By R. G. Torrens

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K–2 Speaking Directly to the Reader DISCUSSION RESOURCE MATERIAL ❧ Bats! Strange and Wonderful by Laurence Pringle ❧ Are You a Snail? by Judy Allen You could define voice as an intimacy or closeness between writer and subject, writer and reader. Voice, or the lack thereof, isn’t usually a huge problem with primary writers. But in their haste to write about their subject, young writers have a tendency to forget about the reader. This craft lesson shows how they can bring the reader into the writing.

Stenhouse Publishers. All rights reserved. No reproduction without written permission from publisher. K–2 Beginning with the Setting DISCUSSION RESOURCE MATERIAL ❧ None Just as young children’s drawings often show objects divorced from their setting, their nonfiction writing may lack a sense of place. Although not all nonfiction starts here, describing the setting is one way writers may choose to begin. Here’s how you can introduce this concept to young writers. HOW TO TEACH IT As you’ve been gathering information about your topic, some of you may have been wondering what you should write about first.

HOW TO TEACH IT We’ve been talking about different ways to write about what you’ve been learning about. Today we’re going to talk about a new way. Does anyone here know what an acrostic poem is? ) It’s fun to use an acrostic poem in information writing, too. Let’s say that you’re studying sharks and want to try an acrostic poem. Begin by writing the word shark on your paper, like this. ) Now you have to think about what you know about a shark, and how you could use these letters to write a poem that makes sense.

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