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GRADES 2–4
by Martin Lee and Marcia Miller
New York • Toronto • London • Auckland • Sydney
Mexico City • New Delhi • Hong Kong • Buenos Aires
40 Elaboration Activities That Take Writing From Bland to Brilliant! © Martin Lee and Marcia Miller, Scholastic Teaching Resources
With love and affection
to Medad and Yonatan
Scholastic Inc. grants teachers permission to photocopy the designated reproducible pages from this book for
classroom use. No other part of this publication may be reproduced in whole or in part, or stored in a retrieval
system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise,
without written permission of the publisher. For information regarding permission, write to Scholastic Inc.,
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Cover design by Vitomir Zarkovic
Cover illustration by Luisa Vera
Interior design by Maria Lilja
Interior illustrations by Teresa Anderko
ISBN-13: 978-0-439-55433-6
ISBN-10: 0-439-55433-0
Copyright © 2007 by Martin Lee and Marcia Miller.
Published by Scholastic Inc. All rights reserved.
Printed in the U.S.A.
1 2 3 4 5 6 7 8 9 10
40
14 13 12 11 10 09 08 07
40 Elaboration Activities That Take Writing From Bland to Brilliant! © Martin Lee and Marcia Miller, Scholastic Teaching Resources
Contents
Introduction.....................................................................................5
Teacher Notes..................................................................................8
Student Activity Pages. .................................................................. 34
Precise Nouns 1...................................................................... 34
Precise Nouns 2...................................................................... 35
Precise Nouns 3...................................................................... 36
Vivid Verbs 1.......................................................................... 37
Vivid Verbs 2.......................................................................... 38
Vivid Verbs 3.......................................................................... 39
Active Adjectives 1.................................................................. 40
Active Adjectives 2.................................................................. 41
Active Adjectives 3.................................................................. 42
Adverbs Answer 1.................................................................. 43
Adverbs Answer 2.................................................................. 44
Add Adverbs........................................................................... 45
Snazzy Sentences.................................................................... 46
Headlines............................................................................... 47
Synonym Stacks...................................................................... 48
Synonym Bulb........................................................................ 49
Alliteration............................................................................. 50
Tongue Twisters...................................................................... 51
Complete the Story................................................................. 52
Sparkling Similes.................................................................... 53
Draw for Ideas....................................................................... 54
Sensory Details Chart............................................................. 55
40 Elaboration Activities That Take Writing From Bland to Brilliant! © Martin Lee and Marcia Miller, Scholastic Teaching Resources
Add Supporting Details........................................................... 56
Detail Diagram....................................................................... 57
Dreamy Details....................................................................... 58
Pet Points................................................................................ 59
Weather Words....................................................................... 60
Add Character Traits............................................................... 61
Dialogue Details..................................................................... 62
Build a Sentence..................................................................... 63
Support a Main Idea............................................................... 64
Transition Train...................................................................... 65
Sentence Stretchers................................................................. 66
Smooth Your Story.................................................................. 67
Exaggerate to Elaborate........................................................... 68
Eyewitness Elaborator............................................................. 69
Add to an Ad.......................................................................... 70
Don’t Whine…Do Shine!......................................................... 71
Appealing Anecdote................................................................ 72
Elaboration Editor................................................................... 73
Reference Pages............................................................................ 74
Test Prep Tips......................................................................... 74
Editor’s Marks........................................................................ 75
Self-Prompting Hints............................................................... 76
A Look Back........................................................................... 77
Elaboration Self-Evaluation Checklist...................................... 78
Congratulations...................................................................... 79
Author’s Award...................................................................... 80
40 Elaboration Activities That Take Writing From Bland to Brilliant! © Martin Lee and Marcia Miller, Scholastic Teaching Resources
Introduction
F
or young students, writing can be a daunting task. Writing involves so
many discrete elements, all of which must come together at the same
time—small motor control, visual memory, spatial orientation, logic,
vocabulary, spelling, mechanics, organization, creativity. Still, we expect our
students not only to learn to write but to improve their writing skills with
each passing year.
Too much to ask? We don’t think so. In our experience, these goals are
indeed reachable, and students can have fun along the way!
The complexity of writing can make it daunting for writing teachers, too.
There are many wonderful educational resources to use to enrich writing
programs: Some are encyclopedic, others focus on specific skills or processes.
40 Elaboration Activities That Take Writing From Bland to Brilliant! touches
upon many key aspects of the writing process but with a focus on one
essential and recurring element—elaboration.
Simply put, elaboration is the conscious attempt to choose the best
possible words, phrases, and supporting details to express an idea clearly
and fully. Elaboration is the purposeful construction of lucid and lively
sentences. It is the heart and soul of engaging and coherent writing.
Elaboration is a technique writers use to make their words leap off
the page, evoke vivid images, and convey distinct messages to readers.
Thoughtful use of elaboration can turn the dullest, driest passage into
something winning, clever, dramatic, soaring, mournful, convincing,
or just plain easier to follow.
For young writers, elaboration involves using the following:
•Specific words or phrases to get across a desired meaning
•Precise nouns, vivid verbs, active adjectives, and adverbs that answer
questions
•Memorable phrases, appealing sound devices, or other techniques
that make readers take note
• Strong details to support and clarify main ideas
Introduction 40 Elaboration Activities That Take Writing From Bland to Brilliant! © Martin Lee and Marcia Miller, Scholastic Teaching Resources
• Effective transitions and connections among ideas
•Words or phrases that stimulate curiosity and make readers hungry
for more
For younger students, elaboration begins at the word level. Emerging
writers may not be ready for paragraph structures, figures of speech, and
the many conventions of writing standard English. But they are ready
to choose better words with which to write better sentences. Over time,
students who use elaboration can make the leap from writing adequate
sentences to penning amazing ones.
Like any complicated skill, writing requires organization, effort, time,
and support. We need to help students identify, learn, and apply certain
basic rules and techniques. But above all, we must help open their eyes to
writing as a conscious, proactive skill with choices and options students can
control and master, even at a beginner’s level.
This book breaks down some aspects of writing into manageable chunks.
The activities provide models, practice, and graphic organizers students can
apply to many types of writing. They are intentionally open-ended, meant
to provide opportunities for students of all abilities and skills to experience
success and progress. Many pages can be adapted or revised to fit your
needs and can be revisited again and again as your students grow as writers.
Using This Book
40 Elaboration Activities That Take Writing From Bland to Brilliant! is a
collection of activities to help students become better, more self-directed
writers. You need not present every activity in the book, but know that
they do appear in broad sequence of increasing difficulty. Each activity is
supported by a Writing Goal, Teaching Tips, and Follow-Up ideas.
Most activities require little more than a pencil.
Take a moment to scan the contents. In addition to teaching ideas and
reproducible student activity pages, you’ll find some handy reference pages
you can copy and use at any time during the year. For example, you might
introduce the editor’s marks (page 75) early on, or use the checklists and
evaluation forms (pages 76–78) frequently.
We suggest that you keep these pointers in mind as you use the book:
•Move through activities as you see fit, in any order that makes sense
with your other lesson plans.
•You may find some activities too advanced for your class, while
others may be too basic. Some may take more time than you have,
40 Elaboration Activities That Take Writing From Bland to Brilliant! © Martin Lee and Marcia Miller, Scholastic Teaching Resources
while others may take less time than you predicted. Feel free to revise
or extend tasks to suit your students’ needs. Adapt tasks into smaller
(or larger) chunks.
•Use these activities as full lessons, warm-ups, homework assignments,
group projects, writing corner activities, or performance assessments.
•Determine the best groupings to suit your teaching style, as well
as the learning styles and developmental and skill levels of your
students.
•Encourage open and respectful sharing, discussing, analyzing, and
summarizing of students’ writing. Develop an atmosphere that
promotes exploration and experimentation. Foster among students
an appreciation of each individual as a thinker, writer, editor, and
problem solver. As young writers develop confidence and master
techniques, encourage them to write on their own.
•For whole-class activities, copy and enlarge the graphic organizers
onto chart paper or create overhead transparencies.
•Jump on any elaboration opportunities that arise naturally. There’s
always room for improvement!
•Duplicate the Elaboration Award certificates (see pages 79–80) on
different colors of paper. Present them whenever you see fit to
acknowledge progress, originality, creativity, and so on.
•Involve parents. Present some elaboration ideas at parent meetings or
conferences to highlight the value of this component to your language
arts program and as ongoing preparation for testing.
•Be a role model. Show that you, too, are a working writer who must
think, plan, try, fix, and polish your work until you are satisfied that it
is the best you can do.
•Model the various forms of self-prompting that we mention in the
Teacher Notes. (See also the Self-Prompting Hints on page 76.)
Students can indeed learn to ask themselves useful questions that
guide their writing without external guidance. Ideally, such techniques
will lead students to become more independent writers whose sharpened skills can apply to all forms of writing they will do—in school
and out, today and in the future.
Introduction 40 Elaboration Activities That Take Writing From Bland to Brilliant! © Martin Lee and Marcia Miller, Scholastic Teaching Resources
Teacher Notes
Precise Nouns 1
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Nouns are naming words. Precise nouns name more exactly.
Use better naming words to make your writing more clear.
Okay: My pet likes carrots.
Precise means
very exact.
Better: My gerbil likes carrots.
Writing GoalTo familiarize students with using precise nouns
Make each sentence better. Look in the big pencil for
a better noun. Rewrite the sentence using that more
precise noun.
________________________________________________________
2. The bird flew so high.
________________________________________________________
3. That old toy lost its tail.
________________________________________________________
bear
castle
eagle
flute
4. You need a tool to fix it.
________________________________________________________
5. She likes the book’s red cover.
________________________________________________________
6. Let’s make a play place.
________________________________________________________
Use a more precise noun. Pick it yourself.
I grow plants in my yard.
________________________________________________________
page 34
hammer
jacket
kite
pepper
Scholastic 40 Elaboration Activities That Take Writing From Bland to Brilliant! ©2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 34
1. I ate a spicy food.
as a method of elaboration
Teaching Tips
•Go over the meaning of noun. Focusing on names of persons, places, and
things, brainstorm with students to list nouns in your classroom. With
older students, you might also consider nouns that name ideas, such as
kindness or strength, or particular categories of nouns, such as proper
nouns (Baltimore, Tuesday) and collective nouns (team, class).
•Help students understand that the noun to replace in each sentence is
underlined, and that the big pencil holds reasonable choices. Not every
word in the pencil will be used; answers may vary.
•You may wish to do some examples with children before having them
work on this page.
•Remind students to begin all sentences with a capital letter and to use
a proper end mark.
follow-up
•Extend the activity by providing additional sentences with or without
nouns highlighted.
•Challenge students to use more precise nouns in daily conversation or
when giving oral directions. Suggest that they substitute precise nouns
in known song, book, or film titles.
• Introduce the thesaurus, and show students how to use it.
=_RPV`R;\b[`
Thing is a noun, but it’s not a precise noun. Thing is
unclear. Avoid thing in your writing.
Precise Nouns 2
Unclear: Did you join that thing?
Precise: Did you join that club?
Write two different precise nouns to replace each thing.
Be sure that either noun will make each question clear.
1. Will you carry this THING for us?
2. Did you leave your THING at home?
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 35
alternatives
3. Where is my THING on building kites?
4. Have you learned that new THING yet?
5. After lunch, will you get the THING?
6. How loud can that THING go?
7. Which one of you hid that THING?
8. Is her THING ready yet for the play?
9. Can that THING hold all of them?
10. When will his THING get here?
page 35
Writing GoalTo replace an overused noun—thing—with precise
Teaching Tips
•Explain that when people use the same words over and over, their writing (or speaking) is less interesting than it could be. Words get “worn out”
and should be replaced. Thing is an example of such a word. Because thing
is not precise, its use in writing is not very effective. Point out, however,
that the use of thing is totally appropriate in some cases, such as when the
40 Elaboration Activities That Take Writing From Bland to Brilliant! © Martin Lee and Marcia Miller, Scholastic Teaching Resources
exact word is unknown. For example: What do you call that hard thing on
the end of a shoelace?
•Be sure students understand the task. You might have them work in pairs
or small groups to pool their ideas. Invite more capable students to come
up with more than two different precise nouns in each case.
•Model for students how to test each replacement noun to check that it fits
the original sentence.
Follow-Up
•Extend by having students write original sentences that include the word
thing. Have partners swap sentences, replacing thing with a more precise
noun that makes sense.
•Play “Thing Alert” during some class discussions. If someone uses the
word thing in ordinary conversation, students can signal a thing alert. They
might do this by ringing a bell, standing up at their seats, or holding up a
sign. Challenge students to replace thing with a more precise noun.
Precise Nouns 3
=_RPV`R;\b[`
Precise nouns can give more exact names for people, places, and things.
Okay: My uncle lives in a house.
Better: My uncle lives in a cottage.
of elaboration
Plain noun
Precise noun
1. animal
2. tree
3. sport
4. food
Teaching Tips
•Review why it is better to use precise nouns than dull or plain ones.
Explain: They make writing more exact, interesting, and clear.
•Point out that in this activity, many precise nouns can replace the plain
nouns given. You might encourage more capable students to give two or
more precise nouns for each given noun.
5. worker
6. number
7. room
8. color
9. car
10. machine
Now pick two of your precise nouns. Use each one in a sentence.
1. ______________________________________________________________________________
2. ______________________________________________________________________________
Scholastic 40 Elaboration Activities That Take Writing From Bland to Brilliant! ©2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 36
Writing GoalTo extend the use of precise nouns as a method
Give a more precise noun for each plain noun.
page 36
•With students who have difficulty getting started, you might do several
additional examples for the sample at the top of the page. To stimulate
students to come up with alternatives, guide them by asking leading
questions: What might you call a house that is very, very large?
Follow-Up
•Invite students to share some of the sentences they have written using
their precise nouns. You might post them on a bulletin board or sentence
chart, or use them as story starters.
•Extend by challenging students to come up with as many precise nouns
as they can to replace a single plain noun. Collect the precise nouns on
a word wall or on chart paper.
•Challenge students to use more precise nouns when they answer questions. Guide them to identify plain nouns in poems or stories they read,
and to replace them with more precise nouns.
Teacher Notes 40 Elaboration Activities That Take Writing From Bland to Brilliant! © Martin Lee and Marcia Miller, Scholastic Teaching Resources
Vivid Verbs 1
CVcVQCR_O`
Verbs express action. Vivid verbs express action so you
can really picture it.
Vivid means lively,
clear, or sharp.
Good: The duck moves to the water.
Better: The duck waddles to the water.
Writing GoalTo familiarize students with using vivid verbs
Under each picture is a short sentence with a plain verb.
Replace each plain verb with a vivid verb. Express the action more sharply.
as a method of elaboration
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 37
A horse runs.
A cat moves.
A child plays.
1. ____________________
2. ____________________
3. ____________________
A bell sounds.
A dog eats.
A girl sees.
4. _____________________
5. ____________________
6. ____________________
Music plays.
A child draws.
A snake goes.
7. ____________________
8. ____________________
9. ____________________
Teaching Tips
•Go over the meaning of verb as a part of speech. Have students act out
some verbs to reinforce the concept that most verbs convey action. Clarify
that another type of verb—a linking verb—expresses existence. Some
common linking verbs include is, seem, taste, remain, and grow.
•Emphasize that vivid verbs express an action in a lively way. Demonstrate
how vivid verbs can help a sentence come to life by drawing attention to
the sample at the top of the page.
page 37
•Be sure students understand that their task is to write a more exciting verb
for the plain verb given with each illustration. There are several possible
answers for each action.
•Have students work in pairs to discuss the pictures and to stimulate each
other’s thinking.
Follow-Up
•Extend the activity by providing additional sentences with or without
verbs highlighted.
•Challenge students to sort the vivid verbs into different categories. For
instance, they might list them by big motions vs. small ones; wild vs.
controlled actions; loud vs. soft sounds; neat vs. messy actions; and so on.
•Introduce the thesaurus as a source for vivid verbs as well as for precise
nouns.
Vivid Verbs 2
CVcVQCR_O`
Vivid verbs make sentences come to life.
Vivid verbs add excitement.
Okay: The arrow hits the target.
Better: The arrow pierces the target.
Writing GoalTo enhance given sentences by replacing dull verbs
Each sentence uses a plain verb. Write two or more vivid verbs in the arrow
to make the sentence more lively. The first one has been done for you.
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2. He looks at the target.
3. Slowly he closes one eye.
4. The arrow moves through the air.
5. “Yes!” says Robin Hood with joy.
6. He goes to meet his Merry Men.
takes
looks
closes
moves
says
goes
Now write a new sentence about Robin Hood. Use a vivid verb.
_________________________________________________________________________________
page 38
Scholastic 40 Elaboration Activities That Take Writing From Bland to Brilliant! ©2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 38
1. Robin Hood takes his best arrow.
with vivid ones
Teaching Tips
•Ask students if they know the story of Robin Hood. Invite volunteers
to share what they know. If possible, display books on Robin Hood to
familiarize students with this legendary character.
•Review the importance of a verb in a sentence: the verb tells the action,
or what the subject of the sentence does, says, and so on.
•Before assigning the page to individuals or pairs of students, you may
want to read the six sentences together as a short story. Talk about the
quality of the verbs as written.
•Encourage students to use their imagination—even to act out each
sentence—to help them think of more vivid verbs.
10
40 Elaboration Activities That Take Writing From Bland to Brilliant! © Martin Lee and Marcia Miller, Scholastic Teaching Resources
Follow-Up
•Extend by rewriting the story, using some of the most vivid verbs students
have come up with. You might also add some of the new sentences students have written.
•Challenge students to write an adventure story about other characters they
know from books, movies, folklore, or television. Urge them to use vivid
verbs as often as possible to lend excitement to the story. Invite volunteers
to read their stories aloud.
Vivid Verbs 3
CVcVQCR_O`
Use vivid verbs to fit different people.
Dull:
Tina eats and Ben eats.
Better: Tina nibbles and Ben chomps.
Writing GoalTo write sentences that involve two contrasting
Teaching Tips
•Ask students to walk across the room in different ways. For instance,
some might tiptoe, while others might stomp, hop, glide, march, or
stagger. Explain that although each student did walk across the room,
they did not do so in the same way; it would be dull to write about
them all using the same verb.
Scholastic 40 Elaboration Activities That Take Writing From Bland to Brilliant! ©2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 39
vivid verbs
Tina and Ben are best friends. Tina is small and neat. Ben is big and active.
Read each dull sentence about Tina and Ben. Rewrite the sentence. Replace
each plain verb with two lively verbs. The first one has been done for you.
1. Tina and Ben laugh.
_____________________________________________________________________________
J_dW]_]]b[iWdZ8[dYWYab[i$
2. Tina and Ben talk.
_____________________________________________________________________________
3. Tina and Ben walk.
_____________________________________________________________________________
4. Tina and Ben play.
_____________________________________________________________________________
5. Tina and Ben drink.
_____________________________________________________________________________
6. Tina and Ben sing.
_____________________________________________________________________________
page 39
•Tell students that writers use vivid verbs to reveal characters through
their actions.
•Read aloud the introductory passage about Tina and Ben. Be sure that
students understand the task. Tell them that there are many possible vivid
verbs they might choose.
•To encourage response, have students act out each sentence as if they
were Tiny Tina and then Big Ben.
Follow-Up
•Extend by making lists of the different vivid verbs students used for each
plain verb. Post these lists for students to consult during writing times.
Or, use them to begin creating a class thesaurus.
•Challenge students to write and illustrate stories about the adventures of
Tina and Ben.
Teacher Notes 40 Elaboration Activities That Take Writing From Bland to Brilliant! © Martin Lee and Marcia Miller, Scholastic Teaching Resources
11
Active Adjectives 1
.PaVcR.QWRPaVcR`
Adjectives are words that describe.
Strong adjectives spark the imagination.
They give readers clear pictures in their
minds as they read. Use active adjectives
to make your writing more interesting.
Writing GoalTo illustrate the value of using adjectives
Okay: She sat under a tree.
Better: She sat under a leafy tree.
dessert
cloud
page 40
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 40
Think about each word in the web. In the spaces around it, write adjectives
to describe the word.
as another way to elaborate
Teaching Tips
•Discuss the meaning of adjective. You might read and compare dictionary
definitions of the term. Help students identify adjectives in sentences from
their reading or writing.
•Brainstorm with students to list other adjectives they might use to describe,
in the example, the tree under which the girl sat. Ask leading questions to
encourage a wide range of response, such as: What kind of tree is it? What
is the size of tree? What is the age of tree?
•Be sure students understand how to complete the word web. You may
wish to do one or more word webs together before assigning this page.
Or, you may prefer to create larger word webs on poster paper so students
can work in small groups to list active adjectives.
Follow-Up
•Extend by creating word webs based on adjectives students encounter
in their reading.
•Challenge students to look for patterns or gaps in the adjectives
they listed.
.PaVcR.QWRPaVcR`
Nice is an adjective. Good is an adjective, too.
But both are boring. Why? The adjectives nice
and good aren’t clear. People use nice and good
too much. You can do better!
Boring: Granny gave me a nice gift.
Better: Granny gave me a homemade gift.
Rewrite each sentence. Use a more active, exciting adjective.
1. That dog has such nice fur.
Scholastic 40 Elaboration Activities That Take Writing From Bland to Brilliant! ©2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 41
_____________________________________________________________________________
2. He told a nice story.
Active Adjectives 2
Writing GoalTo replace the overused adjectives nice and good
with more active alternatives
_____________________________________________________________________________
3. We saw a good movie on TV.
_____________________________________________________________________________
4. I went to a good party.
_____________________________________________________________________________
5. She is a good dentist.
_____________________________________________________________________________
6. Our cousins had a nice visit.
_____________________________________________________________________________
7. The meal tasted so good.
_____________________________________________________________________________
8. They were such nice guests.
_____________________________________________________________________________
page 41
Teaching Tips
•Display an attractive or interesting toy, plant, or other prompt. Write on
the board, “This is a nice [noun].” Ask students whether your sentence
mentions the most important or interesting features of the object. Most
will say “no.” Ask them to think of other, more descriptive words to use in
place of nice. Encourage a range of responses.
•Remind students of the work they did in Precise Nouns 2, where they
replaced the noun thing with more precise nouns. Tell them that in this
activity, they will replace the boring, overused adjectives nice and good
with more descriptive, specific ones.
•For students who have difficulty getting started, model how to self-prompt
by asking questions like these: What kind of fur? How does the fur feel?
What color is it? Is it neat or messy? The more students learn to self-prompt,
the more effective their writing can become.
12
40 Elaboration Activities That Take Writing From Bland to Brilliant! © Martin Lee and Marcia Miller, Scholastic Teaching Resources
Follow-Up
•Look for examples of nice and good in students’ writing, as well as in
casual conversation. Suggest that they use more active adjectives in some
of those cases for more lively sentences.
•Have students make paper chains on which each link is written an adjective replacement for nice or good. Invite students to add links to the chain
whenever they come up with a new example.
Active Adjectives 3
.PaVcR.QWRPaVcR`
Adjectives can describe the same idea in different ways.
Think about these adjectives that all describe size:
Small:
He took a tiny bite of the pie.
Medium: He took a healthy bite of the pie.
Writing GoalTo explore comparisons by using related adjectives
Large:
He took an enormous bite of the pie.
Fill in adjective steps. As the steps rise, use more dramatic adjectives.
of differing degree
Teaching Tips
•Brainstorm with students to list different ways to describe a bite of a
yummy slice of pizza. List their ideas. Guide students to look for ways to
categorize the adjectives, such as size, taste, texture, temperature, or flavor.
Point out that all of the words are adjectives because they describe the
pizza. There is a broad range of ways to express description.
Scholastic 40 Elaboration Activities That Take Writing From Bland to Brilliant! ©2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 42
1. Adjectives about happiness:
2. Adjectives about height:
3. Adjectives about sound:
page 42
•Read the opening example with students. Help them understand the idea
of the steps as a graphic organizer: the higher the step, the more dramatic
or intense the adjective.
•Provide another example for students as necessary. For example, adjectives
about color that increase in intensity are pale, bright, and dazzling.
•You might invite students to consult a thesaurus to help them with this
page.
Follow-Up
• Extend the activity by adding additional steps for some adjectives.
•Apply the concept of degrees of description wherever it fits into other
areas of your curriculum, such as science, math, or music.
Adverbs Answer 1
.QcR_O`.[`dR_
An adverb is a word that describes a verb or an adjective.
Adverbs can tell how, when, where, how often, or how much.
Many adverbs end in -ly.
Writing GoalTo familiarize students with using adverbs as a
Teaching Tips
•Display some books and pictures about the desert. Discuss what
students know about deserts.
•Clarify that an adverb is another kind of word, like a noun, verb, and
adjective. An adverb always describes a verb, an adjective, or another
adverb. Younger students need not know this definition, but should grasp
the idea that adverbs make writing better by answering questions such as
why, when, where, how often, how much, and to what extent.
It rains in the desert.
Better:
It rarely rains in the desert.
[how often]
It rains monthly in the desert. [when]
1. How much rain falls in the desert?
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 43
method of elaboration
Okay:
Answer each question as best you can. Use an adverb from
the cactus in each answer.
________________________________________________________
2. Where do desert animals hide?
________________________________________________________
3. How do desert plants grow where it is so dry?
________________________________________________________
4. When do lizards sleep?
________________________________________________________
5. What does the desert air feel like?
________________________________________________________
6. How far can you see in the desert?
very
usually
mostly
quickly
suddenly
never
wisely
always
clearly
________________________________________________________
7. When is a good time to visit the desert?
________________________________________________________
page 43
Teacher Notes 40 Elaboration Activities That Take Writing From Bland to Brilliant! © Martin Lee and Marcia Miller, Scholastic Teaching Resources
13
•Explain that the goal of this page is to use the adverbs in the cactus bin
to answer the questions. In so doing, students will recognize how adverbs
function to provide greater detail. Model answering with a complete sentence that includes the chosen adverb.
Follow-Up
• Extend by brainstorming with students to list other adverbs that end in -ly.
•Challenge students to identify adverbs as they read. To draw attention to
the adverbs and how they function to enhance writing, ask students what
question the adverb answers in the sentence in which it appears.
Adverbs Answer 2
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Adverbs can help you to describe how a person speaks.
Okay: “I’m ready,” said Tracy.
Better: “I’m ready,” said Tracy nervously.
Writing GoalTo insert adverbs in sentences to elaborate
Add an adverb to better describe how each person is speaking.
1. “Are we there yet?” asked Jane ______________________________________________.
how someone speaks
3. “Are you nuts?” said Asher ___________________________________________________.
4. “Why did you bring those?” asked Bradley ____________________________________.
5. “You forgot your lunch again,” said Kyle ______________________________________.
6. “I baked another pie,” said Eva _______________________________________________.
7. “When can we go swimming?” asked Jared ___________________________________.
8. “Get in the car right now!” said Mom ________________________________________.
9. “I lost my homework,” said Hannah __________________________________________.
10. “May I hold the lizard?” asked Zane __________________________________________.
page 44
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 44
2. “The clowns are here!” said Hakim ___________________________________________.
Teaching Tips
• Review the function of an adverb in a sentence.
•Help students understand that each sentence on this page is spoken by
a different person, using a different tone of voice. By simply adding an
adverb, students can better describe how the person is speaking.
•You may wish to do one or two additional examples with children before
having them work on their own or in pairs.
Follow-Up
•Extend by telling students about a special kind of wordplay called “Tom
Swifties.” Edward Stratemeyer (1862–1930), created Tom Swift, a character
who appeared in books that were popular with young American readers
in the 1920s. (Stratemeyer also created the characters of Nancy Drew, the
Bobbsey Twins, and the Hardy Boys, although others actually wrote the
books.) Stratemeyer often used adverbs to make hidden jokes. For instance:
“’The temperature was below zero,’ said Tom Swift icily.” Present a few
Tom Swifties for students to analyze, such as:
“Fire!” yelled Tom alarmingly.
“Give me my toothbrush!” Tom bristled.
“It’s Halloween,” Tom said gravely.
14
40 Elaboration Activities That Take Writing From Bland to Brilliant! © Martin Lee and Marcia Miller, Scholastic Teaching Resources
Add Adverbs
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Adverbs tell how, when, where, how often, or how much.
Add adverbs to make your writing better. Adverbs can
go before or after the word they describe.
Okay: Matt read my story.
Writing GoalTo enhance writing by adding adverbs as a means
Teaching Tips
•Point out that writers may put adverbs before or after the words they want
to modify. To highlight this, help students rewrite the two model sentences
to indicate a shift in position: Matt read my story carefully; Matt slowly read
my story.
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 45
of elaboration
Better: Matt carefully read my story. [before]
Matt read my story slowly.
[after]
Read each sentence about Lee. Write an adverb
in the space to make the sentence better. The first
one has been done for you.
c[ii_bo
1. Lee __________________________
cooks dinner for me.
2. Lee sleeps __________________________ in his bunk bed.
3. Lee __________________________ dances to the music.
4. Lee __________________________ peeked out the window.
5. Lee paints the fence __________________________.
6. Lee __________________________ throws a stick for his dog.
7. Lee says his lines __________________________ in the play.
8. Lee __________________________ calls his grandfather on Sundays.
9. At the party, Lee __________________________ opened his gifts.
10. Lee said goodbye __________________________ to his friend.
•Have students work individually or in pairs to complete this page.
Circulate as they work. Ask students to indicate the verb described by the
adverb they add, and whether the adverb appears before or after it.
page 45
•Invite students to act out the sentences to imagine how Lee might do each
activity. This may stimulate ideas for suitable adverbs.
•Model how to ask self-prompting questions to find sensible adverbs: How?
In what way?
Follow-Up
•Extend by having students choose one or more sentences about Lee and
expand them into a story. Encourage them to use adverbs as they write
about Lee.
Writing GoalTo use various methods of elaboration to improve
plain sentences
@[Nggf@R[aR[PR`
There are many ways to make a plain sentence better.
Okay:
Pirates went to an island.
Better:
Pirates silently landed on a deserted island.
OR
Weary pirates finally reached Skull Island.
Make each sentence better. Use any methods you know.
Read your revised sentence aloud. Does it sound better?
1. The boat looked old.
_____________________________________________________________________________
2. The sailors had knives.
_____________________________________________________________________________
Teaching Tips
•Review each of the four methods of elaboration students have explored so
far, as summarized in the illustration.
•Tell students that the adjective snazzy means fancy, flashy, or stylish.
It may have come from a blend of two words: snappy + jazzy.
•Before students improve each sentence, you might have them read the
seven sentences in a row as a short story. In so doing, students are likely
to recognize how plain the story is, and may get ideas for enhancing the
ideas given.
3. They looked for a hiding place.
_____________________________________________________________________________
4. They brought a large box.
_____________________________________________________________________________
5. Two people began to dig a hole.
_____________________________________________________________________________
6. Another person started to draw a map.
_____________________________________________________________________________
7. “Leave no clues!” said the leader.
_____________________________________________________________________________
Scholastic 40 Elaboration Activities That Take Writing From Bland to Brilliant! ©2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 46
Snazzy Sentences
page 46
•Tell students that the technique of reading a sentence aloud can be a useful way to improve their writing. Students can read their improved sentences aloud to themselves, or to a peer editor. Students may be interested
to know that many professional writers read their work aloud to hear
whether it sounds natural, exciting, or complete.
Teacher Notes 40 Elaboration Activities That Take Writing From Bland to Brilliant! © Martin Lee and Marcia Miller, Scholastic Teaching Resources
15
Follow-Up
• Invite students to share their snazzy sentences in small groups.
•Create a collaborative story that includes snazzy sentences from various
contributors.
Headlines
5RNQYV[R`
A headline is the title of a newspaper story. It gives the main idea in a few words.
A good headline grabs your attention. It makes you want to read more.
Dull:
Early Morning Snow Falls
Better: Roosters Shiver in Dawn Blizzard
Writing Goal To create short and snappy headlines based
Write better headlines. Make each one SHORT and SHARP. Use six words or
less. Be creative! The first one has been done for you.
Fh[i_Z[djÊiIf[[Y^;nY_j[iOekd]Lej[hi
1. President
Gives Speech
on given ideas
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 47
2. New Theme
Park Opens
3. Exciting
Sports News
Teaching Tips
•Display some actual headlines that have appeared in newspapers and magazines. Point out that a headline is short, but tries to get readers to want
to read more. Invite students to comment on the headlines on display. Ask
leading questions such as: Which ones draw you in? Which are hard to understand? Which ones sound funny? Which ones are meant to surprise you?
4. Great New
Invention
5. Adventure
Movie Opens
6. Child Wins
Big Prize
7. Rush Hour
Traffic Jam
8. Astronaut
Visits Town
page 47
•Remind students of the various methods of elaboration that can be useful,
such as using precise nouns, vivid verbs, active adjectives, and adverbs
that answer questions. Highlight the limit, for this activity, of six words
per headline.
•Guide students to self-prompt by asking themselves: Does this headline
make me want to read the whole story? If not, what can I do to make it more
convincing?
Follow-Up
•Extend by having students write news stories with catchy headlines for a
class or school paper.
•Apply the idea of headlines to the subject line of e-mail messages. Tell students that instead of simply writing “hi” or something else plain and ordinary, writing an exciting subject line can make the person eager to open
the e-mail message.
Synonym Stacks
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Synonyms are words that mean the same, or nearly the same. You can make your
writing better by using synonyms.
Okay: That mask may scare little kids.
Better: That mask may terrify little kids.
Writing GoalTo explore the many synonyms for some
anyone
chilly
human
being
creature
jolly
thrilled
Synonyms for HAPPY
page 48
bitter
contented
joyful
wintry
bleak
character
frosty
frozen
member
pleased
somebody
Synonyms for PERSON
cheery
glad
arctic
Synonyms for COLD
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 48
Read all the words in the list. Write synonyms where they belong.
common words
Teaching Tips
•Go over the meaning of synonym. Point out that students have already been
working with synonyms in many of the activities in this book. Replacing
dull words with more interesting ones is one of the earliest forms of elaboration. Synonyms also form the basis of the popular word game known as
the crossword puzzle.
•Point out that the heading in each column of the chart presents a word
for which there are seven synonyms in the word box. Students must read
16
40 Elaboration Activities That Take Writing From Bland to Brilliant! © Martin Lee and Marcia Miller, Scholastic Teaching Resources
each word and write it in the correct column with the other synonyms
that form a group.
•You may wish to draw a comparison between Synonym Stacks and the
thesaurus. Like a Synonym Stack, each entry in a thesaurus presents
synonyms for a particular word.
Follow-Up
•Vary the activity by presenting new Synonym Stacks and word boxes
for other headings. As an alternative, provide a word box with groups of
words that go together in some way. Let students determine the unifying
concept (or word) that can link all the synonyms in a grouping.
•Create interactive Synonym Stacks on a bulletin board or on chart paper.
Invite students to add synonyms whenever they think of them or come
across them in their reading.
Synonym Bulb
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Some words have many synonyms.
Writing GoalTo provide a graphic organizer for collecting
Teaching Tips
•Tell students that the light bulb is often used to stand for a bright idea.
Point out that the light bulb on this page is a place for them to collect
synonyms.
•Present words students can choose for the subject of their Synonym Bulb.
Feel free to select words from other curriculum areas, that arise in discussion or reading, or that are vocabulary words of the day or week.
mistake
Synonyms:
error, blunder, slip-up, confusion
[hheh
XbkdZ[h
Yed\ki_ed
ib_f#kf
Use this light-bulb chart to list synonyms. Write a starting
word in the base of the bulb. List synonyms in the round part
of the bulb. Work on your own or with a partner.
Scholastic 40 Elaboration Activities That Take Writing From Bland to Brilliant! ©2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 49
synonyms
Plain word:
c_ijWa[
word
page 49
•Provide a thesaurus (or access to an online thesaurus) that students may
consult to enhance their collection of synonyms.
Follow-Up
•Display completed Synonym Bulbs by hanging them from a classroom
clothesline, or by collecting them in a binder or folder.
•Provide additional blank Synonym Bulb forms students can use for
homework, free-time activities, or study guides.
•Challenge students to complete Synonym Bulbs for a noun, for a verb,
and for an adjective.
Teacher Notes 40 Elaboration Activities That Take Writing From Bland to Brilliant! © Martin Lee and Marcia Miller, Scholastic Teaching Resources
17
Alliteration
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Alliteration is repeating the beginning sound in a string of words. You can use
alliteration to make your writing sound more interesting.
NO alliteration:
Marla builds movie disguises.
Alliteration:
Marla makes monster movie masks.
Writing GoalTo explore the sound device of alliteration as
Use each word in a 3- to 5-word phrase. Make all
the words start with the same sound. The first
one has been done as an example.
1. baby
2. chewy
_____________________________________________________________________________
3. dress
_____________________________________________________________________________
4. fish
_____________________________________________________________________________
5. house
_____________________________________________________________________________
6. jelly
_____________________________________________________________________________
7. machine
_____________________________________________________________________________
8. potato
_____________________________________________________________________________
page 50
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 50
XWj^_d]XWXoXbem_d]XkXXb[i
_____________________________________________________________________________
a method of elaboration
Teaching Tips
•Guide students to notice that alliteration applies to the repeating of initial
sounds. Alliteration need not begin with the same letter, just the same
sound: five frogs from Philadelphia.
•Clarify that students need only write phrases, not complete sentences.
However, you may wish to challenge more capable students to form fully
alliterative sentences.
•You may wish to do other examples with children before having them
work on their own.
Follow-Up
•Challenge more capable students by introducing or revisiting other forms
of sound devices, such as onomatopoeia, rhythm, rhyme, repetition, and
assonance.
•Extend by having students revisit the Headlines activity (page 47). This
time, invite them to create new headlines that include alliteration.
Tongue Twisters
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Alliteration is used in tongue twisters.
Okay: Six swans swam.
Better: Six silly swans swam swiftly.
Make up some tongue twisters. Use each letter given.
Follow this plan:
What Kind?
Who or What?
Did What?
How?
I_ni_bbo
imWdi
imWc
im_\jbo
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 51
1.
N
2.
F
3.
T
4.
L
5.
R
6.
Q
7.
S
Writing GoalTo extend the device of alliteration to the humorous
application of tongue twisters
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
page 51
Teaching Tips
•Ask students to share any tongue twisters they may know, and challenge
classmates to repeat them. Or, present this tongue twister for students to
try: Ten tiny tinny toy trains toot twenty times. Point out the alliteration in
each example students present.
•Go over the tongue twister planning chart. Guide students to recognize
that the four sections could also be labeled Adjective, Noun, Verb, Adverb.
Clarify that the number of words in any of the sections may vary, as long
as the overall effect is a tongue twister that makes some kind of silly sense
and shows alliteration.
•To help students who have trouble getting started, suggest that they first
choose a subject and a verb (Who or What + Did What). Then they can
add adjectives and adverbs (What Kind + How).
Follow-Up
•Extend by having students write tongue-twisting titles for songs, books,
or movies.
18
40 Elaboration Activities That Take Writing From Bland to Brilliant! © Martin Lee and Marcia Miller, Scholastic Teaching Resources
•Spread the fun of tongue twisters. Invite another class for a tongue twister
party. Take turns reciting tongue twisters and challenging others to twist
along with you!
•Create a book of tongue twisters. Begin with tongue twisters your students
have written. Then add others that students find in library books or at
online resources.
Complete the Story
0\Z]YRaRaUR@a\_f
This story has many missing words.
Read it. Think about how to make
it better. Fill in each blank. Use words
from the basket or ones you think
of on your own.
Writing GoalTo combine cloze reading skills with editing
agreed bucket buddies build
buttery carpet club crowded
eagerly entrance firmly furniture
garage gladly hideaway homey
hosted lumber mattress oldest
pals pillows sisters space
A Place of Our Own
to elaborate on a partial story
Pablo and Theo are neighbors. They have been _________________ since
_________________. “It’s way too __________________ at our houses. We need some
kind of __________________ just for us,” the boys said __________________. So they
made plans. They decided to build a private _______________________. There was room
Teaching Tips
•Write this incomplete sentence on the board: Our class could use some
____________. Invite students to suggest words or phrases to conclude the
sentence. Encourage the use of precise nouns and active adjectives.
for one in Theo’s yard.
First the boys got scraps of ________________ and pieces of_________________.
Pablo’s mom showed them how to _______________________ sturdy walls. Theo’s uncle
helped them make a good ___________________ with a window in it.
“Now we need some ____________________ for the inside,” the boys agreed. So
they looked __________________ through the attic. They hoped to find items to make
their place feel more ____________________________. Pablo was ______________ to find
an old __________________. His mom said he could use it. She ________________ gave
him some ________________________ she was tired of.
When they were done, Pablo and Theo _________________ a small party.
They invited only two other _______________________. Still, they made a great big
_____________ of ________________ popcorn to share.
•Tell students that in this activity, they will read a story called “A Place of
Our Own.” It has a number of missing words. Explain that their task is to
fill in the blanks using words from the basket, or using words that they
think of themselves.
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 52
they were four years old. Pablo has five _________________. Theo lives with seven
page 52
•You may wish to do the first few blanks with the class before having
students work independently. Alternatively, work on the story with
small groups.
•Model reading completed sentences (or paragraphs) aloud to check that
they make sense.
Follow-Up
• Extend by presenting other missing-word stories for students to finish.
•Create new stories for students to complete. You can provide a word basket,
or ask that students fill the blanks with words they think of on their own.
Sparkling Similes
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A simile compares two things. Some similes compare
two things using the word like.
Writing GoalTo explore using simple similes as another method
Teaching Tips
•Write this sentence on the board: She eats like a bird. Discuss what the
sentence means: She pecks at her food, eating tiny bits, just like a bird does.
Continue with a few other examples of similes that use like, such as: They
fight like cats and dogs or It works like a charm.
•Clarify that a simile is a figure of speech that makes a comparison.
Creative writers and poets often use similes to make their writing more
interesting. Be sure students can identify what is being compared with
what in the sample similes.
The athlete runs fast.
Better:
The athlete runs like a jackrabbit.
1. She reads eagerly.
_____________________________________________________________________________
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 53
of elaboration
Okay:
Make each sentence better. Compare two
things with a simile that uses like.
2. The wizard flies around.
_____________________________________________________________________________
3. Uncle Arnold walks slowly.
_____________________________________________________________________________
4. The water sparkles in the sun.
_____________________________________________________________________________
5. His bookshelf is starting to sag.
_____________________________________________________________________________
6. The deer darts through the woods.
_____________________________________________________________________________
page 53
Teacher Notes 40 Elaboration Activities That Take Writing From Bland to Brilliant! © Martin Lee and Marcia Miller, Scholastic Teaching Resources
19
•Go over the example with the class. Then have students work independently or in pairs to complete the page by creating sparkling similes that
elaborate upon the given sentences.
Follow-Up
•Extend by brainstorming a list of other similes that use the word like. Add
to the list whenever you come across similes using like in reading, in conversation, or in titles.
• Explore similes that use the other common form: as _________ as.
Draw for Ideas
1_NdS\_6QRN`
It’s often said, “A picture is worth a thousand words.”
One way to get ideas for writing is to draw a picture.
Many writing ideas can come from your own artwork.
Pick a topic. Draw a picture about it. Then list words
and ideas on the topic based on your art.
Writing GoalTo highlight drawing as an effective self-prompting
Words and Ideas:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
page 54
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 54
Topic: ______________________________________________________
method for elaboration
Teaching Tips
•Ask students to explain the saying “A picture is worth a thousand words.”
Guide them to recognize that the saying means that one picture or image
can have so many details in it that it would take many, many words to
describe everything in it.
•Remind students that long before they could write words or even letters,
they drew pictures. Pictures have always been a powerful way to communicate. Even for people who can write, pictures still offer another means
of expression.
•Have students select their own topic, or provide them with a particular
topic you’d like them to explore. Provide basic drawing materials, such as
pencils, crayons, or markers. Alternatively, provide photographs or pictures
clipped from magazines to stimulate thinking.
Follow-Up
•Vary the activity by having students draw for five minutes, then swap
papers with a classmate. Each student then lists words and ideas based on
the other person’s drawing.
•Extend by having students use their list of words and ideas to write a
story. Encourage them to apply the various methods of elaboration they
have learned to make the story lively.
20
40 Elaboration Activities That Take Writing From Bland to Brilliant! © Martin Lee and Marcia Miller, Scholastic Teaching Resources
Sensory Details Chart
@R[`\_f1RaNVY`0UN_a
Details are small parts about something larger. Our senses help us take in details
about the world. The five senses are seeing, touching, hearing, tasting, and smelling.
Pick an object. Think about how your senses would respond to it. List words
to describe the object for each of your five senses. (Warning: Do NOT taste
anything without asking first!)
Writing GoalTo explore how the five senses can become
Teaching Tips
•Tell students that all living creatures use their senses to take in information about the world around them. Even those who lack one or more senses find other ways to gather information.
•Help students identify the five senses: seeing (sight, vision), touching (feel),
hearing (sound), tasting, and smelling (scent). Clarify that the term sensory is
an adjective that means related to the senses. Good writers often use sensory details to make their writing come alive.
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 55
an effective means of elaboration
page 55
•If you wish to guide the activity, display common foods, such as a lemon,
a pretzel, an apple, raisins, or a can of pop. Suggest that students choose
one of these foods to stimulate them to complete the sensory details chart.
Otherwise, allow students to select any object they wish.
Follow-Up
• Extend by having students add phrases or similes to each part of the chart.
•Collaborate on sensory details charts that relate to other curriculum areas,
such as science, health, or social studies.
.QQ@b]]\_aV[T1RaNVY`
Use details that support an idea to make your writing clearer.
Dull:
Writing GoalTo provide practice adding details that support
a given idea
Fred hated his lunch.
Better: Fred hated his lunch because it was
another greasy meatloaf sandwich.
Read each sentence. Look for a clue you can
use to add supporting details. Rewrite the
sentence using the details. Give a complete idea.
1. The boys did not want to go to the museum ___________________________________
_____________________________________________________________________________.
2. They made up stories ________________________________________________________
Teaching Tips
•Review the meaning of main idea. Explain that any main idea can—and
should—be described more fully by supporting details. To illustrate this
concept, write on the board: “It’s important to get a good night’s sleep.”
Invite students to offer some supporting details to reinforce this idea.
Examples might include: Sleep lets the body rest and heal itself. Without
enough sleep, you can’t think straight. Without enough sleep, you can get
grouchy or sick.
_____________________________________________________________________________.
3. Nobody noticed the time ____________________________________________________
_____________________________________________________________________________.
4. The bus stopped in front _____________________________________________________
_____________________________________________________________________________.
5. The boys rushed off __________________________________________________________
_____________________________________________________________________________.
6. They never expected to see those ____________________________________________
_____________________________________________________________________________!
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 56
Add Supporting Details
page 56
•Go over the introductory material with students. Point out that the dull
sentence needs some facts or details to make it interesting.
•You may wish to work through one or more examples as a class, or in
small groups, before having students complete the page on their own.
Follow-Up
•Have students work together on a collaborative story. Each student writes
an opening sentence on a sheet of paper. Then all students pass their
papers to the left. Upon receiving the paper, the next student reads the
sentence and then writes a new sentence with details that support the
Teacher Notes 40 Elaboration Activities That Take Writing From Bland to Brilliant! © Martin Lee and Marcia Miller, Scholastic Teaching Resources
21
first sentence. Students continue to exchange papers until the paper comes
back to the original writer.
•Revisit the Headlines lesson (see page 47). Have students write details that
support each headline.
Detail Diagram
1RaNVY1VNT_NZ
Adding details makes a story better. There are many kinds of details. Use the diagram
below to collect ideas.
Pick a story topic: _____________________________________________________
List words or ideas for your story where they belong in the diagram.
Details About
Setting
Details About
People
Details About
Senses
Writing GoalTo familiarize students with other kinds of details
Details About
Things
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 57
to use when elaborating
Teaching Tips
•Review details as bits of information or facts about a main idea. Explain
that since there are so many kinds of details, there is always something
writers can add to improve their stories.
•Discuss the four categories on the Detail Diagram. Guide students to
recognize that Setting may include place and time (for example, past,
future, summer). People may include both major and minor characters.
As necessary, remind students of their exploration of sensory details
using the Sensory Details Chart activity (page 55). Things can include
almost anything that doesn’t fit one of the other categories.
page 57
•As needed, guide students to select an interesting and suitable topic.
Or relate the story topic to another area of your curriculum, such as
social studies or reading.
•You may wish to set a time limit for the collecting of details. Another
option is to collect details in various settings or at different times of the
day to stimulate students’ imaginations.
Follow-Up
•Have students use the Detail Diagram as a foundation for writing the story.
•Provide additional copies of this graphic organizer. Encourage students to
use one whenever they are working on a particular writing project.
Dreamy Details
1_RNZf1RaNVY`
Everybody dreams. But the details from a dream
can be unclear. Use the chart below to collect ideas.
Add details that make sense.
Writing GoalTo use another type of graphic organizer
Tell the main idea of a dream: __________________________________________________
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 58
List words or ideas in the dreamy detail chart.
page 58
for gathering details
Teaching Tips
•Invite volunteers to share interesting dreams they have had, or to describe
a dream sequence they saw in a film or read in a book. Point out that in
dreams, the details can be strange, out of order, or can make no sense.
This is one reason people are so fascinated by dreams. However, to
describe a dream, writers must find ways to organize the ideas so that
readers can follow them.
22
40 Elaboration Activities That Take Writing From Bland to Brilliant! © Martin Lee and Marcia Miller, Scholastic Teaching Resources
•Tell students that they may gather details for a dream they had, one they
heard about, or one they make up on the spot. You may wish to dim the
lights or play soft music as students work. You might set aside a few
minutes for daydreaming to get students “in the mood” for this activity.
•Guide students to regard the Dreamy Details page as another kind of idea
web. Invite them to work independently to capture their ideas.
Follow-Up
•Send home a Dreamy Details page as a family or at-home activity. Have
students complete a page in the morning when they wake up, when
dreams are most likely to be fresh in their minds.
•Vary the activity by having students collect Dreamy Details for a bad
dream.
Pet Points
=Ra=\V[a`
Do you have a pet? Do you want a pet? Either way, you can gather details to
write about pets.
Writing GoalTo practice elaboration skills by gathering details
Teaching Tips
•Have a brief discussion of the kinds of pets students have—or would like
to have. You might make a tally chart to visually represent the pets your
students have.
•Review sensory details by inviting students to suggest words or phrases
they might use when writing to describe a pet.
its food
sounds it makes
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 59
about a pet
Use the web below for ideas to write about a pet—real or make-believe.
Include lots of details in each category.
how it moves
kind of pet
size
how it feels
nicknames
page 59
•Be sure students understand how to use the graphic organizer on this page.
Encourage them to imagine time they have spent with their pet. Or, invite
students to closely examine a class pet to help stimulate their thinking.
Follow-Up
•Extend by having students use their Pet Points web to help them write an
anecdote, description, or story about the pet they described.
•Read aloud an excerpt from a book or story that includes descriptions
about a pet. Have students listen for sensory details, alliteration, similes,
snazzy sentences, and so on, to help them make the connection between
elements of elaboration and their application by actual authors.
Teacher Notes 40 Elaboration Activities That Take Writing From Bland to Brilliant! © Martin Lee and Marcia Miller, Scholastic Teaching Resources
23
Weather Words
DRNaUR_D\_Q`
People talk about the weather every day. You can
use lots of weather words to describe a day.
Okay: The harbor was foggy.
Better: A damp fog slowly drifted into the harbor.
Writing GoalTo sharpen elaboration skills by gathering
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 60
List weather words for each weather condition. Think about weather reports
you have seen or heard. Or look in the newspaper or at a weather Web site.
weather words
Teaching Tips
•Play a video clip of a weather broadcast from a local television station. Or
play a portion of a radio weather report. Alert students to listen for precise
weather words, vivid descriptions, and supporting details. You might list
some of these words on the board or on chart paper.
•Brainstorm with students to list weather words and descriptions that relate
to today’s weather.
page 60
•Have students complete the Weather Words web. You might refer them to
the weather pages of a local paper or a weather Web site for assistance.
Follow-Up
•Extend by inviting students to plan and present a skit in which they give
a weather forecast based on a script (or notes) that they write.
•Challenge students to write an “I Was There” report about a dramatic
weather event they experienced, observed, or learned about. Guide them
to include descriptive weather words, as well as sensory details and vivid
verbs.
.QQ0UN_NPaR_A_NVa`
Make up a character for a story. Use this chart to plan your character.
Looks
Add Character Traits
HABITs
Writing GoalTo practice elaboration by planning a fictional
Scholastic 40 Elaboration Activities That Take Writing From Bland to Brilliant! ©2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 61
character and listing his or her traits
CHARACTER’s NAME
FEELINGs
page 61
sPECIAL TRAITs
Teaching Tips
•Review the meaning of character as someone who plays a part in a story or
play. Ask students to name some of their favorite characters from books,
television, songs, or movies. Discuss what makes these characters likeable
(or detestable!), recognizable, or memorable.
•Explain that character traits are the details that make a character unique.
Tell students that writers plan characters in rich detail ahead of time. They
make up personalities for the characters, and imagine other aspects or
traits, such as behavior, hobbies, friends, expressions they use, what they
like/dislike, and so on. Guide students to recognize that planning a character ahead of time can help them when they write their stories.
•Have students complete the Add Character Traits graphic organizer to
flesh out a fictional character.
24
40 Elaboration Activities That Take Writing From Bland to Brilliant! © Martin Lee and Marcia Miller, Scholastic Teaching Resources
Follow-Up
•Extend by asking students to draw a picture of the character or some
aspect of his or her environment, manner of dress, favorite place to hang
out, and so on.
•Challenge students to write a short story about their character. Have them
use the chart as a guide. Point out that they can add or change traits to
make the character as they want.
Dialogue Details
Writing GoalTo focus on details of dialogue as another area
1VNY\TbR1RaNVY`
Dialogue is the words people say. You hear dialogue in movies and on TV. You read
dialogue in stories and in plays. Comic book words are in dialogue “bubbles.”
Read each sentence. It gives a main idea. Then write words the characters say
to get across that idea.
1. Two friends make plans to go on a picnic.
Teaching Tips
•Display some comic strips or comic books in which the words the characters “say” appear in dialogue bubbles. Discuss with students how this form
of writing dialogue is different from how dialogue is written in a story.
Explain: In a story, you need “Tim said” or “Mom cried” to tell you who is
speaking and what they are saying; in a cartoon, the dialogue bubble is by the
speaker’s head.
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 62
for elaboration
2. A parent and child talk about moving to a new city.
page 62
•Be sure students know the meaning of the word dialogue (“a conversation
between two people”).
•Distribute the Dialogue Details page. Explain that students are to write
words in the dialogue bubbles to convey each situation. As an alternative,
you might enlarge the page to provide more room for students to work,
or allow them to write the dialogue on separate paper or sticky notes.
•Suggest that pairs work together to read aloud the dialogue. Encourage
them to decide whether the words make sense, whether they sound realistic, and whether they get ideas across clearly.
Follow-Up
•Invite students to create original comic strips that include the drawing as
well as the dialogue.
•Reproduce cartoon cells without the dialogue so students can create the
dialogue themselves.
Teacher Notes 40 Elaboration Activities That Take Writing From Bland to Brilliant! © Martin Lee and Marcia Miller, Scholastic Teaching Resources
25
Build a Sentence
/bVYQN@R[aR[PR
Pick a word or phrase from each column.
Put them together to make a sentence.
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 63
Who/What?
Did What?
Where?
When?
a breeze
appeared
around town
after lunch
my cat
blared
at the dock
as night fell
his cousin
blew
from a tent
before dawn
the ghost
hid
near the zoo
that person
snored
on a fence
during the show
last week
a radio
wailed
under the porch
while we slept
Writing GoalTo put together components of a sentence and revise
it for liveliness
Teaching Tips
•Go over the two major parts of any sentence—the subject (who/what) and
the predicate (verb of action/being). Use simple sentences to explore this
consistency.
1. ___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
4. ___________________________________________________________________________
5. ___________________________________________________________________________
Pick one sentence you wrote. Rewrite it to make it better.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
•Help students understand that each column of the chart contains words
and/or phrases they will use to form sentences. Be sure children understand that they need not include every word or phrase in a sentence.
page 63
•You may wish to do other examples with children before having them
work on their own.
•Vary the activity by allowing students to write the components in any order
they wish, as long as the resulting sentence makes sense. Remind students
to begin all sentences with a capital letter and use a proper end mark.
Follow-Up
•Create new columns whose entries reflect themes or topics that fit
your curriculum.
•Use a pocket chart and cards with sentence parts so students can
mix and match to build sentences.
Support a Main Idea
@b]]\_aN:NV[6QRN
A main idea needs details that tell more about it.
Main Idea:
It was a dark and stormy night.
Supporting Details: The moon hid behind thick clouds.
Harsh winds blew.
Writing GoalTo elaborate upon a main idea by adding
Each sentence gives a main idea. Write two more
sentences that support the main idea.
1. The band was about to play its first show.
_____________________________________________________________________________
_____________________________________________________________________________
2. The crowd was bursting with energy.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. Local reporters waited to talk to the band.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. The Monday paper had a great review of the show.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
page 64
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 64
_____________________________________________________________________________
supporting details
Teaching Tips
•Review the relationship between main idea and supporting details. Point
out that if writers only gave main ideas, their writing would be dull and
unclear.
•Distribute the activity page. Read the four given sentences with the class
to set the scene for writing. Explain that each first sentence (1–4) is the
topic sentence of a paragraph in a four-paragraph story. Students will add
two more sentences that support each idea by providing details.
•Students who have difficulty getting started may need to discuss or act out
each situation to help them imagine what they might write to elaborate
upon it.
26
40 Elaboration Activities That Take Writing From Bland to Brilliant! © Martin Lee and Marcia Miller, Scholastic Teaching Resources
Follow-Up
•Extend by having peer editors help one another elaborate on what they
wrote. Peer editors can suggest other elaboration techniques, such as using
precise nouns, vivid verbs, active adjectives, and adverbs that answer
questions.
•Create similar lessons or mini-lessons to provide more practice elaborating
upon main ideas.
Transition Train
A_N[`VaV\[A_NV[
Transition words link ideas. They give clues.
Transition words show how and why ideas
go together.
Writing GoalTo recognize how transition words signal meaning,
Teaching Tips
•Explain that writers use transition (or signal) words to help explain how
information is organized and how ideas go together. Transition words help
express ideas clearly.
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 65
and to choose the transition word that best signals
the intended meaning
Okay:
I wasn’t hungry. I ate to be polite.
Better:
I wasn’t hungry, but I ate to be polite.
Read the idea in the train. Then read the transition word. Finish the sentence so
that it makes sense.
I like pizza
but
I like pizza
and
I like pizza
with
I like pizza
until
I like pizza
when
I like pizza
except
I like pizza
because
?ZedÊjb_a[j^[jek]^Yhkiji$
• Be sure students understand the visual organization of the “trains.”
page 65
Follow-Up
•Extend the activity by introducing other transition words that give specific
signals. For example, some words signal contrast: although, however, rather,
still, even though. Other words signal order: first, after, later, next, finally.
Others signal time: when, during, later, earlier, little by little.
• Help children identify transition words in their reading.
•Create new trains in which you omit the transition words. Challenge students to fill in a transition word that gives the appropriate signal.
Sentence Stretchers
@R[aR[PR@a_RaPUR_`
Short sentences are fine—but not all the time.
Sometimes sentences need more details.
Use transition words as you add details.
Okay: José sang.
them more complete and lively
Better: José sang loud songs while he rode his bike.
Read each sentence. Then s-t-r-e-t-c-h it by adding details. Don’t just make
the sentence longer. Make it better!
1. Rusty feels sick. ______________________________________________________________
_____________________________________________________________________________
2. Margo frowned. _____________________________________________________________
Teaching Tips
•Explain that good writers try to vary sentence length to add interest to
their work. Too many short sentences in a row can get dull.
_____________________________________________________________________________
3. Kent needs a job. ____________________________________________________________
_____________________________________________________________________________
4. Devon chased the dog. _______________________________________________________
_____________________________________________________________________________
5. Tonya has to leave early. ______________________________________________________
_____________________________________________________________________________
•Discuss the sample stretched sentence at the top of the page. Point out
that the revised sentence is not just longer, but it has many precise details.
These details help readers to imagine José in action. Point out the transition word while.
6. The eagle swooped down. ____________________________________________________
_____________________________________________________________________________
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 66
Writing GoalTo elaborate upon given short sentences to make
page 66
•Have students work on Sentence Stretchers individually. Encourage them
to add the kinds of details that can help readers get clear pictures in mind
when they read. Suggest that they include transition words (see page 65) to
help express ideas more smoothly.
Teacher Notes 40 Elaboration Activities That Take Writing From Bland to Brilliant! © Martin Lee and Marcia Miller, Scholastic Teaching Resources
27
Follow-Up
•Invite volunteers to share some of their stretched sentences. Guide students to notice what sorts of details were added, and how these details
have improved each original short sentence.
•Have students work in groups to create stretched sentences in which each
student contributes some revision. Give the same short sentence to each
group. Then compare and contrast the groups’ results. Look for similarities
and differences.
Smooth Your Story
@Z\\aUF\b_@a\_f
You can make a story better in many ways. One way is to smooth out
choppy sentences.
Okay:
I was sad. It was raining. The TV didn’t work. My dog wasn’t around.
Better: I was sad that rainy Sunday. The TV had no sound and my trusty dog,
Bruno, was at the vet.
Read each story part. Make the parts flow together better.
See the Smoothing Silo for hints.
1. The water was rough. The boat rocked. We groaned.
________________________________________________________
________________________________________________________
Precise Nouns
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 67
________________________________________________________
Vivid Verbs
________________________________________________________
Active
Adjectives
2. It was hot. The window fogged up. It was hard to see.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
3. There was a loud noise. We drew back. We plugged our ears.
________________________________________________________
Adverb
Answers
Supporting
Details
Spicy
Synonyms
________________________________________________________
Character
Traits
________________________________________________________
Sensory Details
________________________________________________________
Alliteration
4. It was 7 o’clock. Mom was jumpy. The phone rang.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
page 67
Transitions
Writing GoalTo apply elaboration techniques to improve sets
of choppy sentences
Teaching Tips
•Tell students that choppy sentences are lots of short sentences that don’t
connect well together. Writers try to avoid choppy sentences because they
don’t flow smoothly from one to the next.
•Write the sample set of choppy sentences (from the example at the top of
the reproducible) on the board. Invite students to suggest ways to make
these ideas flow together more smoothly. Encourage a variety of responses.
Make it clear that there is no one right or wrong answer; rather, there is
lots of room for variation. Then distribute the Smooth Your Story page so
students can read one suggested improvement.
•Go over the items in the Smoothing Silo to remind students of the many
elaboration techniques they have been learning. Then invite them to complete the page on their own.
•Vary the task by allowing students to work on computers or to speak their
ideas into a tape recorder. Remind students to begin all sentences with a
capital letter and to use a proper end mark.
Follow-Up
•Extend by asking students to locate choppy sentences in their own writing,
and then try to smooth them out using some of the same techniques.
•Invite students to create sets of choppy sentences to exchange for
smoothing.
28
40 Elaboration Activities That Take Writing From Bland to Brilliant! © Martin Lee and Marcia Miller, Scholastic Teaching Resources
Exaggerate to Elaborate
2eNTTR_NaRa\2YNO\_NaR
When you exaggerate, you s-t-r-e-t-c-h the truth.
Exaggeration makes things seem much bigger or smaller.
It can make things seem much better or worse.
Exaggeration can be funny or exciting.
Writing GoalTo explore exaggeration as another method
Plain:
Kenny was very hungry.
Exaggerated: Kenny wanted to eat 50 hot dogs
and a watermelon.
of elaboration
1. The
___________________________________________________
hat
was too big
on
me. J^[^WjmWiieX_]"com^eb[\Wc_bo
______________________________________________________________________________
YekbZidk]]b[kdZ[h_jWjj^[iWc[j_c[$
Teaching Tips
•Define exaggeration as stretching of the truth on purpose. Help students
recognize that exaggeration is not the same as lying, although it does “play
loose with the truth.”
2. Hamid told a funny joke. ______________________________________________________
______________________________________________________________________________
3. Sally had a sore throat. ________________________________________________________
______________________________________________________________________________
4. We waited so long! ___________________________________________________________
______________________________________________________________________________
5. That was a dull game. _________________________________________________________
______________________________________________________________________________
•Read students an example of exaggeration, such as Shel Silverstein’s “The
Dirtiest Man in the World” from Where the Sidewalk Ends. Ask students
which parts of the poem could be true, and which are clear exaggerations.
Discuss the effect of the exaggeration.
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 68
Make each sentence better by exaggerating. It’s fine to be funny! The first one
has been done for you.
page 68
•Distribute the Exaggerate to Elaborate page. Read the examples together.
Talk about how the truth was stretched in each case. Elicit students’
responses to the exaggeration.
•Suggest that students self-prompt by asking such questions as: How big was
it? How funny was it? How loudly did Dad snore?
Follow-Up
• Invite volunteers to share some of their exaggerated sentences.
•Revisit the Sparkling Similes or Headlines lessons (see pages 53 and 47) to
add exaggeration.
•Read aloud excerpts from famous American tall tales about such eccentric
characters as Pecos Bill, Febold Feboldson, and Paul Bunyan.
Eyewitness Elaborator
2fRdVa[R``2YNO\_Na\_
Reporters write about what they see, hear, and read.
They take notes. Later, they turn the notes into a report.
They elaborate to make the report clear.
Pretend you are a reporter at a parade. Here are your
notes. Expand the notes into good sentences.
Writing GoalTo apply the concepts of elaboration by pretending
Teaching Tips
•Ask students to explain what reporters do. They should conclude that
reporters observe news as it happens, and tell people about it. Have
students list the steps involved as reporters work: They observe, ask
questions, take notes, and then write a story about the event. Point out
that although reporters stick to the facts, they try to make their reports
interesting and lively. They don’t want to bore their readers.
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 69
to be a reporter
July 4th parade
passes Town
Hall on way
to River Park
______________________________________________________________
newest float
for firefighters
leads the way
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
fire dogs
march in red,
white, and blue
collars
______________________________________________________________
______________________________________________________________
______________________________________________________________
lively bands
play favorite
tunes
______________________________________________________________
______________________________________________________________
______________________________________________________________
best banner
made by Bell
Top School
students
______________________________________________________________
______________________________________________________________
______________________________________________________________
page 69
•Tell students that an eyewitness is someone who is on the scene when an
event happens. Distribute the Eyewitness Elaborator page. Help students
imagine that the notes along the left side of the page are basic notes.
Their job is to expand those notes into interesting sentences that can work
together to make a good news report. Explain that even though the students
haven’t really observed this parade, they can use their imagination to fill
in sensible details.
Teacher Notes 40 Elaboration Activities That Take Writing From Bland to Brilliant! © Martin Lee and Marcia Miller, Scholastic Teaching Resources
29
•You may wish to do one example with students before having them work
on their own.
Follow-Up
•Extend the idea of eyewitness reporting by having students take notes as
an actual event unfolds. It might be an assembly, a sports event, work at
a construction site, a concert, and so on. Model how to jot down notes to
help recall key facts.
•Challenge more advanced students to explore online news sites aimed
at kids.
Add to an Ad
.QQa\N[.Q
An ad gives details about things people want to sell.
Okay:
For Sale: Used bicycle, good
condition.
Better:
For Sale: Girl’s red bicycle;
nearly new—used for only 2 months.
Includes basket and horn.
Writing GoalTo use techniques of elaboration to create a brief
Pretend you are having a yard sale. Write ads for four items to sell. Be honest.
Give clear details. Get people interested.
<eh IWb[
&OR3ALE
&OR3 ALE
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 70
;dgHVaZ
but appealing want ad
Teaching Tips
•Display the classified section of a newspaper. Direct students to notice the
various kinds of small ads that appear, such as Help Wanted, Apartments for
Rent, and Items for Sale. Help students read some of the ads. You may need
to help them interpret abbreviations and conventions.
•Talk about what it means to hold a yard sale (also known as a garage/tag/
porch/rummage sale). Explain that people sell unwanted items to those
who stop by to browse. Invite students who have been to yard sales to
describe them.
page 70
•Distribute the Add to an Ad page. Have students work in pairs to complete
the ads.
Follow-Up
• Challenge students to rewrite actual ads to make them more catchy.
•Explore the idea of holding a class rummage sale to raise money for a
worthy cause. Students can bring in old toys, books, outgrown clothes,
and so on, and write ads for the items. Invite family members and friends
to come. Follow up by writing about the event.
1\[±aDUV[R 1\@UV[R
People often write letters about problems.
It’s important to state the problem clearly.
Don’t Whine. . . Do Shine!
Whiny: This crummy game has
missing pieces.
Shiny:
This game looks like it could be fun. But the spinner is bent and
there are only three tokens. The box says there should be six tokens.
Plan a letter about a problem. Give clear and complete details. Suggest a way
to solve the problem. Use this chart to plan your ideas.
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 71
The MAIN Problem
When/Where/How
It Happened
What When Wrong
Why You Are
Unhappy
Possible Solutions
page 71
Writing GoalTo apply the techniques of elaboration to plan
and write a letter about a problem
Teaching Tips
•Ask students to tell what they can do if they bring home a new item that
is broken, does not work, or has missing parts. Point out that a common
response is to write a letter of complaint. Explain that for such a letter to
be effective, it must clearly state the problem, give key details, and suggest
a reasonable solution.
30
40 Elaboration Activities That Take Writing From Bland to Brilliant! © Martin Lee and Marcia Miller, Scholastic Teaching Resources
•Go over the sample. Tell students that complaints without clear descriptions or proposed solutions may not get results. Read together the five
elements of a good problem letter, as they appear in the chart. Be sure
students understand that the chart provides a place for them to gather
their details.
•You may wish to have students work in pairs or small groups to pool their
ideas.
•Suggest that students may write the components in any order they wish,
as long as they gather all the necessary details.
Follow-Up
•Extend by having students use their notes to compose the letter of complaint.
•Apply this technique to address a real problem you may encounter in your
classroom, such as a CD that skips, a book that has missing pages, or a
new set of markers that is already dried out.
Writing GoalTo apply the techniques of elaboration to list details
for an anecdote
Teaching Tips
•Explain that anecdotes can be fun to write because they are fairly short,
are based on something that really happened, and can be humorous.
•Build motivation by reading aloud some brief anecdotes. There are many
sources for anecdotes, including Web sites devoted to them.
•Point out the signal words that begin each row: First, Next, Then, At last.
Point out to students that these words can help them organize the details
of their anecdote.
.]]RNYV[T.[RPQ\aR
An anecdote is a short story about
something that really happened to you.
Anecdotes can be funny.
List details for an anecdote. Use the chart.
The Time That ___________________________________________________________________
First. . .
Scholastic 40 Elaboration Activities That Take Writing From Bland to Brilliant! ©2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 72
Appealing Anecdote
Next. . .
Then. . .
At last. . .
Now use the details to write the anecdote. Work on separate paper.
Add details. Make it fun to read.
page 72
•To help students get started, invite them to think back on something funny
that happened to them when they were __________ (on vacation, sick,
walking the dog, in kindergarten, and so on).
Follow-Up
•Have an anecdote afternoon in which students take turns sharing their
anecdotes in small groups.
•Challenge students to stay on the lookout for new anecdotes to write. Set
up an anecdote area in a writing corner so students can readily revisit this
useful form while ideas are fresh.
Teacher Notes 40 Elaboration Activities That Take Writing From Bland to Brilliant! © Martin Lee and Marcia Miller, Scholastic Teaching Resources
31
2YNO\_NaV\[2QVa\_
Be an editor. Make this story better. Use the
elaboration ideas you have learned. Write the
new and improved story on separate paper.
Elaboration Editor
Writing GoalTo apply writing, revising, and editing skills
?jmWiYebZm^[d?mea[kf$?mWdj[ZjeijWo_d
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 73
X[Z$8kj_jmWicojkhdjemWbaj^[Ze]$
to elaborate on a given story
?ef[d[Zj^[i^WZ[$J^[h[mWiWbeje\idem$
?jmWiZ[[f$?Z_ZdÊj^Wl[Xeeji$
?fkjfbWij_YXW]iel[hcoi^e[i$?jbeea[Zi_bbo$
8kjco\[[jmekbZijWoZho$
CoZe]^WZd[l[hi[[didem$7dZi^[Ze[idÊjb_a[
m[j\[[j$Ie?j_[ZfbWij_YXW]ied^[hfWmi$
M[m[djekj$M[mWba[ZWhekdZ$J^[XW]i
meha[Z$8kjm[Xej^ib_ff[ZWbej$
page 73
Teaching Tips
•Discuss what an editor can do to improve writing. Explain that even professional writers go over their work many times and make it a little better
each time they do. Also point out that a fresh eye can often notice something that was missed by the writer or by a previous editor.
•You may wish to work through this activity with the whole class or with
small groups to model some effective techniques. Point out that in this
story, there are no spelling mistakes or punctuation errors. Rather, the
story needs to be more exciting and fun to read. Guide students to be constructive in their comments, and to work together to create a better piece
of writing.
•Alternatively, present the story on the overhead projector with the whole
class. Invite students to collaborate on improvements. Model how to record
the changes and revisions. Review elaboration techniques as needed.
Follow-Up
•Create new short stories for students to improve. You might first present
one paragraph. Then you can present pieces that are a bit longer. Expect
students at first to take a light hand to revise a piece. Help them gain confidence by embracing all sorts of improvements and changes that result in
a stronger, livelier piece of writing.
32
40 Elaboration Activities That Take Writing From Bland to Brilliant! © Martin Lee and Marcia Miller, Scholastic Teaching Resources
Reference Pages
Here are some ideas for how to use the references pages found at the end of
this book.
Test Prep Tips
Some standardized tests may require students to write a story, an anecdote, a
letter, or other kind of narrative piece. They also may be required to complete
this writing within a specified time limit. By applying the elaboration techniques
they have learned, students should experience greater success in such formal
assessment situations. This page contains some tried-and-true test-taking techniques you may wish to discuss before handing it out.
Editor’s Marks
This page contains some common proofreading symbols. Be sure to go over
how to use these symbols before handing out the page to students. Remind
students that they should correct errors and pay attention to the content and
structure of the writing—making sure that all ideas are expressed clearly and
succinctly. Encourage students to use this page to proofread papers that they
have written for other subjects, such as social studies or science. You may also
wish to have students trade writing samples and proofread each other’s work.
Self-Prompting Hints
Point out to students that one of the best ways to check their own work is to
read their writing out loud. This presents opportunities for them to actually hear
mistakes. For example, students may find they naturally pause while speaking
and add a comma that may be missing. Or, they may notice that some of the
dialogue doesn’t sound the way people normally speak.
A Look Back and Elaboration
Self-Evaluation Checklist
When reflecting on their own work, using specific examples will help students
consciously apply the elaboration techniques they have learned. Let students
know, however, if it’s acceptable for certain pieces not to include all of the items
listed. For example, you may want them to focus their attention on similes and
supporting details in a particular assignment rather than dialogue or alliteration.
Congratulations! and Author’s Award
Reproduce and hand out these awards when you wish to acknowledge students
who have turned in outstanding work, as well as boost motivation in students
who have shown improvement in their use of elaboration. Students will be
proud to show off their awards to family at home!
Teacher Notes 40 Elaboration Activities That Take Writing From Bland to Brilliant! © Martin Lee and Marcia Miller, Scholastic Teaching Resources
33
Precise Nouns 1
Nouns are naming words. Precise nouns name more exactly.
Use better naming words to make your writing more clear.
Okay: My pet likes carrots.
Precise means
very exact.
Better: My gerbil likes carrots.
Make each sentence better. Look in the big pencil for
a better noun. Rewrite the sentence using that more
precise noun.
1. I ate a spicy food.
2. The bird flew so high.
________________________________________________________
bear
castle
3. That old toy lost its tail.
eagle
________________________________________________________
flute
4. You need a tool to fix it.
________________________________________________________
5. She likes the book’s red cover.
________________________________________________________
6. Let’s make a play place.
________________________________________________________
Use a more precise noun. Pick it yourself.
I grow plants in my yard.
________________________________________________________
hammer
jacket
kite
pepper
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 34
________________________________________________________
Precise Nouns 2
Thing is a noun, but it’s not a precise noun. Thing is
unclear. Avoid thing in your writing.
Unclear: Did you join that thing?
Precise: Did you join that club?
Write two different precise nouns to replace each thing.
Be sure that either noun will make each question clear.
1. Will you carry this THING for us?
2. Did you leave your THING at home?
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 35
3. Where is my THING on building kites?
4. Have you learned that new THING yet?
5. After lunch, will you get the THING?
6. How loud can that THING go?
7. Which one of you hid that THING?
8. Is her THING ready yet for the play?
9. Can that THING hold all of them?
10. When will his THING get here?
Precise Nouns 3
Precise nouns can give more exact names for people, places, and things.
Okay: My uncle lives in a house.
Better: My uncle lives in a cottage.
Give a more precise noun for each plain noun.
Plain noun
Precise noun
1. animal
3. sport
4. food
5. worker
6. number
7. room
8. color
9. car
10. machine
Now pick two of your precise nouns. Use each one in a sentence.
1. ______________________________________________________________________________
2. ______________________________________________________________________________
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 36
2. tree
Vivid Verbs 1
Verbs express action. Vivid verbs express action so you
can really picture it.
Vivid means lively,
clear, or sharp.
Good: The duck moves to the water.
Better: The duck waddles to the water.
Under each picture is a short sentence with a plain verb.
Replace each plain verb with a vivid verb. Express the action more sharply.
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 37
A horse runs.
A cat moves.
A child plays.
1. ____________________
2. ____________________
3. ____________________
A bell sounds.
A dog eats.
A girl sees.
4. _____________________
5. ____________________
6. ____________________
Music plays.
A child draws.
A snake goes.
7. ____________________
8. ____________________
9. ____________________
Vivid Verbs 2
Vivid verbs make sentences come to life.
Vivid verbs add excitement.
Okay: The arrow hits the target.
Better: The arrow pierces the target.
Each sentence uses a plain verb. Write two or more vivid verbs in the arrow
to make the sentence more lively. The first one has been done for you.
selects, chooses, plucks
2. He looks at the target.
3. Slowly he closes one eye.
4. The arrow moves through the air.
5. “Yes!” says Robin Hood, with joy.
6. He goes to meet his Merry Men.
takes
looks
closes
moves
says
goes
Now write a new sentence about Robin Hood. Use a vivid verb.
_________________________________________________________________________________
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 38
1. Robin Hood takes his best arrow.
Vivid Verbs 3
Use vivid verbs to fit different people.
Dull: Tina eats and Ben eats.
Better: Tina nibbles and Ben chomps.
Tina and Ben are best friends. Tina is small and neat. Ben is big and active.
Read each dull sentence about Tina and Ben. Rewrite the sentence. Replace
each plain verb with two lively verbs. The first one has been done for you.
1. Tina and Ben laugh.
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 39
_____________________________________________________________________________
Tina giggles and Ben cackles.
2. Tina and Ben talk.
_____________________________________________________________________________
3. Tina and Ben walk.
_____________________________________________________________________________
4. Tina and Ben play.
_____________________________________________________________________________
5. Tina and Ben drink.
_____________________________________________________________________________
6. Tina and Ben sing.
_____________________________________________________________________________
Active Adjectives 1
Adjectives are words that describe.
Strong adjectives spark the imagination.
They give readers clear pictures in their
minds as they read. Use active adjectives
to make your writing more interesting.
Okay: She sat under a tree.
Better: She sat under a leafy tree.
dessert
cloud
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 40
Think about each word in the web. In the spaces around it, write adjectives
to describe the word.
Active Adjectives 2
Nice is an adjective. Good is an adjective, too.
But both are boring. Why? The adjectives nice
and good aren’t clear. People use nice and good
too much. You can do better!
Boring:Granny gave me a nice gift.
Better: Granny gave me a homemade gift.
Rewrite each sentence. Use a more active, exciting adjective.
1. That dog has such nice fur.
_____________________________________________________________________________
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 41
2. He told a nice story.
_____________________________________________________________________________
3. We saw a good movie on TV.
_____________________________________________________________________________
4. I went to a good party.
_____________________________________________________________________________
5. She is a good dentist.
_____________________________________________________________________________
6. Our cousins had a nice visit.
_____________________________________________________________________________
7. The meal tasted so good.
_____________________________________________________________________________
8. They were such nice guests.
_____________________________________________________________________________
Active Adjectives 3
Adjectives can describe the same idea in different ways.
Think about these adjectives that all describe size:
Small: He took a tiny bite of the pie.
Medium: He took a healthy bite of the pie.
Large: He took an enormous bite of the pie.
Fill in adjective steps. As the steps rise, use more dramatic adjectives.
2. Adjectives about height:
3. Adjectives about sound:
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 42
1. Adjectives about happiness:
Adverbs Answer 1
An adverb is a word that describes a verb or an adjective.
Adverbs can tell how, when, where, how often, or how much.
Many adverbs end in -ly.
Okay: It rains in the desert.
Better: It rarely rains in the desert. [how often]
It rains monthly in the desert. [when]
Answer each question as best you can. Use an adverb from
the cactus in each answer.
1. How much rain falls in the desert?
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 43
________________________________________________________
very
2. Where do desert animals hide?
usually
________________________________________________________
mostly
3. How do desert plants grow where it is so dry?
________________________________________________________
4. When do lizards sleep?
________________________________________________________
quickly
suddenly
never
5. What does the desert air feel like?
wisely
________________________________________________________
always
6. How far can you see in the desert?
clearly
________________________________________________________
7. When is a good time to visit the desert?
________________________________________________________
Adverbs Answer 2
Adverbs can help you to describe how a person speaks.
Okay: “I’m ready,” said Tracy.
Better: “I’m ready,” said Tracy nervously.
Add an adverb to better describe how each person is speaking.
1. “Are we there yet?” asked Jane ______________________________________________.
3. “Are you nuts?” said Asher ___________________________________________________.
4. “Why did you bring those?” asked Bradley ____________________________________.
5. “You forgot your lunch again,” said Kyle ______________________________________.
6. “I baked another pie,” said Eva _______________________________________________.
7. “When can we go swimming?” asked Jared ___________________________________.
8. “Get in the car right now!” said Mom ________________________________________.
9. “I lost my homework,” said Hannah __________________________________________.
10. “May I hold the lizard?” asked Zane __________________________________________.
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 44
2. “The clowns are here!” said Hakim ___________________________________________.
Add Adverbs
Adverbs tell how, when, where, how often, or how much.
Add adverbs to make your writing better. Adverbs can
go before or after the word they describe.
Okay: Matt read my story.
Better: Matt carefully read my story. [before]
Matt read my story slowly. [after]
Read each sentence about Lee. Write an adverb
in the space to make the sentence better. The first
one has been done for you.
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 45
messily
cooks dinner for me.
1. Lee __________________________
2. Lee sleeps __________________________ in his bunk bed.
3. Lee __________________________ dances to the music.
4. Lee __________________________ peeked out the window.
5. Lee paints the fence __________________________.
6. Lee __________________________ throws a stick for his dog.
7. Lee says his lines __________________________ in the play.
8. Lee __________________________ calls his grandfather on Sundays.
9. At the party, Lee __________________________ opened his gifts.
10. Lee said goodbye __________________________ to his friend.
Snazzy Sentences
There are many ways to make a plain sentence better.
Okay: Pirates went to an island.
Better: Pirates silently landed on a deserted island.
OR
Weary pirates finally reached Skull Island.
Make each sentence better. Use any methods you know.
Read your revised sentence aloud. Does it sound better?
1. The boat looked old.
2. The sailors had knives.
_____________________________________________________________________________
3. They looked for a hiding place.
_____________________________________________________________________________
4. They brought a large box.
_____________________________________________________________________________
5. Two people began to dig a hole.
_____________________________________________________________________________
6. Another person started to draw a map.
_____________________________________________________________________________
7. “Leave no clues!” said the leader.
_____________________________________________________________________________
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 46
_____________________________________________________________________________
Headlines
A headline is the title of a newspaper story. It gives the main idea in a few words.
A good headline grabs your attention. It makes you want to read more.
Dull: Early Morning Snow Falls
Better: Roosters Shiver in Dawn Blizzard
Write better headlines. Make each one SHORT and SHARP. Use six words or
less. Be creative! The first one has been done for you.
1. President
Gives Speech
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 47
2. New Theme
Park Opens
3. Exciting
Sports News
4. Great New
Invention
5. Adventure
Movie Opens
6. Child Wins
Big Prize
7. Rush Hour
Traffic Jam
8. Astronaut
Visits Town
President’s Speech Excites Young Voters
Synonym Stacks
Synonyms are words that mean the same, or nearly the same. You can make your
writing better by using synonyms.
Okay: That mask may scare little kids.
Better: That mask may terrify little kids.
anyone
chilly
human
being
creature
jolly
thrilled
Synonyms for HAPPY
bitter
bleak
character cheery
contented
frosty
frozen
glad
member pleased arctic
joyful
somebody
wintry
Synonyms for PERSON
Synonyms for COLD
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 48
Read all the words in the list. Write synonyms where they belong.
Synonym Bulb
Some words have many synonyms.
Plain word: mistake
Synonyms:
error, blunder, slip-up, confusion
error
blunder
confusion
slip-up
Use this light-bulb chart to list synonyms. Write a starting
word in the base of the bulb. List synonyms in the round part
of the bulb. Work on your own or with a partner.
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 49
word
mistake
Alliteration
Alliteration is repeating the beginning sound in a string of words. You can use
alliteration to make your writing sound more interesting.
NO alliteration: Marla builds movie disguises.
Alliteration:
Marla makes monster movie masks.
Use each word in a 3- to 5-word phrase. Make all
the words start with the same sound. The first
one has been done as an example.
1. baby
2. chewy
_____________________________________________________________________________
3. dress
_____________________________________________________________________________
4. fish
_____________________________________________________________________________
5. house
_____________________________________________________________________________
6. jelly
_____________________________________________________________________________
7. machine
_____________________________________________________________________________
8. potato
_____________________________________________________________________________
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 50
bathing baby blowing bubbles
_____________________________________________________________________________
Tongue Twisters
Alliteration is used in tongue twisters.
Okay: Six swans swam.
Better: Six silly swans swam swiftly.
Make up some tongue twisters. Use each letter given.
Follow this plan:
What Kind?
Who or What?
Did What?
How?
Six silly
swans
swam
swiftly
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 51
1. N
_____________________________________________________________________________
2. F
_____________________________________________________________________________
3. T
_____________________________________________________________________________
4. L
_____________________________________________________________________________
5. R
_____________________________________________________________________________
6. Q
_____________________________________________________________________________
7. S
_____________________________________________________________________________
Complete the Story
This story has many missing words.
Read it. Think about how to make
it better. Fill in each blank. Use words
from the basket or ones you think
of on your own.
agreed bucket buddies build
buttery carpet club crowded
eagerly entrance firmly furniture
garage gladly hideaway homey
hosted lumber mattress oldest
pals pillows sisters space
A Place of Our Own
Pablo and Theo are neighbors. They have been _________________ since
_________________. “It’s way too __________________ at our houses. We need some
kind of __________________ just for us,” the boys said __________________. So they
made plans. They decided to build a private _______________________. There was room
for one in Theo’s yard.
First the boys got scraps of ________________ and pieces of_________________.
Pablo’s mom showed them how to _______________________ sturdy walls. Theo’s uncle
helped them make a good ___________________ with a window in it.
“Now we need some ____________________ for the inside,” the boys agreed. So
they looked __________________ through the attic. They hoped to find items to make
their place feel more ____________________________. Pablo was ______________ to find
an old __________________. His mom said he could use it. She ________________ gave
him some ________________________ she was tired of.
When they were done, Pablo and Theo _________________ a small party.
They invited only two other _______________________. Still, they made a great big
_____________ of ________________ popcorn to share.
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 52
they were four years old. Pablo has five _________________. Theo lives with seven
Sparkling Similes
A simile compares two things. Some similes compare
two things using the word like.
Okay: The athlete runs fast.
Better: The athlete runs like a jackrabbit.
Make each sentence better. Compare two
things with a simile that uses like.
1. She reads eagerly.
_____________________________________________________________________________
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 53
2. The wizard flies around.
_____________________________________________________________________________
3. Uncle Arnold walks slowly.
_____________________________________________________________________________
4. The water sparkles in the sun.
_____________________________________________________________________________
5. His bookshelf is starting to sag.
_____________________________________________________________________________
6. The deer darts through the woods.
_____________________________________________________________________________
Draw for Ideas
It’s often said, “A picture is worth a thousand words.”
One way to get ideas for writing is to draw a picture.
Many writing ideas can come from your own artwork.
Pick a topic. Draw a picture about it. Then list words
and ideas on the topic based on your art.
Words and Ideas:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 54
Topic: ______________________________________________________
Sensory Details Chart
Details are small parts about something larger. Our senses help us take in details
about the world. The five senses are seeing, touching, hearing, tasting, and smelling.
Pick an object. Think about how your senses would respond to it. List words
to describe the object for each of your five senses. (Warning: Do NOT taste
anything without asking first!)
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 55
Add Supporting Details
Use details that support an idea to make your writing clearer.
Dull: Fred hated his lunch.
Better:Fred hated his lunch because it was
another greasy meatloaf sandwich.
Read each sentence. Look for a clue you can
use to add supporting details. Rewrite the
sentence using the details. Give a complete idea.
_____________________________________________________________________________.
2. They made up stories ________________________________________________________
_____________________________________________________________________________.
3. Nobody noticed the time ____________________________________________________
_____________________________________________________________________________.
4. The bus stopped in front _____________________________________________________
_____________________________________________________________________________.
5. The boys rushed off __________________________________________________________
_____________________________________________________________________________.
6. They never expected to see those ____________________________________________
_____________________________________________________________________________!
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 56
1. The boys did not want to go to the museum ___________________________________
Detail Diagram
Adding details makes a story better. There are many kinds of details. Use the diagram
below to collect ideas.
Pick a story topic: _____________________________________________________
List words or ideas for your story where they belong in the diagram.
Details About
Setting
Details About
People
Details About
Senses
Details About
Things
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 57
Dreamy Details
Everybody dreams. But the details from a dream
can be unclear. Use the chart below to collect ideas.
Add details that make sense.
Tell the main idea of a dream: __________________________________________________
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 58
List words or ideas in the dreamy detail chart.
Pet Points
Do you have a pet? Do you want a pet? Either way, you can gather details to
write about pets.
Use the web below for ideas to write about a pet—real or make-believe.
Include lots of details in each category.
its food
sounds it makes
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 59
how it moves
kind of pet
size
how it feels
nicknames
Weather Words
People talk about the weather every day. You can
use lots of weather words to describe a day.
Okay: The harbor was foggy.
Better: A damp fog slowly drifted into the harbor.
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 60
List weather words for each weather condition. Think about weather reports
you have seen or heard. Or look in the newspaper or at a weather Web site.
Add Character Traits
Make up a character for a story. Use this chart to plan your character.
SPECIAL TRAITS
CHARACTER’S NAME
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 61
FEELINGS
HABITS
Looks
Dialogue Details
Dialogue is the words people say. You hear dialogue in movies and on TV. You read
dialogue in stories and in plays. Comic book words are in dialogue “bubbles.”
Read each sentence. It gives a main idea. Then write words the characters say
to get across that idea.
2. A parent and child talk about moving to a new city.
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 62
1. Two friends make plans to go on a picnic.
Build a Sentence
Pick a word or phrase from each column.
Put them together to make a sentence.
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 63
Who/What?
Did What?
Where?
When?
a breeze
appeared
around town
after lunch
my cat
blared
at the dock
as night fell
his cousin
blew
from a tent
before dawn
the ghost
hid
near the zoo
that person
snored
on a fence
during the show
last week
a radio
wailed
under the porch
while we slept
1. ___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
4. ___________________________________________________________________________
5. ___________________________________________________________________________
Pick one sentence you wrote. Rewrite it to make it better.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Support a Main Idea
A main idea needs details that tell more about it.
Main Idea:
It was a dark and stormy night.
Supporting Details: The moon hid behind thick clouds.
Harsh winds blew.
Each sentence gives a main idea. Write two more
sentences that support the main idea.
1. The band was about to play its first show.
_____________________________________________________________________________
_____________________________________________________________________________
2. The crowd was bursting with energy.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. Local reporters waited to talk to the band.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. The Monday paper had a great review of the show.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 64
_____________________________________________________________________________
Transition Train
Transition words link ideas. They give clues.
Transition words show how and why ideas
go together.
Okay: I wasn’t hungry. I ate to be polite.
Better: I wasn’t hungry, but I ate to be polite.
Read the idea in the train. Then read the transition word. Finish the sentence so
that it makes sense.
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 65
I like pizza
but
I like pizza
and
I like pizza
with
I like pizza
until
I like pizza
when
I like pizza
except
I like pizza
because
I don’t like the tough crusts.
Sentence Stretchers
Short sentences are fine—but not all the time.
Sometimes sentences need more details.
Use transition words as you add details.
Okay: José sang.
Better: José sang loud songs while he rode his bike.
Read each sentence. Then s-t-r-e-t-c-h it by adding details. Don’t just make
the sentence longer. Make it better!
_____________________________________________________________________________
2. Margo frowned. _____________________________________________________________
_____________________________________________________________________________
3. Kent needs a job. ____________________________________________________________
_____________________________________________________________________________
4. Devon chased the dog. _______________________________________________________
_____________________________________________________________________________
5. Tonya has to leave early. ______________________________________________________
_____________________________________________________________________________
6. The eagle swooped down. ____________________________________________________
_____________________________________________________________________________
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 66
1. Rusty feels sick. ______________________________________________________________
Smooth Your Story
You can make a story better in many ways. One way is to smooth out
choppy sentences.
Okay: I was sad. It was raining. The TV didn’t work. My dog wasn’t around.
Better: I was sad that rainy Sunday. The TV had no sound and my trusty dog,
Bruno, was at the vet.
Read each story part. Make the parts flow together better.
See the Smoothing Silo for hints.
1. The water was rough. The boat rocked. We groaned.
________________________________________________________
________________________________________________________
Precise Nouns
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 67
________________________________________________________
Vivid Verbs
________________________________________________________
Active
Adjectives
2. It was hot. The window fogged up. It was hard to see.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
3. There was a loud noise. We drew back. We plugged our ears.
________________________________________________________
Adverb
Answers
Supporting
Details
Spicy
Synonyms
________________________________________________________
Character
Traits
________________________________________________________
Sensory Details
________________________________________________________
Alliteration
4. It was 7 o’clock. Mom was jumpy. The phone rang.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Transitions
Exaggerate to Elaborate
When you exaggerate, you s-t-r-e-t-c-h the truth.
Exaggeration makes things seem much bigger or smaller.
It can make things seem much better or worse.
Exaggeration can be funny or exciting.
Plain:
Kenny was very hungry.
Exaggerated:Kenny wanted to eat 50 hot dogs
and a watermelon.
hat was too big on me. ___________________________________________________
1. The
The hat was so big, my whole family
______________________________________________________________________________
could snuggle under it at the same time.
2. Hamid told a funny joke. ______________________________________________________
______________________________________________________________________________
3. Sally had a sore throat. ________________________________________________________
______________________________________________________________________________
4. We waited so long! ___________________________________________________________
______________________________________________________________________________
5. That was a dull game. _________________________________________________________
______________________________________________________________________________
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 68
Make each sentence better by exaggerating. It’s fine to be funny! The first one
has been done for you.
Eyewitness Elaborator
Reporters write about what they see, hear, and read.
They take notes. Later, they turn the notes into a report.
They elaborate to make the report clear.
Pretend you are a reporter at a parade. Here are your
notes. Expand the notes into good sentences.
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 69
July 4th parade
passes Town
Hall on way
to River Park
______________________________________________________________
______________________________________________________________
______________________________________________________________
newest float
for firefighters
leads the way
______________________________________________________________
______________________________________________________________
______________________________________________________________
fire dogs
march in red,
white, and blue
collars
______________________________________________________________
______________________________________________________________
______________________________________________________________
lively bands
play favorite
tunes
______________________________________________________________
______________________________________________________________
______________________________________________________________
best banner
made by Bell
Top School
students
______________________________________________________________
______________________________________________________________
______________________________________________________________
Add to an Ad
An ad gives details about things people want to sell.
Okay:For Sale: Used bicycle, good
condition.
Better:For Sale: Girl’s red bicycle;
nearly new—used for only 2 months.
Includes basket and horn.
For Sale
For Sale
For Sale
For S ale
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 70
Pretend you are having a yard sale. Write ads for four items to sell. Be honest.
Give clear details. Get people interested.
Don’t Whine. . . Do Shine!
People often write letters about problems.
It’s important to state the problem clearly.
Whiny:This crummy game has
missing pieces.
Shiny:This game looks like it could be fun. But the spinner is bent and
there are only three tokens. The box says there should be six tokens.
Plan a letter about a problem. Give clear and complete details. Suggest a way
to solve the problem. Use this chart to plan your ideas.
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 71
The MAIN Problem
When/Where/How
It Happened
What When Wrong
Why You Are
Unhappy
Possible Solutions
Appealing Anecdote
An anecdote is a short story about
something that really happened to you.
Anecdotes can be funny.
List details for an anecdote. Use the chart.
The Time That ___________________________________________________________________
Next. . .
Then. . .
At last. . .
Now use the details to write the anecdote. Work on separate paper.
Add details. Make it fun to read.
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 72
First. . .
Elaboration Editor
Be an editor. Make this story better. Use the
elaboration ideas you have learned. Write the
new and improved story on separate paper.
It was cold when I woke up. I wanted to stay in
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 73
bed. But it was my turn to walk the dog.
I opened the shade. There was a lot of snow.
It was deep. I didn’t have boots.
I put plastic bags over my shoes. It looked silly.
But my feet would stay dry.
My dog had never seen snow. And she doesn’t like
wet feet. So I tied plastic bags on her paws.
We went out. We walked around. The bags
worked. But we both slipped a lot.
Test Prep Tips
When you write a passage for a test, remember to do the following:
k Read all directions carefully and completely.
k Make notes or use graphic organizers to get started.
Group ideas that go together.
k Before you write, cross out ideas you don’t need.
k Stick to your topic.
k Support main ideas with details.
k Use elaboration ideas as you go. Prompt yourself.
k Read over what you have written before you turn it in.
k Even if you cannot read aloud during the test, read slowly and silently to yourself.
k Fix any errors you notice. Check spelling, capitalization, and punctuation.
k Be sure your handwriting is clear.
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 74
k Give yourself a few moments to think and plan.
Editor’s Marks
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 75
!
Begin a new paragraph here.
Once upon a time . . .
Make a capital letter.
eric Jones
Add a word here.
fuzzy
that blanket
Add a period.
The dog barked loudly
Add a comma.
Topeka Kansas
Add a question mark.
May I go now
! Add an exclamation point.
# # Make a space here.
What a catch !
!
# #
# sing.
#
Lily likesto
Take out a word or words.
by the rocky garden path
Switch these words (or letters).
butter peanut
Check the spelling.
wether
Self-Prompting Hints
Read your writing out loud. Listen to yourself.
k Does it sound right?
k Did I leave out a word?
k Did I use the same words too many times?
k Do I need more details?
k Could I write an idea more clearly?
k Does my writing sound interesting?
Listen to your own voice.
k If I stop, did I use a period?
k If I pause, did I use a comma?
k If my voice rises, did I use a question mark?
Read your whole story.
k Will it grab a reader’s attention?
k Does the story paint a clear picture?
k Will readers be able to tell the characters apart?
k Does the dialogue sound like people really speak?
k Does it have a clear ending?
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 76
k Do my sentences flow smoothly?
A Look Back
Fill in the name of a piece you have written. Then record
the different ways you used elaboration.
When I wrote _____________________________________________________________________
(title)
I used these precise nouns ________________________________________________________
I used these vivid verbs ___________________________________________________________
I used these active adjectives ______________________________________________________
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 77
I used these adverbs ______________________________________________________________
I used these similes _______________________________________________________________
I used this alliteration _____________________________________________________________
I used these transition words ______________________________________________________
I used these interesting synonyms __________________________________________________
I used these sensory details ________________________________________________________
I used these supporting details ____________________________________________________
_________________________________________________________________________________
__________________________________________________________________________________
My best piece of dialogue is _______________________________________________________
_________________________________________________________________________________
__________________________________________________________________________________
Elaboration Self-Evaluation Checklist
k used precise nouns?
k used vivid verbs?
k added active adjectives?
k added adverbs to answer questions?
k replaced tired words like thing and nice?
k written clear and complete sentences?
k written smooth sentences?
k written lively dialogue?
k used better synonyms?
k used alliteration?
k used similes?
k added sensory details?
k given details to support a main idea?
k described characters?
k used transition words?
Reread your work one more time.
Ask yourself: Have I. . .
k grabbed the reader’s attention?
k done my best to make my writing strong and clear?
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 78
Look over what you have written.
Ask yourself: Have I. . .
Congratulations!
_________________________________________________________
Student
has earned this award for
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 79
EXCELLENT ELABORATION
BRAVO
on first-rate enhancements
to your writing.
_________________________________________________________
Teacher
_________________________________________________________
Date
Teacher
40 Elaboration Activities That Take Writing From Bland to Brilliant! © 2007 by Martin Lee and Marcia Miller, Scholastic Teaching Resources page 80
Date
_____________________________________________________________________________
_____________________________________________________________________________
OUTSTANDING
to honor
_____________________________________________________________________________
Student
is hereby given to
Author’s Award