Ted

1. Ted Who is Ted? Why is Ted with the boy? What is an imaginary friend? TED - GRADE 5

2. 5 – I picked just the right words to express my ideas and feelings. • Every word seems exactly right: specific and accurate. • The words create pictures that linger in your mind. • Colorful, fresh and snappy – yet nothing’s overdone. • Striking words and phrases catch your eye. • Lively verbs, precise nouns, and descriptive modifiers. • Accurate and precise: that’s me! TED - GRADE 5

3. 3 – It might not tweak your imagination, but hey – it gets the messageacross. It’s very general. • Words are adequate and correct, but not very original. • My words communicate, but they seldom create pictures in your mind. • I might have over-utilized my thesaurus… • I used quite a few passive verbs and everyday nouns, adjectives, and adverbs. • I didn’t revise much for word choice. What you see if pretty much the first thing that popped into my head. • It’s functional, with only a moment or two of sparkle. TED - GRADE 5

4. 1 – My reader is likely to ask, “Huh?” • I’m a victim of vague wording and fuzzy phrasing. • It’s hard to picture what I’m talking about. • Maybe I misused a word or two… • My vocabulary is limited and/or I’ve misused words. • Some redundant words and phrases might be redundant; too many clichés. • The words just don’t work in this piece. TED - GRADE 5

5. IDEAS Rubric 5 - This paper is clear and focused. It holds the reader's attention. Relevant anecdotes and details enrich the central theme. A. The topic is narrow and manageable. B. Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable. C. Reasonably accurate details are present to support the main ideas. D. The writer seems to be writing from knowledge or experience; the ideas are fresh and original. E. The reader’s questions are anticipated and answered. F. Insight—an understanding of life and a knack for picking out what is significant—is an indicator of high level performance, though not required. 3 -The writer is beginning to define the topic, even though development is still basic or general. A. The topic is fairly broad; however, you can see where the writer is headed. B. Support is attempted, but doesn't go far enough yet in fleshing out the key issues or story line. C. Ideas are reasonably clear, though they may not be detailed, personalized, accurate, or expanded enough to show in depth understanding or a strong sense of purpose. D. The writer seems to be drawing on knowledge or experience, but has difficulty going from general observations to specifics. E. The reader is left with questions. More information is needed to "fill in the blanks." F. The writer generally stays on the topic but does not develop a clear theme. The writer has not yet focused the topic past the obvious. 1 -As yet, the paper has no clear sense of purpose or central theme. To extract meaning from the text, the reader must make inferences based on sketchy or missing details. The writing reflects more than one of these problems: A. The writer is still in search of a topic, brainstorming, or has not yet decided what the main idea of the piece will be. B. Information is limited or unclear or the length is not adequate for development. C. The idea is a simple restatement of the topic or an answer to the question with little or no attention to detail. D. The writer has not begun to define the topic in a meaningful, personal way. E. Everything seems as important as everything else; the reader has a hard time sifting out what is important. F. The text may be repetitious, or may read like a collection of disconnected, random thoughts with no discernable point. TED - GRADE 5

6. Here are questions you can ask yourself about IDEAS. Did I write about a small idea, a seed idea? Is my message clear? Do I know a lot about my topic? Do I have interesting details? Did I use a balance of showing and telling? Did I paint a word picture in the reader’s head? Here are questions you can ask yourself about WORD CHOICE. Did I use any new words? Do my words make sense? Did I use precise words, just the right word? So ask yourself… TED - GRADE 5

7. I can make it EVEN better…!!? • Here are questions you can ask yourself about VOICE. • Does this writing sound like me? • Did I say what I think and feel? • Does it have energy and passion? • Is it appropriate for my audience and purpose? TED - GRADE 5

8. Grade 2 Author TED - GRADE 5

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11. Babysitting DisasterGrade 4 Writer TED - GRADE 5

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13. It was a Friday afternoon and I had just hopped off the bus. As usual, my Dad was at work and so was my Mom. My parents wouldn’t let me stay by myself so they got one of the high school girls on my street to stay at our house until they got home at dinner time. “Hey I’m home,” I called. “Sure sure sure.” That was Erin’s way of saying hi. She was probably on the computer in the den, either on Twitter or Facebook. I was on the way to the kitchen when I heard a crash outside. I raced out back to see what happened. There, before me was a big, fat blue and green thing! I wasn’t sure if it was even a person. “w-w-who are you,” I stuttered.” “I am peg!” “Peg,” I repeated. “Yup,” Peg answered. “Ok, well what are you doing in my backyard?” “Well, I saw that you were getting a snack, and I LOVE snacks. Do you have any?” Peg asked eagerly. TED - GRADE 5

14. “Sure…what do you like?” “Ice Cream, Peg answered immediately. “What flavor,” I questioned. “Chocolate, vanilla, strawberry, really any flavor is fine,” Peg grinned. “Come inside and I’ll get the ice cream,” I started to the door.” Just don’t be too noisy. I have a babysitter.” “You still have a babysitter?” Peg asked. I grimaced. “Yes I do.” When we got inside I checked the freezer. There was no ice cream inside. “Do you have an ice cream store? Asked Peg. “Nope, I replied.” “Then we’ll have to make some.” “But I don’t know how,” I said sadly. “Then I’ll teach you.” “Ok,” I replied. That wouldn’t be too bad. TED - GRADE 5

15. “First,” Peg started, “You will need 10 buckets of ice.” I trotted to the freezer and put two handfuls of ice into 10 bowls. “Now, you have to put a tablespoon of cream into each cup.” I opened the cupboard, got the ice cream and put a tablespoon of it in each bowl. “Put two cups of sugar and a couple drops of blue food coloring in each bowl. After that, put it in the blender.” “Why the blender?” I asked. “Makes it more creamy.” “Ok?” When I put the mixture in the blender, I kind of forgot to clink the top in and when I turned the blender on high, it sprayed all over the kitchen. Just as I was going to run, my Dad burst into the room. “What happened?” He blurted out. “Peg and I were making ice cream,” I said sheepishly. “Who is Peg?” “I’m not really sure, some sort of creature.” “Well, sorry but I don’t believe this Peg thing did it all by herself. You clean this up, and then you are grounded for one week.” “What!” I boomed. TED - GRADE 5

16. “You heard me,” he answered. At that he marched up the stairs. This conversation was over, for now at least. -Grade 5 Writer TED - GRADE 5

17. List five activities you do every day at your home. • _____________________________________ • _____________________________________ • ____________________________________ • _____________________________________ • ____________________________________ TED - GRADE 5

18. Now CREATE an IMAGINARY FRIEND. It’s name: ___________________ Draw a picture of your imaginary friend. TED - GRADE 5

19. Describe your imaginary friend. TED - GRADE 5

20. Create!! TED - GRADE 5