visual aids to accompany a presentation or
speech. With little assistance, students can create a professional presentation of their
writing.
Literature to Teach Writing 82
Website
Sometimes, students wish to share their writing with many people. In this case, it
might be appropriate to develop a website. This kind of writing often takes the forms of
written discussions or posting a message board. However, students might want to create
an informational web page about their research topic. Although this presentation can
complicated, its rewards could make it all worthwhile.
Reading
Another important component of presentation, is the opportunity to share
writing. Students need the opportunity to read their writing aloud to various types of
-
audiences. Students should begin by reading it to one friend or the teacher. Gradually,
then the student can read to his or her class, other classes, or even larger audiences. This
is a nice technique for sharing writing at parent-teacher conferences or school events.
This component of presentation is often overlooked, when it is one of the most essential
ways that writing is presented.
Literature to Teach Writing 83
These books were collaborative1y created by students.
They are among the most frequently read in the classroom library.
Teady Bear. Teddy Bear
Whet do you see'
t@
i'
This shows the cover and first page of an individual book
One student proudly displays her completed book,
which she \\-Tote and illustrated herself.
when i go to theocean i like
to see hammerhead sharks
The text and illustrations of this piece were
created by a student using the computer.
Literature to Teach Writing 84
Accountability
Alignment with State Standards
As with any educational program, it is important to consider how this writing
program facilitates the achievement of educational goals. The standards established by
each state serve as an important guide for designing curriculum and instruction. Although
the standards will vary a little from state to state, the same basic writing skills are always
required. After analyzing the Indiana Standards for reading and writing in the primary
grades, I saw that the lesson strategies utilized in my project correlate highly with those
objectives in the standards. This shows that the use of quality literature, the writing
process, and 6+ 1 traits creates a comprehensive writing program that aligns with the
priorities and expectations set by the state of Indiana.
The following reference charts illustrate this alignment with the standards.
Because these lessons are designed for use in any or all of the primary grades (K-3), the
chart compiles the common standards that apply to several grades. The first column lists
a description of the general standards that includes several specific expectations at each
grade level. The second column, explains how the lessons I developed help students to
achieve these standards. Finally, the last four columns display the number of the specific
standard for each grade, which teachers can consult for more specific information. These
are the standards that are addressed in each of the lessons included in this project.
Literature to Teach Writing 85
READING STANDARDS
General
Description of the
Reading Standard
How my lessons
attempt to promote
mastery of the skill
Kindergarten
Read aloud fluently
Teacher models fluent
grade
2nd
grade
grade
-----
1.1.15
2.1.6
3.1.3
K.1.1;
K.2.1
1.3.2
2.2.4
3.2.1
-----
K.1.3
1.3.2
2.2.2,
2.2.3
K.3.4
1.2.3
2.2.4
3.3.2 3.3.6
K.2.2K.2.5
1.2.4 1.2.7
2.2.2 2.2.8
3.2.2 3.2.7
K.3.1
-----
-----
3.3.1
K.3.3
1.3.1
2.3.4
3.3.5
lst
3111
.l.•
Identify parts of a
book
Recognize the
purposes for
reading and the
author's purpose
for writing
Respond, discuss,
question, and
analyze what is read
Utilize strategies
that improve
comprehension
Recognize and
differentiate
between genres
Identify the use of
various writing
devices and
techniques
Provides exposure and
interaction with many
books.
Discuss the roles of
authors and readers.
Teacher leads
discussions and
involves students in
higher-order thinking.
Teacher models that
use of these strategies
and prompts students
to use them as they
read.
Students read a wide
variety of literature.
Teacher uses
prereading activities to
focus students'
attention on effective
strategies used by the
author.
Literature to Teach Writing 86
WRITING STANDARDS
General
Description of the
Writing Standard
How my lessons
attempt to promote
mastery of the skill
Find and discuss
ideas for writing
Teacher helps students
to draw ideas from the
literature that they
read.
Teacher models
organizational
strategies to use in
writing.
Students conference
with teacher and peers.
Organize ideas and
content in planning
and writing
-
.
Revise original
drafts to improve
quality of writing
Publish quality
work using various
resources and
technology
Write in various
forms and genres for
different purposes
and audiences
Utilize correct
written English
conventions so
writing is easily
understood
Teachers give
opportunities to
present writing in
many forms.
Teachers provide a
variety of writing
activities, each with a
unique purpose and
audience.
Teacher provides good
models, instruction,
and opportunities for
authentic writing.
3rd
Kindergarten
1st
grade
2nd
grade
grade
K.4.1
1.4.1
2.4.1 ;
2.4.3
3.4.1;
3.4.2
K.4.5
104.2
2.4.2
304.3
-----
104.3
2.4.8
3.4.6;
3.4.8
KA.3;
KA.4
-----
204.3 2.4.5
3.4.4;
3.4.5
K.5.1 K.5.2
1.5.1 1.5.5
2.5.1 2.5.6
3.5.1 3.5.5
K.6.1K.6.2
1.6.1 1.6.8
2.6.1 2.6.9
3.6.1 3.6.9
Literature to Teach Writing 87
Reflection
Literature to Teach Writing 88
Reflecting on Literature in the Writing Program
After all of my research and trials using these lessons in the field, I have reached
the following conclusions:
#1: Literature is an essential component of the writing program.
After my observation and participation in the teaching of writing at various
schools and grade levels, I really feel that literature strengthened writing instruction in
every case. Although I observed teachers using a wide variety of strategies, all of them
utilized literature in some way. Of course literature was not used for every single lesson,
but it held a significant position as an instructional tool for the overall program. Through
the lessons I developed and piloted, I noticed an overall improvement of writing when it
was connected to authentic literature. These are the main things I noticed that literature
provided when integrated with writing instruction:
Dlustrates models of various literary elements
Creates authentic literary experiences
Activates thinking and new ideas
Nurtures enthusiasm and excitement
#2: Teachers playa critical role in writing instruction.
Although literature can playa major role in the writing program, it cannot do it
alone. Students still need an effective, active teacher who does the following things:
Literature to Teach Writing 89
Writes as a model for students
Reinforces student progress and achievement
Instructs in the zone of proximal development
Talks about literature and ideas for writing
Evaluates needs of students to select literature and plan instruction
#3: Students are authors, too!
Many teachers, parents, and even students, themselves, underestimate the ability
of children as writers. I know, because I was one of them. My expectations for writing
performance seemed reasonable to me, even though I unintentionally set them much lower
than they should be. After my experiences in the classroom piloting my lessons, I was
amazed by the outstanding quality of writing my students were creating. With the
appropriate model, motivation, and support, students are able to write very much like the
models they admire.
In conclusion, combining literature and writing has shown many benefits.
Literature is an enjoyable way to model effective strategies for writing. Along with
teacher modeling, students are exposed to many samples of effective writing. Excitement
for literature can produce a great desire to write. Our writers of tomorrow are inspire by
the literature they read today. With support and guidance in writing, students can be
successful and feel competent about their ability as a writer. Finally, our readers have
become writers, who now appreciate the true craft of writing. This cycle can occur in the
Literature to Teach Writing 90
integrated approach to reading and writing instruction. It is a successful tool for teachers
and an extremely beneficial process for students. When quality literature is used by
effective teachers, the results on students are tremendous!
I
C
A
N
W
R
I
T
E
Literature to Teach Writing 91
Resources
Literature to Teach Writing 92
References
These references were used to research the theoretical foundation.
Anderson, N. C. (1998, June). The reading/writing connection. School Library Media
Activities Monthly, 24-26.
Bromley, K. D. (1989, November). Buddy journals make the reading-writing
connection. The Reading Teacher, 122-129.
Bukatko, D., & Daehler, M. W. (1998). Child development: a thematic approach
Boston: Houghton Mifflin Company.
Burton, F. R. (1989). Writing what they read: reflections on literature and child writers.
In J. M. Jensen (ed.). Stories to Grow on: Demonstrations o/Language Learning
in K-8 Classrooms (pp. 97-116). Portsmouth, NH: Heinemann.
Butler, A. & Turbill, J. (1984). Towards a reading-writing classroom. Rozelle, NSW,
Australia: Primary English Teaching Association.
Calfee, R. (1998). Leading middle grade students from reading to writing: conceptual and
practical aspects. In N. Nelson & R. Calfee (eds.) The Reading-Writing
Connection (pp.203-228). Chicago: The University of Chicago Press.
Chew, C. (1985). Instruction can link reading and writing. In J. Hansen, T. Newkirk, &
D. Graves (eds.). Breaking Ground: Teachers Relate Reading and Writing in the
Elementary School (pp. 169-173). Portsmouth, NH: Heinemann.
Comstock, M. E. (1992, April). Poetry and process: the reading/writing connection.
Language Arts, 261-267.
Literature to Teach Writing 93
Denyer, J. & Florio-Ruane, S. (1998). Contributions of literature study to the teaching
and learning of writing. In T. E. Raphael & K. H. Au (eds.). Literature-Based
Instruction: Reshaping the Curriculum (pp.149-171). Norwood, MA:
Christopher-Gordon Publishers.
Farr, R. (1993). Writing in response to reading: a process approach to literacy
assessment. In B. E. Cullinan (ed.) Pen In Hand: Children Become Writers (pp.
64-79). Newark, DE: International Reading Association.
Fletcher, R. (1993). Roots and wings: literature and children's writing. In B. E. Cullinan
(ed.) Pen In Hand: Children Become Writers (pp.7-18). Newark, DE:
International Reading Association.
_
Garrity, L. K. (1991). After the story's over: your enrichment guide to 88 read-aloud
children's classics. Glenview, IL: Scott, Foresman, and Company.
Glasser, J. E. (1990, November). The reading-writing-reading connection: an approach
to poetry. English Journal, 79,22-26.
Hansen, J. (1987). When writers read. Portsmouth, NH: Heinemann.
Johnson, T. D. & Louis, D. R. (1990). Bringing it all together: a program/or literacy.
Portsmouth, NH: Heinemann.
Kilpatrick, S. (2001). Developing young authors: using/avorite literature to model good
writing. Huntington Beach, CA: Creative Teaching Press.
Koch, K. (1990). Rose, where did you get that red?: teaching great poetry to children.
New York: Vintage Books.
Literature to Teach Writing 94
Kruise, C. S. (1990). Learning through literature: activities to enhance reading, writing,
and thinking skills. Englewood, CO: Teacher Ideas Press.
Lloyd, P. (1987). How writers write. Portsmouth, NH: Heinemann.
May, F. B. (1998). Reading as communication (5th ed.). Upper Saddle River, NJ:
Merril.
Mealy, V. T. (1986). From reader to writer: creative writing in the middle grades using
picture books. Metuchen, NJ: Scarecrow Press.
Nelson, N. & Calfee, R. (1998). The reading-writing connection viewed historically. In
N. Nelson & R. Calfee (eds.) The Reading-Writing Connection (pp. 1-52).
Chicago: The University of Chicago Press.
--
Neuman, S. B., Copple, C., & Bredekamp, S. (1999). Learning to read and write:
developmentally appropriate practices for young children. Washington D. C.:
NAEYC.
Northwest Regional Educational Laboratory. The original student-.friendly guide to
writing with traits. Portland: NWREL.
Northwest Regional Educational Laboratory. (1999). Seeing with new eyes: a guidebook
on teaching and assessing beginning writers using the six-trait writing model.
Portland: NWREL.
Sager, M. B. (1989, October). Exploiting the reading-writing connection to engage
students in text. Journal ofReading, 33, 40-43.
-
Sinatra, R. C. (2000, May/June). Teaching learners to think, read, and write more
effectively in content subjects. The Clearing House, 266-273.
Literature to Teach Writing 95
Sipe, L. R. (1993, September). Using transformations of traditional stories: making the
reading-writing connection The Reading Teacher, 47, 18-26.
Spandel, V. (2001). Creating writers through 6-trait writing assessment and instruction
(3rd ed.). New York: Longman
Stewig, J. W. (1990). Read to write: Using Children's literature as a springboard for
teaching writing (3rd ed.). Katonah, NY: Richard C. Owen Publishers.
Tierney, R. J., & Shanahan, T. (1996). Research on the reading-writing relationship:
interactions, transactions, and outcomes. In R. Barr, M. L. Kamil, P. Mosenthal,
& P. D. Pearson (eds.). Handbook ofReading Research, Vol. II (pp.246-280).
Mahwah, NJ: Lawerence Erdbaum Associates Publishers.
Tompkins, G. (1998). Language arts: content and teaching strategies. Upper Saddle
River, NJ: Merri1.
Walmsley, S. A. & Walp, T. P. (1990, January). Integrating literature and composing
into the language arts curriculum: philosophy and practice. The Elementary
School Journal, 90,251-274.
Literature to Teach Writing 96
Professional Resources
Consult these sources for many more lesson ideas that link: literature to writing.
Carey, P., Hozschuher, C., & Kilpatrick, S. (1995). Activities for any literature unit,
primary. Huntington Beach, CA: Teacher Created Materials.
Carroll, J. A. (1991). Picture books: integrated teaching ofreading, writing, listening,
speaking, viewing, and thinking. Englewood, CO: Teacher Ideas Press.
_ _. (1992). Story books: integrated teaching ofreading, writing, listening, speaking,
viewing, and thinking. Englewood, CO: Teacher Ideas Press.
Cerbus, D. P. & Rice, C. F. (1995). Whole language unitsfor predictable books.
Huntington Beach, CA: Teacher Created Materials.
-
Culham, R. (1998). Picture books: an annotated bibliography with activities for teaching
6-trait writing. Portland: Northwest Regional Educational Laboratory.
Fairfax, B. & Garcia, A. (1992). Read! Write! Publish! Making books in the classroom,
grades 1-5. Cypress, CA: Creative Teaching Press.
Gruber, B. & Gruber, S. (1990). Literature library, volume 2, grades kindergarten-I.
Palos Verdes Estates, CA: Frank Schaffer.
Kazemek, F. E. & Rigg, P. (1995). Enriching our lives: poetry lessons for adult literacy
teachers and tutors. Newark, DE: International Reading Association.
Kilpatrick, S. (2001). Developing young authors: usingfavorite literature to model good
writing. Huntington Beach, CA: Creative Teaching Press.
Norris, J. & Evans, J. (1997). Literature & Writing Connections: how to make books
with children series. Monterey, CA: Evan-Moor Corporation.
Literature to Teach Writing 97
_ _. (1997). Read a book - make a book: how to make books with children series.
Monterey, CA: Evan-Moor Corporation.
Sterling, M. E. (1991). Patterns/or big books. Huntington Beach, CA: Teacher Created
Materials.
Walsh, N. (1997). Making books across the curriculum: pop ups,jlaps, shapes, wheels,
and many more. New York: Scholastic.
Literature to Teach Writing 98
Children's Literature
These children's books are the basis of the application activities for each trait.
Brett, J. (1989). The mitten. New York: Scholastic.
Brown, M. (1991). Arthur meets the president. Boston: Little, Brown and Company.
Carle, E. (1997). From Head to Toe. New York: Harper Collins Publishing.
Curtis, J. L. (1999). Today Ifeel silly and other moods that make my day. New York:
Scholastic.
Lionni, L. (1992). A busy year. New York: Scholastic.
Marzollo, J. (1992). Happy Birthday, Martin Luther King. New York: Scholastic.
Numeroff, L. J. (1985).
Ifyou give a mouse a cookie.
New York: Scholastic.
Shannon, D. (1998). No, David! New York: Scholastic.
Sloat, T. (1998). There was an old lady who swallowed a trout. New York: Scholastic.
Small, D. (1985). Imogene's antlers. New York: Crown Publishers.
Viorst, J. (1976). Alexander and the terrible, horrible, no good, very bad day. New
York: Scholastic.
Yolen, J. (1987). Owl moon. New York: Putnam Publishing Group.
Walton, R. (1998). Why the banana split? New York: Scholastic.
Literature to Teach Writing
99
Literature Links to Traits
A bold asterisk indicates the trait that the included lesson plan teaches for each book.
Regular asterisks identify other traits the book might be helpful in teaching.
~
Book Title
rIl
'~
"=
"0
~
-
.....0==
.....'N"=
==
'OJ)
"=
(,J
~
(,J
~
.....0
.....0
.c
(,J
U
>-
"0
0""
""
0
~
==
rIl
~
(,J
-
==
==
0
~
-=
~
~
==
~
.....==0
==
~
>
u
r71
A Busy Year
Alexander and the Terrible, Horrible,
No Good, Very Bad Day
Arthur Meets the President
*
*
*
*
*
From Head to Toe
Happy Birthday, Martin Luther King
If You Give a Mouse a Cookie
Imogene's Antlers
*
*
*
*
* *
*
* *
*
The Mitten
No, David!
*
*
*
*
* *
*
*
Literature to Teach Writing
100
>-.
Book Title
C"I.l
=
~
"C
~
Q
.....
.....=
N
.....=
=
=
-.
ell
~
~
.CJ
Q
:>
*
Today I Feel Silly! And Other Moods
that Make My Day
Why the Banana Split?
"C
-.
~
*
There Was An Old Lady Who Swallowed a Trout
.c
U
Q
0
Owl Moon
.....QCJ
= =
-= .-.....=
>
=
=
..... u
=
rI'1
C"I.l
~
Q
~
~
~
~
Q
CJ
~
*
*
*
*
*
*
CJ
*
*
)
)
)
Students enjoy listening to a new story.
Students write in their journals during a guided reading and writing lesson.
t:
....
(])
'"1
!?!
q
(])
.....
o
-l
(])
~
::r
~
'"1 .
,...
....
.....
~
GO
>-'
o
.......
Students follow along as the teacher reads aloud from a big book.
Teacher provides assistance and support to a young writer.