DESCRIPTIVE

ATTRIBUTES LESSON

Marcia Freeman

&

Susan Koehler

Writing Institute 2011

FCAT Writing

What We Know for Sure . . .

• Greater emphasis on:

• Commitment of to the theme throughout the piece

• Quality of Support

• Quality of details

• Use of relevant, logical and plausible support rather than contrived

statistical claim or unsubstantiated generalities

oThe quality of the support depends on word choice, specificity,

depth, relevance, and thoroughness.

oClear precise word choice and consistent tone, rather than

sudden bursts of elevated, contrived use of vocabulary or

discordant use of creative writing strategies

Descriptive Attributes Let’s start here.

Share a literature model.

Generate examples.

Share a teacher or student model.

Try it out orally…

Listen to this!

Try it out in writing.

Color Shape Size Texture

•Share with a peer

•Knee to knee conference

•Did-it-Dots

•Pre-selected student models

•Volunteers to read

Response

•Share a literature model.

•Generate examples.

•Share a teacher or student model.

Strong Verbs

Strong Verbs

Try it out in

writing.

List at least five strong verbs to tell what’s happening in the picture.

•Write to help the reader visualize

•Foundational to all genres

•More than adjectives

Descriptive Writing

Write 3-5 sentences to describe the setting:

Murmur-read to be sure your sentences

are complete and flow nicely.

Make sure you have at least five strong

verbs.

Make sure you have at least eight

descriptive attributes.

Word choice, other skills you know how to

use (e.g., simile).

Revise your writing:

Listen.

Connect to the text.

Listen again.

Did-it-dots or highlighters.

Knee to Knee Conference

Beneath the sheltering canopy of trees

Smooth, glossy stones shimmer

With fragments of golden sunlight.

Glassy water rolls slowly, softly,

Like a lullaby.

Emerald leaves sparkle overhead

And long, soft grasses cushion

The deep muddy banks

Of the creek at Stone Mountain.

Marcia Freeman

“The Creek at Stone Mountain”

Refer to the “Detailed Attribute Chart” to assist you to focus on the opportunities for improvement… (Number the places on your plan/ essay & card below to match)

Opportunity # ___ for Improvement Topic in my writing: ________________________

Attributes I’m Considering: Attribute: Ideas:

Opportunity #___ for Improvement Topic in my writing: ________________________

Attributes I’m Considering: Attribute: Ideas:

Opportunity #___ for Improvement Topic in my writing: ________________________

Attributes I’m Considering: Attribute: Ideas:

Opportunity # ___ for Improvement Topic in my writing: ________________________

Attributes I’m Considering: Attribute: Ideas:

Opportunity # ___ for Improvement Topic in my writing: ________________________

Attributes I’m Considering: Attribute: Ideas:

Opportunity #___ for Improvement Topic in my writing: ________________________

Attributes I’m Considering: Attribute: Ideas:

MDCPS – Division of Language Arts/ Reading, Jan. 2011

Detailed attributes determine word choice and are based on the emotional value of words…

Detailed Attributes

Attribute Sample Comparative Size 9 by 12 in. as big as…

Color pale pink reddish

Shape oval tubular

Movement gliding faster, more frenzied

Texture rough slickest

Number nine more than…

Composition wooden ---

Smell putrid like smoke

Taste salty like chips

Habitat underground ---

Temperature below zero hotter than…

Weight ten pounds as heavy as…

Age five years old older than Methuselah…