SAMPLER - full-size editing key · 2013. 6. 19. · 4 EMC 2725 • Daily Paragraph Editing •...
Transcript of SAMPLER - full-size editing key · 2013. 6. 19. · 4 EMC 2725 • Daily Paragraph Editing •...
• 36 lessons, each includes:� - 4 related paragraphs with capitalization, punctuation, spelling, & language errors - a writing prompt
• Student & teacher resources:� - editing checklist - language handbook - full-size editing key�
Correlated to StateStandards
EMC 9197
Available forGrades 2–6+
S A M P L E R
Winner of the
2005 Learning® Magazine
Teachers’ Choice Award!
“I just love this book. It makes kids
look at editing in a new light and has great
selections. I like the focus on journal entries,
personal narratives, fables, social studies topics,
book reviews, news articles, and more! It’s a
great way for students to see how editing is
important within a variety of writing forms.”
- Award Reviewer11th Annual Teachers’ Choice
Award Program
©2004 by Evan-Moor Corp. • Daily Paragraph Editing • EMC 2725 1
Introduction to Daily Paragraph Editing
Why Daily Paragraph Editing?Daily Paragraph Editing is designed to help students master and retain grade-level skills in language mechanics and expression through focused, daily practice. Instead of practicing skills in a series of random, decontextualized exercises, Daily Paragraph Editing embeds language skills in paragraphs that represent the types of text that students encounter in their daily reading and writing activities across the curriculum. A weekly writing activity allows students to apply the skills they have been practicing throughout the week in their own short compositions.
What’s in Daily Paragraph Editing?Daily Paragraph Editing contains lessons for 36 weeks, with a separate lesson for each day.
Each week’s lessons for Monday through Thursday consist of individual reproducible paragraphs that contain errors in the following skills:
• capitalization • punctuation • spelling • language usage, and more
Student’s daily lesson pages for Monday through Thursday include:
• a label indicating the type of writing modeled in the weekly lesson
• a paragraph with errors for students to correct; along with the other 3 paragraphs for the week, this forms a complete composition
• as needed, the “Watch For” logo alerts students to more challenging skills to address in the paragraph
• daily and weekly lesson identifi ers
2 EMC 2725 • Daily Paragraph Editing • ©2004 by Evan-Moor Corp.
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Students correct the errors in each daily paragraph by marking directly on the page. A reproducible sheet of Proofreading Marks (see page 10) helps familiarize students with the standard form for marking corrections on written text. Full-page Editing Keys show corrections for all errors in the daily paragraphs. Error Summaries help teachers identify the targeted skills in each week’s lessons, and therefore help teachers plan to review or introduce the specifi c skills needed by their students.
Teacher’s full-sized annotated Editing Key pages include:
When corrected and read together, the four paragraphs for one week’s lesson form a cohesive composition that also serves as a writing model for students. The weekly four-paragraph compositions cover a broad range of expository and narrative writing forms from across the curriculum, including the following:
• nonfi ction texts on grade-level topics in social studies and science • biographies, book reviews, editorials, instructions, interviews, journal
entries, and letters • fables, fantasy and science fi ction, historical fi ction, personal narratives,
and realistic fi ction
• a label indicating the type of writing modeled in the weekly lesson
• the original student text with corrections marked in red (using the proofreading marks presented on page 10)
• a summary of theerrors in eachparagraph to usein identifying unfamiliar skills to teach or review with students prior to assigning the paragraph. Some students may be more successful if you share the Error Summary with them before they read and edit the paragraph.
• daily and weekly lesson identifi ers
©2004 by Evan-Moor Corp. • Daily Paragraph Editing • EMC 2725 3
Each Friday lesson consists of a writing prompt that directs students to write in response to the week’s four-paragraph composition. This gives students the opportunity to apply the skills they have practiced during the week in their own writing. Students gain experience writing in a wide variety of forms, always with the support of familiar models.
Friday writing prompts include:
• a prompt to write a composition in the same form as modeled in the weekly lesson
• hints to help students address skills that are specifi c to the writing form
• sample topic sentences to support reluctant writers
• a weekly lesson identifi er
• a label indicating the type of writing modeled in the weekly lesson
An Editing Checklist for students (see page 11) helps them revise their own writing or critique their peers’ efforts. An Assessment Rubric (see page 9) is provided to help you assess student writing.
A reproducible student Language Handbook (pages 168–176) outlines the usage and mechanics rules for students to follow in editing the daily paragraphs. The Handbook includes examples to help familiarize students with how the conventions of language and mechanics are applied in authentic writing.
4 EMC 2725 • Daily Paragraph Editing • ©2004 by Evan-Moor Corp.
How to Use Daily Paragraph Editing
You may use Daily Paragraph Editing in several ways, depending on your instructional objectives and your students’ needs. Over time, you will probably want to introduce each of the presentation strategies outlined below so you can identify the approach that works best for you and your students.
The four paragraphs that comprise each week’s editing lessons include a set of errors that are repeated throughout all four paragraphs. We recommend that you provide a folder for students to keep their Daily Paragraph Editing reference materials and weekly lessons. It will work best to reproduce and distribute all four daily paragraphs for a given week on Monday. That way, students can use the previous days’ lessons for reference as the week progresses.
Directed Group Lessons Daily Paragraph Editing activities will be most successful if you first introduce them as a group activity. You might also have students edit individual copies of the day’s lesson as you work through the paragraph with the group. Continue presenting the Monday through Thursday lessons to the entire class until you are confident that students are familiar with the editing process. Try any of the following methods to direct group lessons:
Option 1 1. Create and display an overhead transparency of the day’s paragraph.
2. Read the paragraph aloud just as it is written, including all the errors.
3. Read the paragraph a second time, using phrasing and intonation that would be appropriate if all end punctuation were correct. (You may find ithelpful to read from the Editing Key.) Read all other errors as they appear in the text.
4. Guide students in correcting all end punctuation and initial capitals in theparagraph; mark corrections in erasable pen on the overhead transparency.
5. After the paragraph is correctly divided into sentences, review it onesentence at a time. Have volunteers point out errors as you come to them, and identify the necessary corrections. Encourage students to explain thereason for each correction; explain or clarify any rules that are unfamiliar.
©2004 by Evan-Moor Corp. • Daily Paragraph Editing • EMC 2725 5
Option 2Follow Steps 1–4 on page 4, and then work with students to focus on one type of error at a time, correcting all errors of the same type (i.e., capitalization, commas, subject/verb agreement, spelling, etc.) in the paragraph before moving on to another type. Refer to the Error Summary in the Editing Key to help you identify the various types of errors.
Option 3Use directed group lesson time to conduct a minilesson on one or more of the skills emphasized in that day’s lesson. This is especially appropriate for new or unfamiliar skills, or for skills that are especially challenging or confusing for students. After introducing a specific skill, use the approach outlined in Option 2 to focus on that skill in one or more of the week’s daily paragraphs. To provide additional practice, refer to the Skills Scope & Sequence to find other paragraphs that include the same target skill.
Individual Practice Once students are familiar with the process for editing the daily paragraphs, they may work on their own or with a partner to make corrections. Be sure students have their Proofreading Marks (see page 10) available to help them mark their corrections. Remind students to refer to the student Language Handbook as needed for guidance in the rules of mechanics and usage. Some students may find it helpful to know at the outset the number and types of errors they are seeking. Provide this information by referring to the Error Summary on the annotated Editing Key pages. You may wish to use a transparency on the overhead to check work with the group. Occasionally, you may wish to assess students’ acquisition of skills by collecting and reviewing their work before they check it.
Customizing InstructionSome of the skills covered in Daily Paragraph Editing may not be part of the grade-level expectancies in the language program you use. Some skills may even be taught differently in your program from the way they are modeled in Daily Paragraph Editing. In such cases, follow the approach used in your program. Simply revise the paragraph text as needed by covering it with correction fluid or by writing in changes before you reproduce copies for students.
Comma usage is an area where discrepancies are most likely to arise. Daily Paragraph Editing uses the “closed” style, where commas are included after short introductory phrases. Except for commas used in salutations, closings, dates, and between city and state in letters, journals, or news articles, all commas that appear in the daily paragraphs have been correctly placed according to the closed style. All other skills related to the use of commas are practiced by requiring students to insert missing commas, rather than moving or deleting extraneous commas.
6 EMC 2725 • Daily Paragraph Editing • ©2004 by Evan-Moor Corp.
Occasionally, you or your students may make a correction that differs from that shown in the Editing Key. The decision to use an exclamation mark instead of a period, or a period instead of a semicolon, is often a subjective decision made by individual writers. When discrepancies of this sort arise, capitalize on the “teachable moment” to let students know that there are gray areas in English usage and mechanics, and discuss how each of the possible correct choices can affect the meaning or tone of the writing.
You may wish to have your students mark corrections on the daily paragraphs in a manner that differs from the common proofreading marks on page 10. If so, model the marking style you wish students to follow as you conduct group lessons on an overhead, and point out any differences between the standard proofing marks and those to be used by your students.
Using the Writing PromptsHave students keep their daily paragraphs in a folder so they can review the week’s four corrected paragraphs on Friday. Identify the type of writing modeled in the four-paragraph composition and any of its special features (e.g., dialog in a fictional narrative; salutation, closing, and paragraph style in a letter; opinion statements and supporting arguments in an editorial; etc.).
Present the Friday writing prompt on an overhead transparency, write it on the board, or distribute individual copies to students. Take a few minutes to brainstorm ideas with the group and to focus on language skills that students will need to address in their writing.
After students complete their writing, encourage them to use the Editing Checklist to review or revise their work. You may also wish to have partners review each other’s writing. To conduct a more formal assessment of students’ writing, use the Assessment Rubric on page 9.
If you assign paragraph writing for homework, be sure students have the week’s four corrected paragraphs available as a reference. You may wish to set aside some time for volunteers to read their completed writing to the class, or display compositions on a weekly writing bulletin board for students to enjoy.
©2004 by Evan-Moor Corp. • Daily Paragraph Editing • EMC 2725 7
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8 EMC 2725 • Daily Paragraph Editing • ©2004 by Evan-Moor Corp.
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20 EMC 2725 • Daily Paragraph Editing, Grade 2 • ©2004 by Evan-Moor Corp.
Preview the 4 daily lessons to ensure you review or introduce skills that may be unfamiliar to students.
Daily Paragraph EditingEDITING KEY: Science Article
MONDAY WEEK 3
TUESDAY WEEK 3
A Strong Heart exercise is good for your bodie. there
are many ways to exercise. You can exercise
indoors or outside you can exercise with
your friends when you play tag, soccer, or
basketball. You can exercise by yourself when
you ride your bike jump rope or swim laps
as you read this, try to feel your heart
beating. put your pointer and middle fingers on
your jawbone near your ear. run your fingers
down you neck until you feel your pulse. You
will feel a littel push each time your heart
beats Count the beets for 15 seconds
Error SummaryCapitalization 3
Punctuation:
Comma 2
Period 2
Spelling 1
Error SummaryCapitalization 3
Language Usage 1
Punctuation:
Period 2
Spelling 2
body
your
little
beats
©2004 by Evan-Moor Corp. • Daily Paragraph Editing, Grade 2 • EMC 2725 21
Name
Daily Paragraph Editing
A Strong Heart exercise is good for your bodie. there
are many ways to exercise. You can exercise
indoors or outside you can exercise with
your friends when you play tag, soccer, or
basketball. You can exercise by yourself when
you ride your bike jump rope or swim laps
as you read this, try to feel your heart
beating. put your pointer and middle fingers on
your jawbone near your ear. run your fingers
down you neck until you feel your pulse. You
will feel a littel push each time your heart
beats Count the beets for 15 seconds
SCIENCE ARTICLE: A Strong Heart
MONDAY WEEK 3
TUESDAY WEEK 3
• commas
22 EMC 2725 • Daily Paragraph Editing, Grade 2 • ©2004 by Evan-Moor Corp.
Daily Paragraph EditingEDITING KEY: Science Article
WEDNESDAY WEEK 3
THURSDAY WEEK 3
How many times did you feel your heart
beat it should beat about once every second
When you finish reading this, stand up Jump
up and down for won minute. then count your
heartbeats for 15 seconds. what do you think
will happen to the number of beats.
when you exercise, your heart beats faster.
Your hart is a muscle when it beats faster,
it gets stronger. It even grows a little! you
should exercise at least three days each week
for 20 to 30 minutes at a time. get up and do
something make your heart stronger!
Error SummaryCapitalization 3
Punctuation:
Period 2
Other 2
Spelling 1
Error SummaryCapitalization 5
Punctuation:
Period 2
Spelling 1
one
heart
©2004 by Evan-Moor Corp. • Daily Paragraph Editing, Grade 2 • EMC 2725 23
Name
Daily Paragraph EditingSCIENCE ARTICLE: A Strong Heart
How many times did you feel your heart
beat it should beat about once every second
When you finish reading this, stand up Jump
up and down for won minute. then count your
heartbeats for 15 seconds. what do you think
will happen to the number of beats.
WEDNESDAY WEEK 3
when you exercise, your heart beats faster.
Your hart is a muscle when it beats faster,
it gets stronger. It even grows a little! you
should exercise at least three days each week
for 20 to 30 minutes at a time. get up and do
something make your heart stronger!
THURSDAY WEEK 3
• question marks
©2004 by Evan-Moor Corp. • Daily Paragraph Editing • EMC 2726 7
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©2004 by Evan-Moor Corp. • Daily Paragraph Editing • EMC 2725 7
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1516
1718
1920
2122
2324
2526
2728
2930
3132
3334
3536
Beg
inni
ng o
f Sen
tenc
es, Q
uota
tions
, Sal
utat
ions
/Clo
sing
s•
•••••
••••••••••••••
•••••••••
Day
s &
Mon
ths
••
•••
••••••
•H
olid
ays
••
••
•In
corr
ect U
se o
f Cap
itals
•••
••
••
•••
•N
ames
& T
itles
of P
eopl
e, N
atio
nalit
ies
••
••••••••••
•••
•••••
••••••
Nam
es o
f Pla
ces
••
••
••••
••
••
•N
ouns
Use
d as
Nam
es (
Aun
t, G
rand
pa, e
tc.)
••
Titl
es o
f Boo
ks, M
agaz
ines
, Poe
ms,
Sto
ries
••
••
Wor
d I
••
••
•L
an
gu
ag
e U
sag
e1
23
45
67
8910
1112
1314
1516
1718
1920
2122
2324
2526
2728
2930
3132
3334
3536
Cor
rect
Use
of S
ingu
lar
& P
lura
l For
ms
••
Cor
rect
Use
of V
erb
Ten
ses
••
••
•U
se o
f Cor
rect
Adj
ectiv
e &
Adv
erbi
al F
orm
s•
Use
of C
orre
ct P
rono
uns
••
•P
un
ctu
ati
on
: A
po
stro
ph
ess
12
34
56
78
910
1112
1314
1516
1718
1920
2122
2324
2526
2728
2930
3132
3334
3536
In C
ontr
actio
ns•••
••
••
•••
••••
••
••
In P
osse
ssiv
es•
••••
••
••
•••
••
•Im
prop
erly
Pla
ced
••
••
Pu
nc
tua
tio
n:
Co
mm
as
12
34
56
78
910
1112
1314
1516
1718
1920
2122
2324
2526
2728
2930
3132
3334
3536
Afte
r S
alut
atio
n &
Clo
sing
in a
Let
ter
••
••
Bet
wee
n C
ity &
Sta
te &
City
& C
ount
ry N
ames
•
••
•B
etw
een
Item
s in
a S
erie
s
••••
••
••
••
•In
a D
ate
••
•••••
•T
o S
et O
ff Q
uota
tions
••
••
Gra
de
3
8 EMC 2726 • Daily Paragraph Editing • ©2004 by Evan-Moor Corp.
Sk
ills
Sc
op
e a
nd
Se
qu
en
ce
(c
on
tin
ue
d)
We
ek
No
.
Pu
nc
tua
tio
n:
Pe
rio
ds
12
34
56
78
910
1112
1314
1516
1718
1920
2122
2324
2526
2728
2930
3132
3334
3536
Afte
r In
itial
s•
••
••
••
At E
nd o
f Sen
tenc
e••••••
•••••
••
•••••••••••••••••••
In A
ddre
ss A
bbre
viat
ions
••
In T
ime
& M
easu
rem
ent A
bbre
viat
ions
••
•••
•••
In T
itle
Abb
revi
atio
ns•
••
••
To
Cor
rect
Run
-on
& R
ambl
ing
Sen
tenc
es; F
ragm
ents
••
••
••
Pu
nc
tua
tio
n:
Qu
ota
tio
n M
ark
s1
23
45
67
8910
1112
1314
1516
1718
1920
2122
2324
2526
2728
2930
3132
3334
3536
In S
peec
h••
•••
••
•W
ith T
itles
of W
orks
of A
rt, A
rtic
les,
Poe
ms,
Cha
pter
s,S
hort
Sto
ries,
Son
gs, N
ewsp
aper
Art
icle
s•
••
•••
•Im
prop
er P
lace
men
t•
•••
••
•P
un
ctu
ati
on
: O
the
r 1
23
45
67
8910
1112
1314
1516
1718
1920
2122
2324
2526
2728
2930
3132
3334
3536
Col
on in
Tim
e•
••
Exc
lam
atio
n P
oint
•••
•••
••
••
Hyp
hen
in F
ract
ions
•
••
Per
iods
& C
omm
as In
side
Quo
tatio
n M
arks
••
Que
stio
n M
ark
•
••
•••
•••
••
•U
nder
line
Nam
es o
f Airc
raft
& S
hips
••••
•U
nder
line
Titl
es o
f Boo
ks, M
agaz
ines
, Mov
ies,
N
ewsp
aper
s, T
V S
how
s•
••
••
••
••
Sp
ell
ing
12
34
56
78
910
1112
1314
1516
1718
1920
2122
2324
2526
2728
2930
3132
3334
3536
Iden
tify
Err
ors
in G
rade
-Lev
el W
ords
•••••••••
••••••••••••••••••••••••••
72 EMC 2726 • Daily Paragraph Editing, Grade 3 • ©2004 by Evan-Moor Corp.
Preview the 4 daily lessons to ensure you review or introduce skills that may be unfamiliar to students.
Daily Paragraph EditingEDITING KEY: Fantasy
MONDAY WEEK 16
TUESDAY WEEK 16
Short Tall Tales “Babes Disappearing River” by mr. S P royce
One hot dry June, babe and paul were in
oregon. Babe had gone for six and two-thirds
days without water. He saw a clean sparkling
river. Babe drank for one and one half hour’s.
He drank nine tenths of the water. That river
is now ownly two and three fourths feet deep.
“babe goes dancing by Ms R M brown”
Babe was in minnesota in july. paul bunyan
was playing the fiddle. babe liked Pauls cheerful
lively musick. He danced for five and one half
days. His dancing heavy feet made 10,000 holes
in the ground. Then it rained for four fifths of
a month. The holes became lake’s.
Error SummaryCapitalization 5
Punctuation:
Apostrophe 1
Comma 2
Period 2
Other 3
Spelling 2
Error SummaryCapitalization 9
Punctuation:
Apostrophe 1
Comma 2
Period 3
Quotation Mark 2
Other 2
Spelling 2
only
music
©2004 by Evan-Moor Corp. • Daily Paragraph Editing, Grade 3 • EMC 2726 73
Name
Daily Paragraph EditingFANTASY: Short Tall Tales
Short Tall Tales “Babes Disappearing River” by mr. S P royce
One hot dry June, babe and paul were in
oregon. Babe had gone for six and two-thirds
days without water. He saw a clean sparkling
river. Babe drank for one and one half hour’s.
He drank nine tenths of the water. That river
is now ownly two and three fourths feet deep.
MONDAY WEEK 16
“babe goes dancing by Ms R M brown”
Babe was in minnesota in july. paul bunyan
was playing the fiddle. babe liked Pauls cheerful
lively musick. He danced for five and one half
days. His dancing heavy feet made 10,000 holes
in the ground. Then it rained for four fifths of
a month. The holes became lake’s.
TUESDAY WEEK 16
• story titles
• commas
• hyphens
• story titles
• commas
• hyphens
74 EMC 2726 • Daily Paragraph Editing, Grade 3 • ©2004 by Evan-Moor Corp.
Daily Paragraph EditingEDITING KEY: Fantasy
WEDNESDAY WEEK 16
THURSDAY WEEK 16
“paul and babe in Hollywood by ms. J A mills
Paul and babe went to hollywood in may.
They were on amazing people and pets the TV
show. There was a strong scary earthquake.
Five sixths of california fell into the pacific
ocean. Paul and babe put it back. They then
starred in a movie called california’s heroes.
Babe helps johnny inkslinger” by Mr J D post
Johnnys fountain pen broke in march. babe
went to the Everglades in florida. He brought
back some stalks of dry hollow grass. Each one
was about three fifths of a mile long. johnny
filled one with nine hundred and two thirds
gallons of ink. He wrote and sang “Babes ballad.
Error SummaryCapitalization 16
Punctuation:
Comma 2
Period 2
Quotation Mark 1
Other 3
Error SummaryCapitalization 9
Punctuation:
Apostrophe 2
Comma 1
Period 3
Quotation Mark 2
Other 2
©2004 by Evan-Moor Corp. • Daily Paragraph Editing, Grade 3 • EMC 2726 75
Name
Daily Paragraph EditingFANTASY: Short Tall Tales
“paul and babe in Hollywood by ms. J A mills
Paul and babe went to hollywood in may.
They were on amazing people and pets the TV
show. There was a strong scary earthquake.
Five sixths of california fell into the pacific
ocean. Paul and babe put it back. They then
starred in a movie called california’s heroes.
WEDNESDAY WEEK 16
Babe helps johnny inkslinger” by Mr J D post
Johnnys fountain pen broke in march. babe
went to the Everglades in florida. He brought
back some stalks of dry hollow grass. Each one
was about three fifths of a mile long. johnny
filled one with nine hundred and two thirds
gallons of ink. He wrote and sang “Babes ballad.
THURSDAY WEEK 16
• story and song titles
• commas
• hyphens
• story titles
• titles of TV shows
• commas
• hyphens
©2004 by Evan-Moor Corp. • Daily Paragraph Editing • EMC 2727 7
Sk
ills
Sc
op
e a
nd
Se
qu
en
ce
We
ek
No
.
Ca
pit
ali
zati
on
12
34
56
78
910
1112
1314
1516
1718
1920
2122
2324
2526
2728
2930
3132
3334
3536
Beg
inni
ng o
f Sen
tenc
es, Q
uota
tions
, Sal
utat
ions
/Clo
sing
s•••••••
••••••••••••••••••••••••••••
Day
s &
Mon
ths
••
••
••
••
••
••
Inco
rrec
t Use
of C
apita
ls•
•••
•••
••
•••••••
••
••
••
Nam
es &
Titl
es o
f Peo
ple,
incl
. Lan
guag
es, N
atio
nalit
ies
••••••
••
••
••••••••••
••
Nam
es o
f Pla
ces,
His
toric
al E
vent
s, S
peci
fic T
hing
s•
••
•••••
••
••
•••••••
•••
Nou
ns U
sed
as N
ames
(A
unt,
Gra
ndpa
, etc
.)•
•••••
••
Titl
es o
f Boo
ks, M
agaz
ines
, Poe
ms,
Sto
ries
••
••
Nam
es o
f Shi
ps, A
ircra
ft, S
pace
Veh
icle
s•
•W
ord I
•••
•••
•••••
La
ng
ua
ge
Usa
ge
12
34
56
78
910
1112
1314
1516
1718
1920
2122
2324
2526
2728
2930
3132
3334
3536
Cor
rect
Use
of S
ingu
lar
& P
lura
l For
ms
•••
•••
•••
••••
••••••
Cor
rect
Use
of V
erb
Ten
ses
•••
••••••••••
••
•••
••
••
••
Use
of C
orre
ct A
djec
tive
& A
dver
bial
For
ms
••
••
••
•••
Use
of C
orre
ct P
rono
uns
••
•••
Pu
nc
tua
tio
n:
Ap
ost
rop
he
ss1
23
45
67
8910
1112
1314
1516
1718
1920
2122
2324
2526
2728
2930
3132
3334
3536
In C
ontr
actio
ns••••
••
••
••
••
••••
•••
In P
osse
ssiv
es•
••••••
••
••
•••••••
••
•Im
prop
erly
Pla
ced
••
••
••
Pu
nc
tua
tio
n:
Co
mm
as
12
34
56
78
910
1112
1314
1516
1718
1920
2122
2324
2526
2728
2930
3132
3334
3536
Afte
r In
trod
ucto
ry D
epen
dent
Phr
ase
or C
laus
e••••
•••••••••••••
••••••
••••
••
Afte
r In
trod
ucto
ry In
terje
ctio
n or
Exp
ress
ion
••
Afte
r S
alut
atio
n &
Clo
sing
in a
Let
ter
••
Bet
wee
n C
ity &
Sta
te &
City
& C
ount
ry N
ames
•
••
•B
etw
een
Equ
ally
Mod
ifyin
g A
djec
tives
••••
Bet
wee
n Ite
ms
in a
Ser
ies
••
••••••••••
••••••••••••••
•••••
In a
Dat
e •
••
••
••
To
Sep
arat
e P
arts
of C
ompo
und
Sen
tenc
es•
••
••
••
•••••••
•••••••••
To
Set
Off
App
ositi
ves
•••
••
•••
•••
To
Set
Off
Inte
rrup
tions
•
••
•T
o S
et O
ff Q
uota
tions
••
With
Nam
e U
sed
in D
irect
Add
ress
••••
Gra
de
4
8 EMC 2727 • Daily Paragraph Editing • ©2004 by Evan-Moor Corp.
Sk
ills
Sc
op
e a
nd
Se
qu
en
ce
(c
on
tin
ue
d)
We
ek
No
.
Pu
nc
tua
tio
n:
Pe
rio
ds
12
34
56
78
910
1112
1314
1516
1718
1920
2122
2324
2526
2728
2930
3132
3334
3536
Afte
r In
itial
s•
At E
nd o
f Sen
tenc
e•••••••••
••••••••••••••••••••••••••
In A
bbre
viat
ions
(M
onth
s, T
ime,
Mea
sure
men
t)•
••
In T
itle
Abb
revi
atio
ns•
••
••
To
Cor
rect
Run
-on
& R
ambl
ing
Sen
tenc
es; F
ragm
ents
••
••
•••••••
••
•••••
••
Pu
nc
tua
tio
n:
Qu
ota
tio
n M
ark
s1
23
45
67
8910
1112
1314
1516
1718
1920
2122
2324
2526
2728
2930
3132
3334
3536
In S
peec
h•
••
••
To
Set
Apa
rt S
peci
al W
ords
••
With
Titl
es o
f Wor
ks o
f Art
, A
rtic
les,
Poe
ms,
Cha
pter
s,S
hort
Sto
ries,
Son
gs, N
ewsp
aper
Art
icle
s•
Pu
nc
tua
tio
n:
Oth
er
12
34
56
78
910
1112
1314
1516
1718
1920
2122
2324
2526
2728
2930
3132
3334
3536
Col
on in
Tim
e•
•E
xcla
mat
ion
Poi
nt•
••
••
••
Hyp
hen
in F
ract
ions
•
Per
iods
& C
omm
as In
side
Quo
tatio
n M
arks
••
••
Que
stio
n M
ark
•••
••
•••
••
••
••
•U
nder
line
Nam
es o
f Airc
raft
& S
hips
••
•U
nder
line
Titl
es o
f Boo
ks, M
agaz
ines
, Mov
ies,
N
ewsp
aper
s, T
V S
how
s•
••
••
Sp
ell
ing
12
34
56
78
910
1112
1314
1516
1718
1920
2122
2324
2526
2728
2930
3132
3334
3536
Iden
tify
Err
ors
in G
rade
-Lev
el W
ords
••••••••••••••••••••••••••••••••••••
152 EMC 2727 • Daily Paragraph Editing, Grade 4 • ©2004 by Evan-Moor Corp.
Preview the 4 daily lessons to ensure you review or introduce skills that may be unfamiliar to students.
Daily Paragraph Editing
How to Make StiltsHave you ever tried to walk on stilts. Its harder
than it looks but its lots of fun. walking on stilts can
improve your balance its also a great way to be head
and shoulders above the croud in a parade! In fact, in
the early 1700s french shepherds used stilts to keep
an eye on their fl ocks. Stilts are easy to make? Ask
a adult to help you fi nd the materials listed below
then follow the directions
MONDAY WEEK 36
You will need wood, a tape measure a hammer
a saw wood glue, and nailes. To make the handles for
your stilts you will need two 6-foot lengths of lumber
(1 in. thick by 2 in wide). for your stilt’s steps you
will need two 10-inch lengths of lumber (2 in thick by
4 in wide). Finally, you will need sandpaper to smooth
the handles? you may wish to paynte your stilts. when
they are fi nished.
TUESDAY WEEK 36
EDITING KEY: Instructions
an
crowd
Error Summary
Capitalization 4
Language Usage 1
Punctuation:
Apostrophe 3
Comma 2
Period 4
Other 1
Spelling 1
Error Summary
Capitalization 2
Punctuation:
Comma 5
Period 5
Spelling 2
nails
paint
©2004 by Evan-Moor Corp. • Daily Paragraph Editing, Grade 4 • EMC 2727 153
Name
Daily Paragraph Editing
How to Make StiltsHave you ever tried to walk on stilts. Its harder
than it looks but its lots of fun. walking on stilts can
improve your balance its also a great way to be head
and shoulders above the croud in a parade! In fact, in
the early 1700s french shepherds used stilts to keep
an eye on their fl ocks. Stilts are easy to make? Ask
a adult to help you fi nd the materials listed below
then follow the directions
MONDAY
You will need wood, a tape measure a hammer
a saw wood glue, and nailes. To make the handles for
your stilts you will need two 6-foot lengths of lumber
(1 in. thick by 2 in wide). for your stilt’s steps you
will need two 10-inch lengths of lumber (2 in thick by
4 in wide). Finally, you will need sandpaper to smooth
the handles? you may wish to paynte your stilts. when
they are fi nished.
TUESDAY
INSTRUCTIONS: How to Make Stilts
• run-on sentences
• apostrophes
• abbreviations
• commas
WEEK 36
WEEK 36
154 EMC 2727 • Daily Paragraph Editing, Grade 4 • ©2004 by Evan-Moor Corp.
Daily Paragraph Editing
To make the handles fi rst ask your helper
to measure the distance. From the grownd to the
top of your shoulders. Second, add 1 foot. to this
measurement. Next, cut the two 6-foot lengths
of lumber to this measurement. Finaly, sand them
carefully with the sandpaper you want to make sure
there are know splinters. Its hard enough to balance
on stilts without having to worried about slivers!
WEDNESDAY WEEK 36
To make the steps fi rst spred wood glue on
one long side of each of the 10-inch lengths of
lumber. Second, attach the steps to the bottom of
the handles Next, use the hammer to drive for nails.
Through each handle and into the step. If you want
to make your stilts more colorfull wait until the glue
is completely dry and then paint them. Let the paint
dry now your ready to practice walking on your stilts!
THURSDAY WEEK 36
EDITING KEY: Instructions
ground
Finally
no
worry
Error Summary
Capitalization 2
Punctuation:
Comma 2
Period 3
Spelling 4
Error Summary
Capitalization 2
Language Usage 1
Punctuation:
Apostrophe 1
Comma 1
Period 3
Spelling 3
spread
colorful
you’re
four
©2004 by Evan-Moor Corp. • Daily Paragraph Editing, Grade 4 • EMC 2727 155
Name
Daily Paragraph Editing
To make the handles first ask your helper
to measure the distance. From the grownd to the
top of your shoulders. Second, add 1 foot. to this
measurement. Next, cut the two 6-foot lengths
of lumber to this measurement. Finaly, sand them
carefully with the sandpaper you want to make sure
there are know splinters. Its hard enough to balance
on stilts without having to worried about slivers!
WEDNESDAY
To make the steps first spred wood glue on
one long side of each of the 10-inch lengths of
lumber. Second, attach the steps to the bottom of
the handles Next, use the hammer to drive for nails.
Through each handle and into the step. If you want
to make your stilts more colorfull wait until the glue
is completely dry and then paint them. Let the paint
dry now your ready to practice walking on your stilts!
THURSDAY
INSTRUCTIONS: How to Make Stilts
WEEK 36
WEEK 36
• spelling
• spelling
� EMC 2728 • Daily Paragraph Editing • ©2004 by Evan-Moor Corp.
Sk
ills
Sc
op
e a
nd
Se
qu
en
ce
(c
on
tin
ue
d)
We
ek
No
.
Pu
nc
tua
tio
n:
Pe
rio
ds
12
34
56
78
910
1112
1314
1516
1718
1920
2122
2324
2526
2728
2930
3132
3334
3536
Afte
r In
itial
s•
At E
nd o
f Sen
tenc
e••••••••••••••••••••••••••••••••••••
In A
ddre
ss A
bbre
viat
ions
•In
Tim
e &
Mea
sure
men
t Abb
revi
atio
ns•
•••
In T
itle
Abb
revi
atio
ns•
••
••
••
To
Cor
rect
Run
-on
& R
ambl
ing
Sen
tenc
es; F
ragm
ents
••
Pu
nc
tua
tio
n:
Qu
ota
tio
n M
ark
s1
23
45
67
89
1011
1213
1415
1617
1819
2021
2223
2425
2627
2829
3031
3233
3435
36
In S
peec
h•
••
•••
•T
o S
et A
part
Spe
cial
Wor
ds••
•••
••
••
•W
ith T
itles
of W
orks
of A
rt, A
rtic
les,
Poe
ms,
Cha
pter
s,
Sho
rt S
torie
s, S
ongs
, New
spap
er A
rtic
les
•
Pu
nc
tua
tio
n:
Oth
er
12
34
56
78
910
1112
1314
1516
1718
1920
2122
2324
2526
2728
2930
3132
3334
3536
Exc
lam
atio
n P
oint
••
••
Hyp
hen
in F
ract
ions
•
Hyp
hen
to F
orm
Adj
ectiv
es•
••
•••••••
••••
••
Per
iods
& C
omm
as In
side
Quo
tatio
n M
arks
••
••
••
•Q
uest
ion
Mar
k
•••
••
••
••
••
••
Sem
icol
on to
Joi
n T
wo
Inde
pend
ent C
laus
es•
•U
nder
line
Nam
es o
f Airc
raft
& S
hips
•••
Und
erlin
e T
itles
of B
ooks
, Mag
azin
es, M
ovie
s,
New
spap
ers,
TV
Sho
ws
••
••
•
Sp
ell
ing
12
34
56
78
910
1112
1314
1516
1718
1920
2122
2324
2526
2728
2930
3132
3334
3536
Iden
tify
Err
ors
in G
rade
-Lev
el W
ords
••••••••••
••••••••••••••••••
••••••
Gra
de
5
©2004 by Evan-Moor Corp. • Daily Paragraph Editing • EMC 2728 �
Assessment Rubric for Evaluating Friday Paragraph WritingThe Friday writing prompts give students the opportunity to use the capitalization, punctuation, and other usage and mechanics skills that have been practiced during the week’s editing tasks. They also require students to write in a variety of different forms and genres.
In evaluating students’ Friday paragraphs, you may wish to focus exclusively on their mastery of the aspects of mechanics and usage targeted that week. However, if you wish to conduct a more global assessment of student writing, the following rubric offers broad guidelines for evaluating the composition as a whole.
Characteristics of Student Writing
EXCELLENT GOOD FAIR WEAK
Clarity and Focus
Writing is exceptionally clear, focused, and interesting.
Writing is generally clear, focused, and interesting.
Writing is loosely focused on the topic.
Writing is unclear and unfocused.
Development of Main Ideas
Main ideas are clear, specific, and well-developed.
Main ideas are identifiable, but may be somewhat general.
Main ideas are overly broad or simplistic.
Main ideas are unclear or not expressed.
Organization
Organization is clear (beginning, middle, and end) and fits the topic and writing form.
Organization is clear, but may be predictable or formulaic.
Organization is attempted, but is often unclear.
Organization is not coherent.
Use of Details
Details are relevant, specific, and well-placed.
Details are relevant, but may be overly general.
Details may be off-topic, predictable, or not specific enough.
Details are absent or insufficient to support main ideas.
Vocabulary
Vocabulary is exceptionally rich, varied, and well-chosen.
Vocabulary is colorful and generally avoids clichés.
Vocabulary is ordinary and may rely on clichés.
Vocabulary is limited, general, or vague.
Mechanics and Usage
Demonstrates exceptionally strong command of conventions of punctuation, capitalization, spelling, and usage.
Demonstrates control of conventions of punctuation, capitalization, spelling, and usage.
Errors in use of conventions of mechanics and usage distract, but do not impede, the reader.
Limited ability to control conventions of mechanics and usage impairs readability of the composition.
©2004 by Evan-Moor Corp. • Daily Paragraph Editing, Grade 5 • EMC 2728 �1
Name
Daily Paragraph EditingJOUrNAL ENTrIES: Trade route to India
Trade Route to IndiaJuly 8: 1497
The ruler of portugal King manuel I vested
Vasco da Gama, our captain-major with a fleet of
four vessels. I am aboard the Berrio the third
vessel in Capt. da Gamas fleet. the largest vessel
the São Gabriel is the lead ship. the São Raphael
follows, and we are next. Last is the tiny fourth
ship that carries all the food. We are charged with
establishing a trade route to india
MONDAY
November 7= 1497
I have been at sea for many fortnights and we
have not yet reached our destination. presently, we
have cast anchor in the Bay of Saint Helena. we will
remain here for eight days but it doesnt seem long
enough to finish our work we must mend the sails
clean out the hold and take in wood and food. I am
part of a crew of thirty sailors. There is enough
work, however for at least fifty men
TUESDAY
• names of ships
• commas
• commas
WEEK �
WEEK �
�2 EMC 2728 • Daily Paragraph Editing, Grade 5 • ©2004 by Evan-Moor Corp.
Daily Paragraph EditingEDITING KEY: Journal Entries
november 12, 1497
we have been working tirelessly for many days
Our duties are difficult but the weather thankfully
has been most agreeable Many birds fly overhead
and circle our ships looking for food. I have seen
cormorants gulls turtle doves crested larks and many
others. natives laden with offerings approached our
ships. When they were a stones throw away we
alerted capt. da gama
WEDNESDAY WEEK �
november 13: 1497
My closest comrade jorge is posted to Capt da
gamas vessel, the São Gabriel. he witnessed capt. da
Gamas encounter with the natives they offered the
captain cinnamon cloves seed-pearls gold and many
other treasures As we travel farther up the african
coast will citys such as Mozambique mombasa and
malindi offer such riches
ThUrSDAY WEEK �
Error Summary
Capitalization 5
Punctuation:
Apostrophe 1
Comma 6
Period 3
Error Summary
Capitalization 9
Punctuation:
Apostrophe 2
Comma 1 0
Period 3
Other 2
Spelling 1
cities
©2004 by Evan-Moor Corp. • Daily Paragraph Editing, Grade 5 • EMC 2728 �3
Name
Daily Paragraph EditingJOUrNAL ENTrIES: Trade route to India
november 12, 1497
we have been working tirelessly for many days
Our duties are difficult but the weather thankfully
has been most agreeable Many birds fly overhead
and circle our ships looking for food. I have seen
cormorants gulls turtle doves crested larks and many
others. natives laden with offerings approached our
ships. When they were a stones throw away we
alerted capt. da gama
WEDNESDAY
november 13: 1497
My closest comrade jorge is posted to Capt da
gamas vessel, the São Gabriel. he witnessed capt. da
Gamas encounter with the natives they offered the
captain cinnamon cloves seed-pearls gold and many
other treasures As we travel farther up the african
coast will citys such as Mozambique mombasa and
malindi offer such riches
ThUrSDAY
• commas
WEEK �
WEEK �
• names of ships
• commas
�� EMC 2728 • Daily Paragraph Editing, Grade 5 • ©2004 by Evan-Moor Corp.
Preview the 4 daily lessons to ensure you review or introduce skills that may be unfamiliar to students.
Daily Paragraph EditingEDITING KEY: Life Science Article
Busy as a Beaver have you ever wondered where the expression
“busy as a beaver” comes from people use this saying
because beavers is always working beavers, in fact
are one of the few animals that change the natural
environment to better suit their needs. a beaver
familee works together to build a dam that changes
the course of a stream the dam also creates a
pond Next, they build their underwater home, called
a lodge or a den
MONDAY WEEK �
Bilding a beaver lodge is hard work. North
Americas largest rodent however has a body
well_suited for underwater activity. beavers have
transparent eyelids that act as goggles to protect
their eyes underwater They can close off their nose
ears and throat to keep the water out. Their powerful
webbed back feet make them excellent swimmers
their coarse heavy fur are waterproof. Their broad
sharp front teeth can cut and carry wood
TUESDAY WEEK �
family
are
Error Summary
Capitalization 5
Language Usage 1
Punctuation:
Comma 1
Period 4
Other 1
Spelling 1
Error Summary
Capitalization 2
Language Usage 1
Punctuation:
Apostrophe 1
Comma 7
Period 3
Other 1
Spelling 1
Building
is
©2004 by Evan-Moor Corp. • Daily Paragraph Editing • EMC 2729 7
Sk
ills
Sc
op
e a
nd
Se
qu
en
ce
We
ek
No
.
Ca
pit
ali
zati
on
12
34
56
78
910
1112
1314
1516
1718
1920
2122
2324
2526
2728
2930
3132
3334
3536
Beg
inni
ng o
f Sen
tenc
es, Q
uota
tions
, Sal
utat
ions
/Clo
sing
s••••••••••••••••••••••••••••••••••••
Day
s &
Mon
ths
••
••
••
•H
olid
ays
••
Inco
rrec
t Use
of C
apita
ls•••
••
•••••••••••••••••••••••••••
•N
ames
& T
itles
of P
eopl
e, in
cl. L
angu
ages
, Nat
iona
litie
s•••••
••••••••••
••
••
••••
Nam
es o
f Pla
ces,
Spe
cial
Thi
ngs,
Org
aniz
atio
ns (
incl
udin
g ab
brev
iatio
ns)
••
••
•••••
••
•••••
•••
••••••
Nou
ns U
sed
as N
ames
(A
unt,
Gra
ndpa
, etc
.)•
••
Titl
es o
f Boo
ks, M
agaz
ines
, Poe
ms,
Sto
ries
••
•T
itles
of M
ovie
s, T
V S
how
s, S
ongs
••
Wor
d I
••
••
••
••
••
•L
an
gu
ag
e U
sag
e1
23
45
67
8910
1112
1314
1516
1718
1920
2122
2324
2526
2728
2930
3132
3334
3536
Cor
rect
Use
of S
ingu
lar
& P
lura
l For
ms
••
••
•••
••
•••••••
•••••
Cor
rect
Use
of V
erb
Ten
ses
•••
••
••
••
••
•••••
••
••
Iden
tify
Dou
ble
Neg
ativ
es•
••
Use
of C
orre
ct A
djec
tive
& A
dver
bial
For
ms
••
•••••
•••
••••
•••
••
Use
of C
orre
ct P
rono
uns
••
•••
••
••
••
••
Pu
nc
tua
tio
n:
Ap
ost
rop
he
ss1
23
45
67
8910
1112
1314
1516
1718
1920
2122
2324
2526
2728
2930
3132
3334
3536
In C
ontr
actio
ns••••
•••••
•••••••••••
•••
••••••
In P
osse
ssiv
es••••••••••••
•••
••••••••••••
•••
Impr
oper
ly P
lace
d•
•••••
•••
•••
••
••
••
••
Pu
nc
tua
tio
n:
Co
mm
as
12
34
56
78
910
1112
1314
1516
1718
1920
2122
2324
2526
2728
2930
3132
3334
3536
Afte
r In
trod
ucto
ry D
epen
dent
Phr
ase
or C
laus
e•••••••••••••••
•••••••••
•••••
••••
Afte
r In
trod
ucto
ry In
terje
ctio
n or
Exp
ress
ion
••
••
•A
fter
Sal
utat
ion
& C
losi
ng in
a L
ette
r•
••
•B
etw
een
City
& S
tate
& C
ity &
Cou
ntry
Nam
es
••
••
••
•B
etw
een
Equ
ally
Mod
ifyin
g A
djec
tives
•••
••
•••
••
••
•B
etw
een
Item
s in
a S
erie
s
••
••••••••••••
•••
••••••••••••••••
In a
Dat
e •
••
•••
•T
o S
epar
ate
Par
ts o
f Com
poun
d S
ente
nces
•••••••••••••••••••••••
•••••••
•••
To
Set
Off
App
ositi
ves
••
•••••••••
••
••••••
••••
•••
To
Set
Off
Inte
rrup
tions
•
••
••••••
••
••
••••
•••
To
Set
Off
Quo
tatio
ns•
•••
••
••
•W
ith N
ame
Use
d in
Dire
ct A
ddre
ss•
••••
Gra
de
6+
8 EMC 2729 • Daily Paragraph Editing • ©2004 by Evan-Moor Corp.
Sk
ills
Sc
op
e a
nd
Se
qu
en
ce
(c
on
tin
ue
d)
We
ek
No
.
Pu
nc
tua
tio
n:
Pe
rio
ds
12
34
56
78
910
1112
1314
1516
1718
1920
2122
2324
2526
2728
2930
3132
3334
3536
Afte
r In
itial
s•
••
At E
nd o
f Sen
tenc
e••••••••••••••••••••••••••••••••••••
In T
ime
& M
easu
rem
ent A
bbre
viat
ions
••
••
••
•In
Titl
e A
bbre
viat
ions
••
To
Cor
rect
Run
-on
& R
ambl
ing
Sen
tenc
es; F
ragm
ents
•••
••
••
••••
••••
••
•P
un
ctu
ati
on
: Q
uo
tati
on
Ma
rks
12
34
56
78
910
1112
1314
1516
1718
1920
2122
2324
2526
2728
2930
3132
3334
3536
In S
peec
h•
••
••••
•••••
••••••
•T
o S
et A
part
Spe
cial
Wor
ds••••
••
••
•••
••••
With
Titl
es o
f Wor
ks o
f Art
, Art
icle
s, P
oem
s, C
hapt
ers,
Sho
rt S
torie
s, S
ongs
, New
spap
er A
rtic
les
••
••
•
Pu
nc
tua
tio
n:
Oth
er
12
34
56
78
910
1112
1314
1516
1718
1920
2122
2324
2526
2728
2930
3132
3334
3536
Col
on in
Tim
e•
•E
xcla
mat
ion
Poi
nt•
••
Hyp
hen
in F
ract
ions
•
•H
yphe
n to
For
m A
djec
tives
••
•••••
Per
iods
& C
omm
as In
side
Quo
tatio
n M
arks
••
••
•••
••••••
•Q
uest
ion
Mar
k
••
••••
•••
••
•••••
•S
emic
olon
to J
oin
Tw
o In
depe
nden
t Cla
uses
••
Und
erlin
e N
ames
of A
ircra
ft &
Shi
ps•
•U
nder
line
Titl
es o
f Boo
ks, M
agaz
ines
, Mov
ies,
N
ewsp
aper
s, T
V S
how
s•
••
Sp
ell
ing
12
34
56
78
910
1112
1314
1516
1718
1920
2122
2324
2526
2728
2930
3132
3334
3536
Iden
tify
Err
ors
in G
rade
-Lev
el W
ords
••••••••••••••••••••••••••••••••••••
44 EMC 2729 • Daily Paragraph Editing, Grade 6 • ©2004 by Evan-Moor Corp.
Preview the 4 daily lessons to ensure you review or introduce skills that may be unfamiliar to students.
Daily Paragraph EditingEDITING KEY: Realistic Fiction
A Change of Plans to make his tires last longer thirteen-year old
eduardo pushed his bike along the gravel path. it was
a old bike but it was new for Eduardo he had bought
him with the money he had earned weeding hoeing
and working during spring vacation he used the bike
to make the three mile trip from the farm where his
parents were working to school. he hummed the song
“take me out to The Ballgame as he walked
MONDAY WEEK 9
eduardo knew he wood have to work that summer
but now he was playing baseball on the school team.
With his bike we didnt have to worry about catching
the school bus for the three mile ride back to the
farm he had been at the same school for three
months now and he was finally catching up on Reading
Math and sceince While his parents worked at the
farm Eduardo helped his brothers carlos and juan with
schoolwork, chores and dinner preparations
TUESDAY WEEK 9
an
it
Error Summary
Capitalization 1 0
Language Usage 2
Punctuation:
Comma 4
Period 3
Quotation Mark 1
Other 2
Error Summary
Capitalization 6
Language Usage 1
Punctuation:
Apostrophe 1
Comma 9
Period 3
Other 1
Spelling 2
he
science
would
©2004 by Evan-Moor Corp. • Daily Paragraph Editing, Grade 6 • EMC 2729 45
Name
Daily Paragraph EditingREALISTIC FICTION: A Change of Plans
A Change of Plans to make his tires last longer thirteen-year old
eduardo pushed his bike along the gravel path. it was
a old bike but it was new for Eduardo he had bought
him with the money he had earned weeding hoeing
and working during spring vacation he used the bike
to make the three mile trip from the farm where his
parents were working to school. he hummed the song
“take me out to The Ballgame as he walked
MONDAY
eduardo knew he wood have to work that summer
but now he was playing baseball on the school team.
With his bike we didnt have to worry about catching
the school bus for the three mile ride back to the
farm he had been at the same school for three
months now and he was finally catching up on Reading
Math and sceince While his parents worked at the
farm Eduardo helped his brothers carlos and juan with
schoolwork, chores and dinner preparations
TUESDAY
• hyphens
• song titles
• commas
• hyphens
• commas
WEEK 9
WEEK 9
46 EMC 2729 • Daily Paragraph Editing, Grade 6 • ©2004 by Evan-Moor Corp.
Daily Paragraph EditingEDITING KEY: Realistic Fiction
when eduardo came to the end of his three mile
journey back to the farm he was surprised to find
her Father Mother and brothers loading up there van
They were moving to a different farm Uncle alberto
his fathers brother had found them a new farm
to work on they would urn more money and have a
better house but they needed to start work right
away? Now, even though eduardo had been practicing
with the schools baseball team. He wouldnt be able to
play in any of their games
WEDNESDAY WEEK 9
eduardo took his books to his eleven year old
neighbor Roberto and axed him to return them to
the school. not wanting anyone to think he didnt
like baseball. Eduardo wrote a good bye note to her
teacher? The note explained about the move He wrote
I hope the team wins. as the van started down the
road eduardo laughed at the off key singing of his
Father Mother and brothers. They sang Take Me out
to the ballgame. Today, Eduardo wood listen but he
knew he would someday play baseball again
THURSDAY WEEK 9
his their
Error Summary
Capitalization 8
Language Usage 1
Punctuation:
Apostrophe 3
Comma 7
Period 5
Other 1
Spelling 2
Error Summary
Capitalization 8
Language Usage 1
Punctuation:
Apostrophe 1
Comma 8
Period 3
Quotation Mark 4
Other 4
Spelling 2
his
would
earn
asked
©2004 by Evan-Moor Corp. • Daily Paragraph Editing, Grade 6 • EMC 2729 47
Name
Daily Paragraph EditingREALISTIC FICTION: A Change of Plans
when eduardo came to the end of his three mile
journey back to the farm he was surprised to find
her Father Mother and brothers loading up there van
They were moving to a different farm Uncle alberto
his fathers brother had found them a new farm
to work on they would urn more money and have a
better house but they needed to start work right
away? Now, even though eduardo had been practicing
with the schools baseball team. He wouldnt be able to
play in any of their games
WEDNESDAY
eduardo took his books to his eleven year old
neighbor Roberto and axed him to return them to
the school. not wanting anyone to think he didnt
like baseball. Eduardo wrote a good bye note to her
teacher? The note explained about the move He wrote
I hope the team wins. as the van started down the
road eduardo laughed at the off key singing of his
Father Mother and brothers. They sang Take Me out
to the ballgame. Today, Eduardo wood listen but he
knew he would someday play baseball again
THURSDAY
• hyphens
• commas
• hyphens
• song titles
• commas
WEEK 9
WEEK 9
PHONE 800-777-4362 FAX 800-777-4332 www.evan-moor.com
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5 6559-BR CLASS PACK: 20 STUDENT BOOKS 1 TEACHER’S GUIDE $121.95
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6+ 2829-BR 72 TRANSPARENCIES $29.99
6+ 6555-BR STUDENT BOOK 5-PACK $24.99
6+ 6560-BR CLASS PACK: 20 STUDENT BOOKS 1 TEACHER’S GUIDE $121.95
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Daily Paragraph EditingEditing practice targets grade-level skills from the language arts curriculum, focusing on capitalization, punctuation, spelling, and language usage. Each weekly lesson includes a 4-paragraph composition for students to edit and a related writing prompt. Also included are scope and sequence charts and annotated answer pages. Correlated to state standards
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