daily 6 trait writing grade 4

Daily Practice Books
Perfect Supplements to Your Core Curriculum!
Daily Language Review
128 reproducible pages.
Grade 1 EMC 579-PRO
Grade 2 EMC 580-PRO
Grade 3 EMC 581-PRO
Grade 4 EMC 582-PRO
Grade 5 EMC 583-PRO
Grade 6 EMC 576-PRO
Daily 6-Trait Writing
160 reproducible pages.
Grade 1 EMC 6021-PRO
Grade 2 EMC 6022-PRO
Grade 3 EMC 6023-PRO
Grade 4 EMC 6024-PRO
Grade 5 EMC 6025-PRO
Grade 6+ EMC 6026-PRO
Daily Academic
Vocabulary
160 reproducible pages
plus

32 transparencies!
Grade 2 EMC 2758-PRO
Grade 3 EMC 2759-PRO
Grade 4 EMC 2760-PRO
Grade 5 EMC 2761-PRO
Grade 6 EMC 2762-PRO
Daily Paragraph Editing
176 reproducible pages.

Grade 2 EMC 2725-PRO
Grade 3 EMC 2726-PRO
Grade 4 EMC 2727-PRO
Grade 5 EMC 2728-PRO
Grade 6+ EMC 2729-PRO
Building Spelling Skills
160 reproducible pages.
Grade 1 EMC 2705-PRO
Grade 2 EMC 2706-PRO
Grade 3 EMC 2707-PRO
Grade 4 EMC 2708-PRO
Grade 5 EMC 2709-PRO
Grade 6+ EMC 2710-PRO
Daily Science
192 reproducible pages.
Grade 1 EMC 5011-PRO
Grade 2 EMC 5012-PRO
Grade 3 EMC 5013-PRO
Grade 4 EMC 5014-PRO
Grade 5 EMC 5015-PRO
Grade 6+ EMC 5016-PRO
Daily Math Practice
128 reproducible pages.
Grade 1 EMC 750-PRO
Grade 2 EMC 751-PRO
Grade 3 EMC 752-PRO
Grade 4 EMC 753-PRO
Grade 5 EMC 754-PRO
Grade 6+ EMC 755-PRO
Daily Word Problems:

Math
112 reproducible pages.
Grade 1 EMC 3001-PRO
Grade 2 EMC 3002-PRO
Grade 3 EMC 3003-PRO
Grade 4 EMC 3004-PRO
Grade 5 EMC 3005-PRO
Grade 6+ EMC 3006-PRO
Daily Geography
Practice
160 reproducible pages
plus

36 transparencies!
Grade 1 EMC 3710-PRO
Grade 2 EMC 3711-PRO
Grade 3 EMC 3712-PRO
Grade 4 EMC 3713-PRO
Grade 5 EMC 3714-PRO
Grade 6+ EMC 3715-PRO
Daily Handwriting
Practice
112 reproducible pages.
Traditional Manuscript
All Grades EMC 790-PRO
Traditional Cursive
All Grades EMC 791-PRO
Modern Manuscript
All Grades EMC 792-PRO
Contemporary Cursive

All Grades EMC 793-PRO
• Practice for every day of the school year
• Help students prepare for standardized testing
• Correlated to state standards
Perfect Supplements to Your Core Curriculum!
Research-
Proven
Spaced practice
contributes to
retention of skills.
ISBN 978-1-59673-288-9
EMC 6024
$29.99 USA
23472 060240 2
9 781596 732889
52999
EMC 6024
Grade 4
Correlated
to State
Standards
• 125 trait-based lessons
• Weekly lessons include:
teacher lesson plan,
4 reproducible student
pages, writing prompt
• Scaffolded instruction
• Assessment rubric
• Supports any writing
program

GRADE
4
GRADE 4
EMC 6024
Daily 6-Trait Writing
4
Enhanced

E-book
Thank you for purchasing
an Evan-Moor e-book!
Attention Acrobat Reader Users: In order to use this e-book you need to have
Adobe Reader 8 or higher. To download Adobe Reader for free, visit www.adobe.com.
Using This E-book
This e-book can be used in a variety of ways to enrich your classroom instruction.
You can:
• engage students by projecting this e-book onto an interactive whiteboard
• save paper by printing out only the pages you need
•  nd what you need by performing a keyword search
… and much more!
For helpful teaching suggestions and creative ideas on how you can use the features of
this e-book to enhance your classroom instruction, visit www.evan-moor.com/ebooks.
User Agreement
With the purchase of Evan-Moor electronic materials, you are granted a single-user
license which entitles you to use or duplicate the content of this electronic book for
use within your classroom or home only. Sharing materials or making copies for
additional individuals or schools is prohibited. Evan-Moor Corporation retains full
intellectual property rights on all its products, and these rights extend to electronic
editions of books.
If you would like to use this Evan-Moor e-book for additional purposes not outlined

in the single-user license (described above), please visit www.evan-moor.com/help/
copyright.aspx for an Application to Use Copyrighted Materials form.
This page intentionally left blank
About Evan-Moor Educational Publishers
About Evan-Moor Educational Publishers
At Evan-Moor, our products are written, edited,
and tested by professional educators. We strive
to provide the best products and service possible.
Evan-Moor’s materials are directed to teachers
and parents of prekindergarten through 6th-grade
students, and most materials are correlated to
state standards. We address all major curriculum
areas, including:
Reading Science
Math Early Childhood
ELL Writing
Geography Social Studies
Arts & Crafts Teacher Resources
How We Began
In 1979, Joy Evans and Jo Ellen Moore were
team-teaching  rst grade in a Title I school. They
decided to put ideas that worked for their students
into a book. They joined with Bill Evans (Joy’s
brother) to start Evan-Moor Educational Publishers
with one title.
Who We Became
Evan-Moor now offers over 450 titles, many of
which have won awards for quality, creativity, and
innovation. Our materials are used in classrooms
around the world.

Our Mission
Now, as then, we are dedicated to helping children
learn. We think it is the world’s most important job,
and we strive to assist teachers and parents in this
essential endeavor.
Evan-Moor products are available
at  ne teacher supply stores and
bookstores everywhere and
at www.evan-moor.com.
Evan-Moor’s
Best-Selling Writing Titles
Write a Super Sentence
Grades 1–3 EMC 205-PRO
Paragraph Writing
Grades 2–4 EMC 246-PRO
Writing Fabulous
Sentences & Paragraphs
Grades 4–6
+
EMC 575-PRO
How to Write a Story,
Gr. 1–3
Grades 1–3 EMC 799-PRO
How to Write a Story,
Gr. 4–6+
Grades 4–6
+
EMC 794-PRO
Writing Poetry with Children
Grades 1–6

+
EMC 734-PRO
Poetry Patterns & Themes
Grades 3–6
+
EMC 733-PRO
Writing Forms: Tops & Bottoms
Grades K–2 EMC 596-PRO
Giant Write Every Day:
Daily Writing Prompts
Grades 2–6
+
EMC 775-PRO
Writing Forms: Tops & Bottoms
• Supports the 6 traits of writing
• Clear teacher instructions
• Correlated to state standards
Visit
www.teaching-standards.com
to view a correlation of
this book’s activities
to your state’s standards.
This is a free service.
Correlated
to State Standards
This book is also available
in a consumable student
practice book edition.
Benefi t from the same targeted skills practice
in a time- and money-saving format.

Save money
Consumable books reduce the cost of copying
to your school by at least 30%.
Save time
Say goodbye to copying, collating, and stapling,
and save at least 30 minutes a week.
Save student work
Student practice books work great as student
portfolios and give you easy access to a record
of each student’s skill acquisition.
Daily 6-Trait Writing
Student Practice Books
128 pages in each individual book.
Student Practice Books are sold
in 5-packs.
Grade 1 EMC 6601-PRO
Grade 2 EMC 6602-PRO
Grade 3 EMC 6603-PRO
Grade 4 EMC 6604-PRO
Grade 5 EMC 6605-PRO
Grade 6+ EMC 6506-PRO
Student practice books are a sole source product
and are only available for purchase directly from
Evan-Moor Educational Publishers. To purchase
student books, visit www.evan-moor.com.
Editorial Development: Roseann Erwin
Joy Evans
Leslie Sorg
Andrea Weiss
Copy Editing: Cathy Harber

Art Direction: Cheryl Puckett
Cover Design: Liliana Potigian

Illustrator: Lauren Scheuer
Design/Production: Carolina Caird
Congratulations on your
purchase of some of the
finest teaching materials
in the world.
Photocopying the pages in this book
is permitted for single-classroom use only.
Making photocopies for additional classes
or schools is prohibited.
For information about other Evan-Moor products, call 1-800-777-4362,
fax 1-800-777-4332, or visit our Web site, www.evan-moor.com.
Entire contents © 2008 EVAN-MOOR CORP.
18 Lower Ragsdale Drive, Monterey, CA 93940-5746. Printed in USA.
Visit teaching-standards.com to view a
correlation of this book’s activities to your
state’s standards. This is a free service.
Correlated
to State Standards
EMC 6024
GRADE
4
2
Daily 6-Trait Writing • EMC 6024 • © Evan-Moor Corp.
Contents
How to Use This Book 4
Introducing the Six Traits 6

Comprehensive Teacher Rubric 8
Unit 1: Ideas

Week 1: Choosing a Strong Idea 10
Convention: Capitalizing Proper Nouns

Week 2: Writing a Topic Sentence and Supporting Details 16
Convention: End Punctuation

Week 3: Developing Character, Setting, and Plot Ideas 22
Convention: Punctuating Dialogue

Week 4: Elaborating on Ideas and Details 28
Convention: Possessive Nouns

Week 5: Keeping Your Focus 34
Convention: Capitalizing Proper Nouns
Unit 2: Organization

Week 1: Sequencing 40
Convention: Verb Tense Consistency

Week 2: Grouping Together Ideas and Details 46
Convention: Using its and it’s

Week 3: Describing Things by Position 52
Convention: Using their, there, and they’re

Week 4: Grouping by How Things Are Alike or Different 58
Convention: Subject-Verb Agreement with is and are

Week 5: Choosing Which Way to Organize Your Writing 64
Convention: Underlining Titles of Books and Movies
Unit 3: Word Choice

Week 1: Writing About Action 70
Convention: Subject-Verb Agreement

Week 2: Using Descriptive Language 76
Convention: Commas with Adjectives
© Evan-Moor Corp. • EMC 6024 • Daily 6-Trait Writing
3
Week 3: Using Figurative Language 82
Convention: Titles of Songs, Poems, and Short Stories

Week 4: Choosing Words for Your Audience 88
Convention: Using good and well

Week 5: Getting the Reader’s Attention 94
Convention: Using your and you’re
Unit 4: Sentence Fluency

Week 1: Revising Run-on Sentences 100
Convention: End Punctuation

Week 2: Combining Sentences with Conjunctions 106
Convention: Commas in Compound Sentences

Week 3: More Ways to Combine Sentences 112
Convention: Conjunctions in Complex Sentences

Week 4: Beginning Sentences in Different Ways 118
Convention: Interjections

Week 5: Writing a Smooth Paragraph 124
Convention: Correcting Sentence Fragments
Unit 5: Voice

Week 1: Examining Different Writing Voices 130

Convention:
Using can and may
Week 2: Using Your Voice to Persuade 136
Convention: Double Negatives

Week 3: Writing from Different Points of View 142
Convention: Indenting Dialogue

Week 4: Using Voice in Poetry 148
Convention: End Rhyme

Week 5: Developing Your Own Voice 154
Convention: Contractions
Proofreading Marks 160
4
Daily 6-Trait Writing • EMC 6024 • © Evan-Moor Corp.
10

Daily 6-Trait Writing • EMC 6024 • © Evan-Moor Corp.
Refer to pages 6 and 7 to introduce or review the writing trait.

IDEAS

12

Daily 6-Trait Writing • EMC 6024 • © Evan-Moor Corp.
Name:
Ideas
IDEAS
Choose a strong idea before you write.
It’s easier to write about what you know.
A. Read each paragraph about a city. Fix the names of places that
need a capital letter. Then answer the questions.
Bevington
by Jacob
bevington is a great town. At Lake jasper, you can rent a boat
and have a cookout on the shore. There are also many places to
eat a cold ice-cream cone on a hot day. The people are friendly
in town. They love showing visitors around.
New Delway
by Michael
New delway is in Monitor county. Highway 4 goes there.
My friend went there once. There is a gas station. I heard
they’re getting a new grocery store.
1. Which writer has probably been to the town he wrote about?
Give one reason why.
2. Which writer has more interesting things to say about his topic?
B. Answer the questions with ideas you can write about.
1. Name a place you’ve visited.
2. What is one interesting thing you can say about that place?
Week 1 • Day 1

Jacob probably has been to Bevington. He can describe many
things in the town.
Jacob has more interesting things to say because he knows more
about the town.
Sample Answer: Mammoth Cave
Sample Answer: have to slide on your belly through parts of the cave
© Evan-Moor Corp. • EMC 6024 • Daily 6-Trait Writing
13
Name:
Ideas
IDEAS
Your purpose is the reason you’re writing.
A strong idea is one that fits your purpose.
A. Begley Bookstore gave Emily’s class free books. Her class decided to
write thank-you letters. Read Emily’s letter and answer the questions.
Fix the names that need a capital letter.
Dear Begley Bookstore,
Leonard Saves the Day was the book I got. Leonard is the main
character. He is a bear that rides a scooter around town . He helps
people. In the end, leonard saves mayor Jones from Mr. badman,
an evil wizard.
Sincerely,
Emily
1. Did Emily’s writing fit the purpose? Why or why not?
2. What should Emily have said in her letter? Write one or two sentences.
B. Pretend you are writing about your favorite restaurant.
For each purpose, write a strong idea.
1. Purpose: to describe something at the restaurant
My Idea:
2. Purpose: to tell a funny story about the restaurant

My Idea:
Week 1 • Day 2
No, because she did not thank Begley Books for the book.
Sample Answer: Thank you for Leonard Saves the Day. I liked the
part where Leonard saves Mayor Jones.
the best dessert
when my baby sister threw food at the server
Sample Answers:


DAY 1
Read the rule aloud. Ask: Why do you think it is better
to write about what you know? (e.g., You know all the
details; it’s easier to form ideas.) Guide students
through the activities.
• Activity A (Convention): Read aloud each
paragraph. Ask: Do you notice anything that is
wrong or missing? (capital letters) Say: Remember to
use capital letters in proper nouns, such as names of
people and places. Model making a correction with
proofreading marks.
For question 1, point out how Jacob’s paragraph
has many details that he could probably only
know if he had been to Bevington, whereas
Michael’s paragraph tells about things he heard
from someone else. Have students write their
answers. Then ask volunteers to share their
opinions in response to question 2. Summarize by
saying: If your idea is something you know a lot about,
it’s easy to say many interesting things about it.

• Activity B: Say: Let’s think of some ideas of our
own. Remember, it’s better to write about what you
know. Have students share their answers.


DAY 2
Read the rule aloud. Say: Every piece of writing has a
purpose. Then guide students through the activities.
• Activity A (Convention): Have students read
the letter silently and mark capitalization errors.
Then go over the corrections.
For question 1, ask: What was Emily’s purpose for
writing? (to thank Begley Books) Ask: Did she thank
Begley Books? (no) Explain that while she told
about the book, she did not express thanks, so
her writing did not fit the purpose. For question 2,
invite volunteers to share their ideas.
• Activity B: Say: You have the big idea to write
about your favorite restaurant, but you have to narrow
that big idea to fit your purpose. Have students
brainstorm ideas for items 1 and 2 independently
or in pairs. Ask students to share their ideas,
confirming that their ideas match each purpose.
IDEAS
Choosing a Strong Idea
WEEK
1
© Evan-Moor Corp. • EMC 6024 • Daily 6-Trait Writing
11
Convention:

Capitalizing proper nouns
IDEAS
© Evan-Moor Corp. • EMC 6024 • Daily 6-Trait Writing
15
Name:
Ideas
IDEAS
Choose a strong idea.
A strong idea fits your purpose and audience.
A. T hink of events that have happened at school. What ideas can you
write about? Write them in the web.
B. Pretend you are a reporter for the local newspaper. You will write a
newspaper article about a school event. Answer the questions below.
1. What is the purpose of the article?
2. Who is your audience?
3. Which of your ideas in Activity A best fits the purpose and audience?
Make a checkmark (√) next to it.
Week 1 • Day 4
School Events
Idea: Idea:
Idea: Idea:
to tell about an event
everyone in the community
Answers will vary.
Sample Answers:
spelling bee book fair
fi eld day bake sale

14

Daily 6-Trait Writing • EMC 6024 • © Evan-Moor Corp.
Name:
Ideas
IDEAS
Your audience is who will read your writing.
Make sure your idea fits your audience.
A. Imagine you are going to write about a neighborhood carnival.
Who is the best audience for each idea below? Draw a line to
connect each idea to the correct type of writing.
Idea What to Write
1. a list of businesses that donated
supplies to the carnival
a. a let ter to a friend
2. why your friend should come
with you
b. a journal entry that only you
will read
3. your secret fear of falling
off the Ferris wheel
c. a news article for a local
newspaper
B. Read this news article. Fix the words that need a capital letter.
Then follow the directions below.
Officer Saves Boy and Dog
Officer Sarah Goldman made a brave rescue last Sund ay
night. Josh Hogan of Rose Valley was walking his dog by the
Pitt river when it began to rain very hard. The boy and his dog
were quickly swept into the rising river. Officer goldman was on
her way home when she saw Josh struggling to stay afloat. She
jumped into the river and carried the boy and his dog to safety.

The mayor called officer Goldman a hero.
Imagine you are Josh. You are going to write some letters about
what happened. Tell what you would write about in each one.
1. To: Officer Goldman
Idea:
2. To: your best friend
Idea:
Week 1 • Day 3
how thankful I am that she saved me
how I’ll never walk by the river on a rainy day again
Sample Answers:


DAY 3
Read the rule aloud. Ask: Why would it be important to
think about who will read your writing? (e.g., so you know
what to say, how to say it, and what words to use)
Then guide students through the activities.
• Activity A: For item 1, read aloud the
choices and ask: Would a friend care about a
list of businesses? (no) Say: That is something the
community would want to know, so it is a good idea
for a newspaper. Have students draw a line to the
answer. Continue to discuss each item and its
appropriate answer.
• Activity B (Convention): Point out the
headline and read the article aloud. Review the
rules for capitalizing proper nouns. Have students
find and correct the capitalization errors.
For item 1, ask: If Josh were writing a letter to Officer

Goldman, would he need to explain the details of
the rescue? (no) Why? (the officer was there; she
already knows the details) What would he probably
say? (thank you) Have students complete item 2
independently, sharing responses when finished.
DAY 4
Read the rule aloud. Then guide students through the
activities.
• Activity A: Have volunteers name a few school
events that have taken place, such as fairs,
performances, or contests. Then have students
complete the web.
• Activity B: For question 1, remind students of
the news article they read on Day 3. Ask: Was the
purpose to tell a funny story or to tell the facts about
an event? (tell the facts) Have students write their
answers and complete questions 2 and 3. Discuss
students’ responses.
DAY 5
Writing Prompt
• Write a news article about an event at your school.
Use the idea you chose on Day 4. Then write a
headline for your article.
• Be sure to capitalize the names of people and places.
How to Use This Book
Daily 6-Trait Writing contains 25 weeks of mini-lessons divided into five units. Each unit provides five
weeks of scaffolded instruction focused on one of the following traits: Ideas, Organization, Word
Choice, Sentence Fluency, and Voice. (See pages 6–9 for more information about each of these, as
well as the sixth trait, Conventions.) You may wish to teach each entire unit in consecutive order,
or pick and choose the lessons within the units.

Each week of Daily 6-Trait Writing focuses on a specific skill within the primary trait, as well as
one Convention skill. The weeks follow a consistent five-day format, making Daily 6-Trait Writing
easy to use.
Teacher Overview Pages
Lesson Plans
Use the lesson plans to teach the trait
and Convention skills and guide
students through the activities on Days
1– 4. The plans are structured to enable
you to differentiate and tailor lessons
for your own class, but still provide the
explanation and support you need. You
may choose to have students complete
the activities as a class, in small groups,
or independently.
Day 5 Writing Prompt
Give your students the writing prompt to apply
the trait and Convention skills in their own
writing. Provide students with paper, or use
the page provided for Day 5 in the student
practice book. You may also wish to expand
the writing prompt into a more fully developed
assignment that takes students through the
writing process.
Convention Skill
Trait Skill
A specific writing skill for
each trait is targeted.
Reduced Pages
Reduced student pages

provide sample answers.
© Evan-Moor Corp. • EMC 6024 • Daily 6-Trait Writing
5

12

Daily 6-Trait Writing • EMC 6024 • © Evan-Moor Corp.
Name:
Ideas
IDEAS
Choose a strong idea before you write.
It’s easier to write about what you know.
A. Read each paragraph about a city. Fix the names of places that
need a capital letter. Then answer the questions.
Bevington
by Jacob
bevington is a great town. At Lake jasper, you can rent a boat
and have a cookout on the shore. There are also many places to
eat a cold ice-cream cone on a hot day. The people are friendly
in town. They love showing visitors around.
New Delway
by Michael
New delway is in Monitor county. Highway 4 goes there.
My friend went there once. There is a gas station. I heard
they’re getting a new grocery store.
1. Which writer has probably been to the town he wrote about?
Give one reason why.
2. Which writer has more interesting things to say about his topic?
B. Answer the questions with ideas you can write about.
1. Name a place you’ve visited.

2. What is one interesting thing you can say about that place?
Week 1 • Day 1
© Evan-Moor Corp. • EMC 6024 • Daily 6-Trait Writing 13
Name:
Ideas
IDEAS
Your purpose is the reason you’re writing.
A strong idea is one that fits your purpose.
A. Begley Bookstore gave Emily’s class free books. Her class decided to
write thank-you letters. Read Emily’s letter and answer the questions.
Fix the names that need a capital letter.
Dear Begley Bookstore,
Leonard Saves the Day was the book I got. Leonard is the main
character. He is a bear that rides a scooter around town. He helps
people. In the end, leonard saves mayor Jones from Mr. badman,
an evil wizard.
Sincerely,
Emily
1. Did Emily’s writing fit the purpose? Why or why not?
2. What should Emily have said in her letter? Write one or two sentences.
B. Pretend you are writing about your favorite restaurant.
For each purpose, write a strong idea.
1. Purpose: to describe something at the restaurant
My Idea:
2. Purpose: to tell a funny story about the restaurant
My Idea:
Week 1 • Day 2
Trait and Rule (Skill Summary)

14

Daily 6-Trait Writing • EMC 6024 • © Evan-Moor Corp.
Name:
Ideas
IDEAS
Your audience is who will read your writing.
Make sure your idea fits your audience.
A. Imagine you are going to write about a neighborhood carnival.
Who is the best audience for each idea below? Draw a line to
connect each idea to the correct type of writing.
Idea What to Write
1. a list of businesses that donated
supplies to the carnival
a. a letter to a friend
2. why your friend should come
with you
b. a journal entry that only you
will read
3. your secret fear of falling
off the Ferris wheel
c. a news article for a local
newspaper
B. Read this news article. Fix the words that need a capital letter.
Then follow the directions below.
Officer Saves Boy and Dog
Officer Sarah Goldman made a brave rescue last Sunday
night. Josh Hogan of Rose Valley was walking his dog by the
Pitt river when it began to rain very hard. The boy and his dog
were quickly swept into the rising river. Officer goldman was on
her way home when she saw Josh struggling to stay afloat. She

jumped into the river and carried the boy and his dog to safety.
The mayor called officer Goldman a hero.
Imagine you are Josh. You are going to write some letters about
what happened. Tell what you would write about in each one.
1. To: Officer Goldman
Idea:
2. To: your best friend
Idea:
Week 1 • Day 3
© Evan-Moor Corp. • EMC 6024 • Daily 6-Trait Writing 15
Name:
Ideas
IDEAS
Choose a strong idea.
A strong idea fits your purpose and audience.
A. Think of events that have happened at school. What ideas can you
write about? Write them in the web.
B. Pretend you are a reporter for the local newspaper. You will write a
newspaper article about a school event. Answer the questions below.
1. What is the purpose of the article?
2. Who is your audience?
3. Which of your ideas in Activity A best fits the purpose and audience?
Make a checkmark (√) next to it.
Week 1 • Day 4
School Events
Idea: Idea:
Idea: Idea:
Day 4 Activity
The Day 4 activity
provides a prewriting

form for the Day 5
writing prompt.
Ways to Use
There are many ways to integrate Daily 6-Trait Writing into your classroom:
• Teach the lessons trait by trait. • Use the lessons to enhance writing workshops.
• Target and practice specific skills • Incorporate the lessons into your other

students need help with. writing programs.
Student Activity Pages
Days 1–3 Activities
The activities on Days 1–3
provide models for students to
analyze, revise, or add to. These
models expose students to the
traits in many forms of writing.
They also provide opportunities
for students to think critically
about writing, enhancing
students’ own proficiency. The
Convention skill is integrated
into the activities.
6
Daily 6-Trait Writing • EMC 6024 • © Evan-Moor Corp.
Introducing the Six Traits
Use these ideas to introduce or review the trait at the beginning of each unit.
Ideas
Explain to students that good writing starts with good ideas.
Say: A good idea is clear, interesting, and original. It makes the reader say, “Wow!”
or “I never would have thought of that!” Without good ideas, your writing would
not have much of a point. Your reader would be bored!

Organization
Explain to students that good writing is organized in a way that helps the
reader understand the information and follow what the writer is saying.
Say: The organization of your writing is what holds everything together. It puts your
ideas in an order that makes sense, and it gives your writing a strong introduction,
body, and conclusion. When your writing is not organized, your reader can grow
confused and lose interest.
Word Choice
Explain to students that good writers choose their words carefully in order to
get their ideas across.
Say: When you write, choose just the right words and use them correctly. Make
them fun and interesting so they help your readers “see” what you are talking
about. Try not to use the same words over and over again. If you don’t choose your
words carefully, your reader may not understand what you’re trying to say.
Sentence Fluency
Explain to students that good writers make their writing flow by using
different kinds of sentences.
Say: You want your writing to be easy to read and follow. It should flow so smoothly
and sound so interesting that people want to read it aloud! When your sentences
don’t flow, your writing sounds choppy and flat. Your reader would not want to
read it aloud.
Voice
Explain to students that when they write, their personality, or who they are,
should shine through.
Say: You want your writing to sound like you, and no one else! When you write, you
show who you are through words. No matter what type of writing you do, always
make sure it sounds like you. Otherwise, your reader may not care about what you
have to say. In fact, your reader may not even know who wrote it!
© Evan-Moor Corp. • EMC 6024 • Daily 6-Trait Writing
7

Conventions
Explain to students that good writers follow all the rules, or conventions,
of writing, so their readers can easily read and understand the writing.
Say: Using correct grammar, spelling, and punctuation when you write is
important. When you don’t follow the rules, your reader can become lost or
confused. He or she may not know where one idea starts and another begins.
Using the Rubric
Use the rubric on pages 8 and 9 to evaluate and assess your students’ skill
acquisition.
• Each week, evaluate
students’ responses to the
Day 5 writing prompt
using the criteria that
correspond to the skills
taught that week.
• For Week 5, use all the trait
criteria to assess students’
understanding of that trait
as a whole.
• Use the entire set of criteria
to occasionally assess
students’ writing across
the traits.
• In student- and parent-
teacher conferences, use
the rubric to accurately
and clearly explain what a
student does well in writing,
as well as what he or she
needs to improve.

4FOUFODF
'MVFODZ
• Does not write complete
sentences.
• Has no variation in
sentence structures and
lengths.
• Has no variation in
sentence beginnings.
• Has no cadence or flow
in sentences.
• Has some incomplete
sentences.
• Has little variation in
sentence structures and
lengths.
• Has little variation in
sentence beginnings.
• Sentences flow somewhat.
• Has 1 or 2 incomplete
sentences.
• Has some variation in
sentence structures and
lengths.
• Has some variation in
sentence beginnings.
• Sentences flow fairly
naturally.
• Has complete sentences.
•Varied sentence structures

and lengths contribute to
the rhythm of the writing.
•Varied sentence
beginnings contribute to
the flow of the writing.
• Sentences flow naturally.
7PJDF
•Writing is neither
expressive nor engaging.
•Voice is not appropriate
for the purpose, audience,
topic, and/or genre.
• Little evidence of an
individual voice.
•Writing has some
expression.
•Voice is generally
appropriate for the
purpose, audience, topic,
and/or genre.
•Voice comes and goes.
•Writing is expressive and
somewhat engaging.
•Voice is appropriate for
the purpose, audience,
topic, and/or genre.
• The voice is unique.
•Writing is very expressive
and engaging.
•Voice is consistently

appropriate for the
purpose, audience,
topic, and/or genre.
• The voice is unique,
honest, and passionate.
$POWFOUJPOT
• Has multiple errors in
grammar, punctuation,
and mechanics.
• Poor handwriting and/or
presentation makes the
writing hard to read.
• Illustrations, if present, do
not accurately portray the
main idea.
• Has some errors in
grammar, punctuation,
and mechanics.
• Handwriting and/or
presentation is fairly clear.
• Illustrations, if present,
portray the main idea but
do not enhance it.
• Has few errors in
grammar, punctuation,
and mechanics.
• Handwriting and/or
presentation is clear.
• Illustrations, if present,
accurately portray the

main idea and enhance
it somewhat.
• Has minimal errors in
grammar, punctuation,
and mechanics.
• Handwriting and/or
presentation of the piece
is attractive and easy
to read.
• Illustrations, if present,
enhance the main idea
significantly.
505"-
Use this scoring rubric, based on the six-traits writing model, to assess your students’ writing.
4DPSJOH3VCSJD
Student’s Name
 4DPSF
*EFBT
• Has few, if any, original
ideas.
• Lacks or has a poorly
developed topic; lacks
a topic sentence.
• Has few, if any, details.
• Has little or no focus.
• Has some original ideas.
• Has a minimally
developed topic; may or
may not have a topic
sentence.

• Some details are present.
• Focus strays.
• Has original ideas.
• Has a fairly well-
developed topic stated in
a topic sentence.
• Has some details that
support the topic.
• Generally maintains
focus.
• Has original ideas that tie
in with each other.
• Has a fully developed
topic and a clear topic
sentence that expresses
the main idea.
• Has carefully selected,
interesting details that
support the topic.
• Maintains focus
throughout.
0SHBOJ[BUJPO
• Has little or no
organization; lacks
coherence.
• Lacks an introduction,
body, and/or conclusion.
• Is difficult to follow.
• Has no order words or
phrases.

• Some organization is
present.
• Has an introduction, body,
and conclusion, but may
be unclear.
• Is difficult to follow at
times.
• Has few or ineffective order
words and/or phrases.
• Has logical organization.
• Has a beginning, middle,
and end.
• Is fairly easy to follow.
• Has order words and/or
phrases.
• Has clear and logical
organization.
• Has a complete
beginning, middle,
and end.
• Is very easy to follow.
• Has appropriate order
words and/or phrases.
8PSE$IPJDF
• Has a limited range of
words.
•Words are not appropriate
for purpose and audience.
•Words are used incorrectly.
•Word choice shows little

thought and precision.
• Uses passive verbs.
• Uses few modifiers.
• Some words may not
be appropriate for the
audience and purpose.
• A few words are used
incorrectly.
•Word choice includes
some clichés and “tired”
words.
• Uses some strong verbs.
• Uses some modifiers.
•Words are mostly
appropriate for the
audience and purpose.
•Words are used correctly
but do not enhance the
writing.
•Words show thought and
precision; clichés and
“tired” words are avoided.
• Has many strong verbs.
• Has many strong
modifiers.
•Words are consistently
appropriate for audience
and purpose.
•Words are used correctly
and enhance the writing.

•Word choice is thoughtful
and precise and includes
some figurative language.
Use this scoring rubric, based on the six -traits writing model, to assess your students’ writing.
Scoring Rubric
Student’s Name
1 2 3 4 Score
Ideas
• Has few, if any, original
ideas.
• Lacks or has a poorly
developed topic; lacks
a topic sentence.
• Has few, if any, details.
• Has little or no focus.
• Has some original ideas.
• Has a minimally
developed topic; may or
may not have a topic
sentence.
• Some details are present.
• Focus strays.
• Has original ideas.
• Has a fairly well-
developed topic stated in
a topic sentence.
• Has some details that
support the topic.
• Generally maintains
focus.

• Has original ideas that tie
in with each other.
• Has a fully developed
topic and a clear topic
sentence that expresses
the main idea.
• Has carefully selected,
interesting details that
support the topic.
• Maintains focus
throughout.
Organization
• Has little or no
organization; lacks
coherence.
• Lacks an introduction,
body, and/or conclusion.
• Is difficult to follow.
• Has no order words or
phrases.
• Some organization is
present.
• Has an introduction, body,
and conclusion, but may
be unclear.
• Is difficult to follow at
times.
• Has few or ineffective order
words and/or phrases.
• Has logical organization.

• Has an introduction, body,
and conclusion.
• Is fairly easy to follow.
• Has order words and/or
phrases.
• Has clear and logical
organization.
• Has a complete
introduction, body, and
conclusion.
• Is very easy to follow.
• Has appropriate order
words and/or phrases.
Word Choice
• Has a limited range of
words.
• Words are not appropriate
for purpose and audience.
• Words are used incorrectly.
• Word choice shows little
thought and precision.
• Uses passive verbs.
• Uses few modifiers.
• Some words may not
be appropriate for the
audience and purpose.
• A few words are used
incorrectly.
• Word choice includes
some clichés and “tired”

words.
• Uses some strong verbs.
• Uses some modifiers.
• Words are mostly
appropriate for the
audience and purpose.
• Words are used correctly
but do not enhance the
writing.
• Words show thought and
precision; clichés and
“tired” words are avoided.
• Has many strong verbs.
• Has many strong
modifiers.
• Words are consistently
appropriate for audience
and purpose.
• Words are used correctly
and enhance the writing.
• Word choice is thoughtful
and precise and includes
some figurative language.
Sentence
Fluency
• Does not write complete
sentences.
• Writes only run-on or
rambling sentences.
• Has no variation in

sentence structures and
lengths.
• Has no variation in
sentence beginnings.
• Has no cadence or flow
in sentences.
• Has some incomplete
sentences.
• Has some run-on or
rambling sentences.
• Has little variation in
sentence structures and
lengths.
• Has little variation in
sentence beginnings.
• Sentences flow somewhat.
• Has 1 or 2 incomplete
sentences.
• Has 1 or 2 run-on or
rambling sentences.
• Has some variation in
sentence structures and
lengths.
• Has some variation in
sentence beginnings.
• Sentences flow fairly
naturally.
• Has complete sentences.
• Has no run-on or
rambling sentences.

• Varied sentence structures
and lengths contribute to
the rhythm of the writing.
• Varied sentence beginnings
contribute to the flow of
the writing.
• Sentences flow naturally.
Voice
• Writing is neither
expressive nor engaging.
• Voice is not appropriate
for the purpose, audience,
topic, and/or genre.
• Little evidence of an
individual voice.
• Writing has some
expression.
• Voice is generally
appropriate for the
purpose, audience, topic,
and/or genre.
• Voice comes and goes.
• Writing is expressive and
somewhat engaging.
• Voice is appropriate for
the purpose, audience,
topic, and/or genre.
• The voice is unique.
• Writing is very expressive
and engaging.

• Voice is consistently
appropriate for the
purpose, audience,
topic, and/or genre.
• The voice is unique,
honest, and passionate.
Conventions
• Has multiple errors in
grammar, punctuation,
and mechanics.
• Poor handwriting and/or
presentation makes the
writing hard to read.
• Illustrations, if present, do
not accurately portray the
main idea.
• Has some errors in
grammar, punctuation,
and mechanics.
• Handwriting and/or
presentation is fairly clear.
• Illustrations, if present,
portray the main idea but
do not enhance it.
• Has few errors in
grammar, punctuation,
and mechanics.
• Handwriting and/or
presentation is clear.
• Illustrations, if present,

accurately portray the
main idea and enhance
it somewhat.
• Has minimal errors in
grammar, punctuation,
and mechanics.
• Handwriting and/or
presentation of the piece
is attractive and easy
to read.
• Illustrations, if present,
enhance the main idea
significantly.
TOTAL

10
Daily 6-Trait Writing • EMC 6024 • © Evan-Moor Corp.
Refer to pages 6 and 7 to introduce or review the writing trait.
IDEAS

12
Daily 6-Trait Writing • EMC 6024 • © Evan-Moor Corp.
Name:
Ideas
IDEAS
Choose a strong idea before you write.
It’s easier to write about what you know.
A. Read each paragraph about a city. Fix the names of places that
need a capital letter. Then answer the questions.
Bevington

by Jacob
bevington is a great town. At Lake jasper, you can rent a boat
and have a cookout on the shore. There are also many places to
eat a cold ice-cream cone on a hot day. The people are friendly
in town. They love showing visitors around.
New Delway
by Michael
New delway is in Monitor county. Highway 4 goes there.
My friend went there once. There is a gas station. I heard
they’re getting a new grocery store.
1. Which writer has probably been to the town he wrote about?
Give one reason why.
2. Which writer has more interesting things to say about his topic?
B. Answer the questions with ideas you can write about.
1. Name a place you’ve visited.
2. What is one interesting thing you can say about that place?
Week 1 • Day 1
Jacob probably has been to Bevington. He can describe many
things in the town.
Jacob has more interesting things to say because he knows more
about the town.
Sample Answer: Mammoth Cave
Sample Answer: have to slide on your belly through parts of the cave
© Evan-Moor Corp. • EMC 6024 • Daily 6-Trait Writing
13
Name:
Ideas
IDEAS
Your purpose is the reason you’re writing.
A strong idea is one that fits your purpose.

A. Begley Bookstore gave Emily’s class free books. Her class decided to
write thank-you letters. Read Emily’s letter and answer the questions.
Fix the names that need a capital letter.
Dear Begley Bookstore,
Leonard Saves the Day was the book I got. Leonard is the main
character. He is a bear that rides a scooter around town. He helps
people. In the end, leonard saves mayor Jones from Mr. badman,
an evil wizard.
Sincerely,
Emily
1. Did Emily’s writing fit the purpose? Why or why not?
2. What should Emily have said in her letter? Write one or two sentences.
B. Pretend you are writing about your favorite restaurant.
For each purpose, write a strong idea.
1. Purpose: to describe something at the restaurant
My Idea:
2. Purpose: to tell a funny story about the restaurant
My Idea:
Week 1 • Day 2
No, because she did not thank Begley Books for the book.
Sample Answer: Thank you for Leonard Saves the Day. I liked the
part where Leonard saves Mayor Jones.
the best dessert
when my baby sister threw food at the server
Sample Answers:


DAY 1
Read the rule aloud. Ask: Why do you think it is better
to write about what you know? (e.g., You know all the

details; it’s easier to form ideas.) Guide students
through the activities.
• Activity A (Convention): Read aloud each
paragraph. Ask: Do you notice anything that is
wrong or missing? (capital letters) Say: Remember to
use capital letters in proper nouns, such as names of
people and places. Model making a correction with
proofreading marks.
For question 1, point out how Jacob’s paragraph
has many details that he could probably only
know if he had been to Bevington, whereas
Michael’s paragraph tells about things he heard
from someone else. Have students write their
answers. Then ask volunteers to share their
opinions in response to question 2. Summarize by
saying: If your idea is something you know a lot about,
it’s easy to say many interesting things about it.
• Activity B: Say: Let’s think of some ideas of our
own. Remember, it’s better to write about what you
know. Have students share their answers.


DAY 2
Read the rule aloud. Say: Every piece of writing has a
purpose. Then guide students through the activities.
• Activity A (Convention): Have students read
the letter silently and mark capitalization errors.
Then go over the corrections.
For question 1, ask: What was Emily’s purpose for
writing? (to thank Begley Books) Ask: Did she thank

Begley Books? (no) Explain that while she told
about the book, she did not express thanks, so
her writing did not fit the purpose. For question 2,
invite volunteers to share their ideas.
• Activity B: Say: You have the big idea to write
about your favorite restaurant, but you have to narrow
that big idea to fit your purpose. Have students
brainstorm ideas for items 1 and 2 independently
or in pairs. Ask students to share their ideas,
confirming that their ideas match each purpose.
IDEAS
Choosing a Strong Idea
WEEK
1
© Evan-Moor Corp. • EMC 6024 • Daily 6-Trait Writing
11
Convention:
Capitalizing proper nouns
IDEAS
© Evan-Moor Corp. • EMC 6024 • Daily 6-Trait Writing
15
Name:
Ideas
IDEAS
Choose a strong idea.
A strong idea fits your purpose and audience.
A. Think of events that have happened at school. What ideas can you
write about? Write them in the web.
B. Pretend you are a reporter for the local newspaper. You will write a
newspaper article about a school event. Answer the questions below.

1. What is the purpose of the article?
2. Who is your audience?
3. Which of your ideas in Activity A best fits the purpose and audience?
Make a checkmark next to it.
Week 1 • Day 4
School Events
Idea: Idea:
Idea: Idea:
to tell about an event
everyone in the community
Answers will vary.
Sample Answers:
spelling bee book fair
fi eld day bake sale

14
Daily 6-Trait Writing • EMC 6024 • © Evan-Moor Corp.
Name:
Ideas
IDEAS
Your audience is who will read your writing.
Make sure your idea fits your audience.
A. Imagine you are going to write about a neighborhood carnival.
Who is the best audience for each idea below? Draw a line to
connect each idea to the correct type of writing.
Idea What to Write
1. a list of businesses that donated
supplies to the carnival
a. a letter to a friend
2. why your friend should come

with you
b. a journal entry that only you
will read
3. your secret fear of falling
off the Ferris wheel
c. a news article for a local
newspaper
B. Read this news article. Fix the words that need a capital letter.
Then follow the directions below.
Officer Saves Boy and Dog
Officer Sarah Goldman made a brave rescue last Sunday
night. Josh Hogan of Rose Valley was walking his dog by the
Pitt river when it began to rain very hard. The boy and his dog
were quickly swept into the rising river. Officer goldman was on
her way home when she saw Josh struggling to stay afloat. She
jumped into the river and carried the boy and his dog to safety.
The mayor called officer Goldman a hero.
Imagine you are Josh. You are going to write some letters about
what happened. Tell what you would write about in each one.
1. To: Officer Goldman
Idea:
2. To: your best friend
Idea:
Week 1 • Day 3
how thankful I am that she saved me
how I’ll never walk by the river on a rainy day again
Sample Answers:


DAY 3

Read the rule aloud. Ask: Why would it be important to
think about who will read your writing? (e.g., so you know
what to say, how to say it, and what words to use)
Then guide students through the activities.
• Activity A: For item 1, read aloud the
choices and ask: Would a friend care about a
list of businesses? (no) Say: That is something the
community would want to know, so it is a good idea
for a newspaper. Have students draw a line to the
answer. Continue to discuss each item and its
appropriate answer.
• Activity B (Convention): Point out the
headline and read the article aloud. Review the
rules for capitalizing proper nouns. Have students
find and correct the capitalization errors.
For item 1, ask: If Josh were writing a letter to Officer
Goldman, would he need to explain the details of
the rescue? (no) Why? (the officer was there; she
already knows the details) What would he probably
say? (thank you) Have students complete item 2
independently, sharing responses when finished.
DAY 4
Read the rule aloud. Then guide students through the
activities.
• Activity A: Have volunteers name a few school
events that have taken place, such as fairs,
performances, or contests. Then have students
complete the web.
• Activity B: For question 1, remind students of
the news article they read on Day 3. Ask: Was the

purpose to tell a funny story or to tell the facts about
an event? (tell the facts) Have students write their
answers and complete questions 2 and 3. Discuss
students’ responses.
DAY 5
Writing Prompt
• Write a news article about an event at your school.
Use the idea you chose on Day 4. Then write a
headline for your article.
• Be sure to capitalize the names of people and places.
12
Daily 6-Trait Writing • EMC 6024 • © Evan-Moor Corp.
Name:
Ideas
IDEAS
Choose a strong idea before you write.
It’s easier to write about what you know.
A. Read each paragraph about a city. Fix the names of places that
need a capital letter. Then answer the questions.
Bevington
by Jacob
bevington is a great town. At Lake jasper, you can rent a boat
and have a cookout on the shore. There are also many places to
eat a cold ice-cream cone on a hot day. The people are friendly
in town. They love showing visitors around.
New Delway
by Michael
New delway is in Monitor county. Highway 4 goes there.
My friend went there once. There is a gas station. I heard
they’re getting a new grocery store.

1. Which writer has probably been to the town he wrote about?
Give one reason why.
2. Which writer has more interesting things to say about his topic?
B. Answer the questions with ideas you can write about.
1. Name a place you’ve visited.
2. What is one interesting thing you can say about that place?
Week 1 • Day 1
© Evan-Moor Corp. • EMC 6024 • Daily 6-Trait Writing
13
Name:
Ideas
IDEAS
Your purpose is the reason you’re writing.
A strong idea is one that fits your purpose.
A. Begley Bookstore gave Emily’s class free books. Her class decided to
write thank-you letters. Read Emily’s letter and answer the questions.
Fix the names that need a capital letter.
Dear Begley Bookstore,
Leonard Saves the Day was the book I got. Leonard is the main
character. He is a bear that rides a scooter around town. He helps
people. In the end, leonard saves mayor Jones from Mr. badman,
an evil wizard.
Sincerely,
Emily
1. Did Emily’s writing fit the purpose? Why or why not?
2. What should Emily have said in her letter? Write one or two sentences.
B. Pretend you are writing about your favorite restaurant.
For each purpose, write a strong idea.
1. Purpose: to describe something at the restaurant
My Idea:

2. Purpose: to tell a funny story about the restaurant
My Idea:
Week 1 • Day 2
14
Daily 6-Trait Writing • EMC 6024 • © Evan-Moor Corp.
Name:
Ideas
IDEAS
Your audience is who will read your writing.
Make sure your idea fits your audience.
A. Imagine you are going to write about a neighborhood carnival.
Who is the best audience for each idea below? Draw a line to
connect each idea to the correct type of writing.
Idea What to Write
1. a list of businesses that donated
supplies to the carnival
a. a letter to a friend
2. why your friend should come
with you
b. a journal entry that only you
will read
3. your secret fear of falling
off the Ferris wheel
c. a news article for a local
newspaper
B. Read this news article. Fix the words that need a capital letter.
Then follow the directions below.
Officer Saves Boy and Dog
Officer Sarah Goldman made a brave rescue last Sunday
night. Josh Hogan of Rose Valley was walking his dog by the

Pitt river when it began to rain very hard. The boy and his dog
were quickly swept into the rising river. Officer goldman was on
her way home when she saw Josh struggling to stay afloat. She
jumped into the river and carried the boy and his dog to safety.
The mayor called officer Goldman a hero.
Imagine you are Josh. You are going to write some letters about
what happened. Tell what you would write about in each one.
1. To: Officer Goldman
Idea:
2. To: your best friend
Idea:
Week 1 • Day 3
© Evan-Moor Corp. • EMC 6024 • Daily 6-Trait Writing
15
Name:
Ideas
IDEAS
Choose a strong idea.
A strong idea fits your purpose and audience.
A. Think of events that have happened at school. What ideas can you
write about? Write them in the web.
B. Pretend you are a reporter for the local newspaper. You will write a
newspaper article about a school event. Answer the questions below.
1. What is the purpose of the article?
2. Who is your audience?
3. Which of your ideas in Activity A best fits the purpose and audience?
Make a checkmark next to it.
Week 1 • Day 4
School Events
Idea: Idea:

Idea: Idea:
16
Daily 6-Trait Writing • EMC 6024 • © Evan-Moor Corp.
IDEAS
18
Daily 6-Trait Writing • EMC 6024 • © Evan-Moor Corp.
Name:
Ideas
IDEAS
Each paragraph should have a topic sentence so the reader
understands what the paragraph is about.
A. Read this paragraph about a dog. Underline the topic sentence.
Sammy was the best dog in the neighborhood. When her
owners wanted to play, she played. When her owners were sad,
Sammy made them feel better. She liked to visit everyone
on her street. All her neighbors were glad to see her.
B. Read both paragraphs about people. Fix the sentences that do not
have end marks. Then write an X next to the paragraph that does
not have a topic sentence. Underline the topic sentence in the other
paragraph.
First, Chris moved to Water Street. Then, he lived on
Baker Hill. After that, he moved across town to Knowles Ridge.
Now, Chris is leaving for Bay Avenue
Grandma Marie makes delicious cakes She knits blankets
for us. What else can she do She likes to use her power drill, and
she built our bookshelves. Grandma Marie can do many things!
C. Reread the paragraph you wrote an X next to in Activity B. Write a
topic sentence for it.
Topic Sentence:
Week 2 • Day 1

Sample Answer: Chris has moved
many times!
© Evan-Moor Corp. • EMC 6024 • Daily 6-Trait Writing
19
Name:
Ideas
IDEAS
Each paragraph should have a topic sentence with good
supporting details.
A. Read each persuasive paragraph. Which paragraph has details that
support its underlined topic sentence? Write an X next to it. Then fi x
the sentences in both paragraphs that do not have correct end marks.
When you vote for student council, vote for Elizabeth!
She helped put on the ice-cream party last year. She asked
us what kind of field trips we wanted? Then she talked to the
principal. He listened to her, and we got to visit the Space
Museum! Elizabeth can help us have a good year.
When you vote for student council, vote for Daniel.
He has a new bike. He has a lizard named Jinks. I go to his
house on Saturdays. He is on my basketball team. We carpool
to the games because he lives down the street. His dad knows
my dad. And do you know what. Daniel’s birthday is in March.
B. Imagine that your city or county has an award for the best school.
What details would you use to persuade the judges that your school
is the best in town? Write as many as you can think of below.
Week 2 • Day 2
Sample Answers: Our students have spirit. Our teachers
work hard. We do community service projects.
WEEK
2

DAY 1
Read the rule aloud. Say: Remember that a topic sentence
expresses the main idea of the paragraph. It is often at the
beginning or end of the paragraph. Then guide students
through the activities.
• Activity A: Read aloud the paragraph. Ask:
Which sentence tells what the whole paragraph is
about? (the first) Explain that each of the other
sentences explains why Sammy was the best dog,
supporting the main idea.
• Activity B (Convention): Say: Every sentence
needs a period, question mark, or exclamation point.
Ask: In the paragraph about Chris, which sentence is
missing an end mark? (the last one) Model adding
a period. Then have students insert the end
marks in the other paragraph.
Ask: In the first paragraph, does any one sentence
tell what the whole paragraph is about? (no) Have
students find and underline the topic sentence
in the other paragraph.
• Activity C: Ask: What is the first paragraph about?
(Chris moving a lot) Form a topic sentence as a
class or have students write their own.


DAY 2
Read the rule aloud. Ask: What do details do in a
paragraph? (e.g., tell more about the topic) Then guide

students through the activities.
• Activity A: Say: In persuasive writing, you try to
make someone else agree with you. It’s important to
give good reasons, or details. Read each paragraph
aloud and have students mark the more
persuasive one that supports the topic. Then
have students identify each reason why Elizabeth
would be a good student council member. Ask:
In the second paragraph, what do the details say? Do
they tell why you should vote for Daniel? (no) They do
not support the topic sentence, so they are not good
details.
Convention: Have students find and correct the
errors in punctuation.
• Activity B: After students complete the activity,
have them share what they wrote. Affirm that
each detail supports the main idea.
IDEAS
Writing a Topic Sentence and Supporting Details
© Evan-Moor Corp. • EMC 6024 • Daily 6-Trait Writing
17
Convention:
End punctuation
IDEAS
© Evan-Moor Corp. • EMC 6024 • Daily 6-Trait Writing
21
Name:
Ideas
IDEAS
Each paragraph should have a topic sentence with good

supporting details.
Think of a favorite book you read last year. Plan a summary
paragraph about it. Write a topic sentence about the book in
the top box. Write supporting details in the other boxes.
My Favorite Book: __________________________________________________
Topic Sentence:
Supporting Detail:
Supporting Detail:
Supporting Detail:
Supporting Detail:
Week 2 • Day 4
By the Shores of Silver Lake by Laura Ingalls Wilder
The Ingalls family moved from Plum Creek to the Dakota Territory.
The family helped start a new town on the shores of
Silver Lake.
Sample Answers:
Pa went out west first.
The rest of the family followed by train.
It was the girls’ first train ride.

20
Daily 6-Trait Writing • EMC 6024 • © Evan-Moor Corp.
Name:
Ideas
IDEAS
Each paragraph should have a topic sentence with good
supporting details.
A. Read each group of sentences. Write TS next to the topic sentence.
Write D next to each supporting detail.
1. He travels in an envelope.

Stanley can fit into small spaces.
Stanley wakes up flat one day.
He has been crushed by a bulletin board!
Flat Stanley is an unusual book.
2.
The pictures help you learn the words.
G is for Googol is a fun alphabet book about math words.
You can learn 26 new words.
There are many pictures in G is for Googol.
Did you know that a googol is a very large number?
B. Choose a group of sentences above. Write the sentences in
a paragraph. Make sure each sentence ends with the correct
end mark.
Week 2 • Day 3
D
D
D
D
TS
D
TS
D
D
D
Paragraph structure will vary, but sentences should
have correct end punctuation.


DAY 3
Review the rule. Guide students through the activities.

• Activity A: Read aloud the sentences in item 1.
You may need to explain that “Stanley” is the
name of a character in a funny book called
Flat Stanley. Have students complete item 2
independently.
• Activity B: Say: Now, we’ll turn the sentences into
a paragraph. This kind of paragraph is a summary.
It tells what a book is about. Some people like to start
their paragraphs with the topic sentence so the reader
immediately knows what it is about. However, the
topic sentence can go anywhere. You must find the
best place for it. You may want to have students
read aloud the sentences in various orders to
determine which “sounds” better before they
write their paragraphs.


DAY 4
Review the rule. Then say: Yesterday, we turned a
topic sentence and details into a summary paragraph. A
summary paragraph includes the most important parts of
a topic. Today, you’ll think of a topic sentence and details
about your own favorite book in order to write a summary
paragraph. Then guide students through the activity.
• Have students think of a favorite book and write
it above the chart. Then ask prompting questions
to spark ideas for a topic sentence, such as: What
is the book mainly about? Have students formulate
a topic sentence and write it in the top box.
• Invite a volunteer to share his or her topic

sentence. Elicit supporting details with questions,
such as: What happened in the book? What
characters, actions, or words were memorable?
Explain that these details go in the boxes below
the topic sentence.
DAY 5
Writing Prompt
• Write a summary paragraph about a favorite book.
Remember to include a topic sentence with details
that support it. Use your diagram from Day 4.
• Be sure to use correct end marks.
18
Daily 6-Trait Writing • EMC 6024 • © Evan-Moor Corp.
Name:
Ideas
IDEAS
Each paragraph should have a topic sentence so the reader
understands what the paragraph is about.
A. Read this paragraph about a dog. Underline the topic sentence.
Sammy was the best dog in the neighborhood. When her
owners wanted to play, she played. When her owners were sad,
Sammy made them feel better. She liked to visit everyone
on her street. All her neighbors were glad to see her.
B. Read both paragraphs about people. Fix the sentences that do not
have end marks. Then write an X next to the paragraph that does
not have a topic sentence. Underline the topic sentence in the other
paragraph.
First, Chris moved to Water Street. Then, he lived on
Baker Hill. After that, he moved across town to Knowles Ridge.
Now, Chris is leaving for Bay Avenue

Grandma Marie makes delicious cakes She knits blankets
for us. What else can she do She likes to use her power drill, and
she built our bookshelves. Grandma Marie can do many things!
C. Reread the paragraph you wrote an X next to in Activity B. Write a
topic sentence for it.
Topic Sentence:
Week 2 • Day 1
© Evan-Moor Corp. • EMC 6024 • Daily 6-Trait Writing
19
Name:
Ideas
IDEAS
Each paragraph should have a topic sentence with good
supporting details.
A. Read each persuasive paragraph. Which paragraph has details that
support its underlined topic sentence? Write an X next to it. Then fi x
the sentences in both paragraphs that do not have correct end marks.
When you vote for student council, vote for Elizabeth!
She helped put on the ice-cream party last year. She asked
us what kind of field trips we wanted? Then she talked to the
principal. He listened to her, and we got to visit the Space
Museum! Elizabeth can help us have a good year.
When you vote for student council, vote for Daniel.
He has a new bike. He has a lizard named Jinks. I go to his
house on Saturdays. He is on my basketball team. We carpool
to the games because he lives down the street. His dad knows
my dad. And do you know what. Daniel’s birthday is in March.
B. Imagine that your city or county has an award for the best school.
What details would you use to persuade the judges that your school
is the best in town? Write as many as you can think of below.

Week 2 • Day 2
20
Daily 6-Trait Writing • EMC 6024 • © Evan-Moor Corp.
Name:
Ideas
IDEAS
Each paragraph should have a topic sentence with good
supporting details.
A. Read each group of sentences. Write TS next to the topic sentence.
Write D next to each supporting detail.
1. He travels in an envelope.
Stanley can fit into small spaces.
Stanley wakes up flat one day.
He has been crushed by a bulletin board!
Flat Stanley is an unusual book.
2.
The pictures help you learn the words.
G is for Googol is a fun alphabet book about math words.
You can learn 26 new words.
There are many pictures in G is for Googol.
Did you know that a googol is a very large number?
B. Choose a group of sentences above. Write the sentences in
a paragraph. Make sure each sentence ends with the correct
end mark.
Week 2 • Day 3
© Evan-Moor Corp. • EMC 6024 • Daily 6-Trait Writing
21
Name:
Ideas
IDEAS

Each paragraph should have a topic sentence with good
supporting details.
Think of a favorite book you read last year. Plan a summary
paragraph about it. Write a topic sentence about the book in
the top box. Write supporting details in the other boxes.
My Favorite Book: __________________________________________________
Topic Sentence:
Supporting Detail:
Supporting Detail:
Supporting Detail:
Supporting Detail:
Week 2 • Day 4