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| Main character is telling story (uses words like I, me, we, etc.) |
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| A writing technique using the 5 senses and figurative language (smiles, metaphors, etc) to put an image in readers' minds |
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| A noun defining a noun set off by commas, dashes, or parenthesis. |
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| Miss Seitz, my language arts teacher, loves high heels. |
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| An example of an appositive. The noun being defined is Miss Seitz and the noun defining it is teacher |
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| Friendly Letter Characteristics |
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| Date, Salutation, Body, Closing, and Signature |
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| writing strategy to make a point, create a specific picture, make readers feel a connection, compare/contrast things |
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| Comparison using like or as AND an example of figurative language |
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| Comparing two things NOT using like or as AND an example of figurative language |
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There are four types of sentences:
1) Declarative (making a statement with a period)
2) Exclamatory (using a !)
3) Imperative (giving a command using a period)
4) Interrogative (asking a ?) |
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| Narrator of the story is not a character in the story (does NOT use I, me, we, us, etc.) |
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| Writing trait that shows the personality or "spunk" of the writer |
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| judging the quality of something (was the author effective in his/her purpose? Was the solution the best one to solve the problem? Did you learn what was intended? Would it have been more effective written in a different point of view? Etc...) |
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Four basic sentence structures:
1) simple (subject+predicate)
2) compound (two simple sentences combined with ; or comma and conjunction)
3) complex (simple sentence + dependent clause)
4) compound/complex (complex sentence+another type of sentence) |
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| examples that describe, explain, or reinforce the main idea |
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| examples that describe, explain, or reinforce the main idea |
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| giving non-human things human characteristics |
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| A conclusion that can be true for the majority (For the most part, 5th Grade enjoys chips as a snack) |
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Going back in time to events that occurred before the events currently taking place AND an example of figurative language
*Much different that just describing a memory! |
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| Using your own words to retell the author's ideas (none of you ideas/opinions are included) |
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| personal beliefs/opinions |
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| struggle/problem of the story |
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| attitude, emotion, feelings associated with a word or idea |
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| dictionary definition of a word |
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| using facts and inferences to make a judgment or decision |
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| describes a verb, adjective, or other adverb |
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| using clues and events from the story to guess what is going to happen |
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| visual aids (THEY STAND OUT TO THE EYE) that help readers understand the story |
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| Headings, charts, pictures, captions |
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| Examples of text features |
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| writing trait that includes spelling, grammar, punctuation, and capitalization |
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| Action word of your sentence or linking verb like is, was, have, will, etc. |
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| tell how things are similar |
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| tell how things are different |
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Relationship between events
*Cause--- makes something else happen
*Effect--- happened because of another event (the outcome of the cause) |
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| Connect Ideas and sentences--if connecting sentences MUST use a comma (FANBOYS-- for, and, nor, but, or, yet, so) |
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| describes something using time, distance, and/or direction (Think of describing Snoopy and his dog house-- he is running AWAY from the house, he is ON his house, he is IN his house, He drinks his water WHILE laying down, he slept AFTER his lunch) |
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| short recap of the essential/most important ideas/events from the text (include characters, setting, main plot events, conflict, and theme for fiction and main idea and main supporting details for nonfiction) |
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| feeling the story evokes to the reader (how the author intends for the reader to feel) |
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| message/moral of the story expressed in a complete sentence. This is a lesson to be learned by the characters that we can usually apply to our lives |
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| a reading strategy to picture in your mind what you are reading |
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| what the text is mostly about |
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| Details that appeal to the 5 senses |
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| words that sound like actual SOUNDS (buzz, hiss, whoosh, zing) |
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| PIE (persuade, inform or describe, entertain)This is why the author is writing the piece--yes, there can be more than one purpose but generally one can capture the overall purpose |
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| why YOU are writing/reading a passage |
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| when and where the story takes place |
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| Parts of the story: setting, characters, plot, conflict, point of view, theme |
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| clues the author leaves to hint toward events that will happen later |
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| Using evidence from the story to come up with a conclusion that is not out-rightly stated in the text |
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