Moose Productions announces . . .

Moose English!

ü 40 two-page cumulative distributive practice lessons (two lessons per week, spread over two or three days each, as your schedule permits) You are covered for the TAKS writing test! ü 5 review tests in TAKS format (monthly assessment, covering eight lessons each) ü Keyed to TEKS and TAKS objectives ü Spelling, capitalization, punctuation rules explained and immediate practice provided ü Inflectional endings, prefixes, and suffixes mini-lessons build strong spellers and develop context clues for reading ü Grammar and usage rules shown with graphic aids and followed with meaningful practice ü Editing, revising, and organization opportunities in every lesson ü Elaboration techniques built into every lesson ü Handwriting lines given on page two of each lesson to develop neatness and legibility ü Dear Journal develops fluency using the humorous moose to prompt students to write fun and inviting personal narratives. Dearly needed words provided to help students complete the webs and other graphic organizers printed on page two of every lesson!

PLUS . . .

A to Z spelling word lists with:

Ø High frequency words

Ø Colorful word choices

Ø Examples of figurative language, alliteration, and sound words

Ø Plurals and inflectional endings

Ø Math vocabulary words

AND . . .

Writer’s Checklist, Scoring Rubric,

Student Tracking Sheet

…and more!

P.O. Box 153062

Irving, TX 75062

Phone/Fax: (972) 255-6748

dianemckenzie@moosemath.com

www.moosemath.com

Note from the Author

Moose English comes on the heels of the success of the math series I developed called TEKSas Daily Moose. Providing quality materials that work, are teacher and student friendly, and reduce the preparation time required of busy teachers has become my contribution to education. After 29 years in the classroom, I have retired to write materials fulltime. So, I reHIRED myself, which means I am busier than ever, but I find my new role very rewarding. Helping teachers means helping students, so technically I haven’t left the classroom.

Having retired from fourth grade and experiencing the first year of the new TAKS writing test, I realized that there is a great need for an organized, sequential program for developing the skills needed in the writing process. I found myself still thinking in terms of TAAS with very few materials from which to provide help. With this thought in mind, I have spent months researching the writing process, examining the new writing TEKS and TAKS, and creating Moose English. What started out as a daily distributive practice book has evolved into one that you can pick up and use to establish the foundation for your writing program. Writing is a process, which makes it difficult to put it all together to teach it effectively. In addition, it is very time consuming to generate prompts, rubrics and mini-lessons.

MOOSE is an acronym for Makes Organizing Objectives So Easy, and the Moose English book lives up to the acronym. It’s all here for you—sequenced, cumulative, benchmarked, and ready to go! This book contains forty two-page lessons that will generate five pieces of TAKS writing, one every eight lessons. Plus, the editing and revising process is built into each lesson. Sequential, cumulative mini-lessons are right there, too. A sample story for each of the five prompts will show your students how to organize their writing so that it has focus and coherence, sequence, related details, and voice. You will also be able to assess and track your students’ progress using the five TAKS format tests and the class and individual tracking sheets.

Have fun setting the Moose English on the loose in your classroom!

Diane McKenzie

Moose Productions

Conventions/ Sentence Fluency Lesson Planner 1 to 8
Each lesson has several mini-lessons. These can be used as warm-ups, one or two at a time, or the whole page as a teaching tool/review. These lessons complement the TAKS writing prompt for the 8-lesson cycle, so they should be done in the same time frame as the writing prompt. The Night I Couldn’t Sleep
Lesson	Spelling/ Grammar	Capitalization/ Punctuation	Fragments/ Run-Ons
1	S--Drop final e before adding -ed, -ing G--Subject pronouns	C--Beginning of a sentence, pronoun I P--Statements (period) Questions (? mark)	F--Identify fragments R--Separate into 2 sentences
2	S--Double final cons. --ed, --ing G--Subject pronouns	C--Days, months, names of people P--Statements (period) Questions (? mark)	F--Identify fragments R--Separate into 2 sentences
3	S--Double final cons. -ed, -ing G--Subject pronouns	C--Days, months, names of people P--Statements, Quest., Exclamations	F--Identify fragments R--Separate into 2 sentences
4	S--Double final cons. -ed, -ing G--Subject pronouns	C--Special days, holidays P--Statements, Quest., Exclamations	F--Identify fragments R--Separate into 2 sentences
5	S--Review G--Object pronouns	C--Cities, states, countries, continents, oceans P--Commas city/state d.month/year	F--Identify fragments R--Separate into 2 sentences
6	S--Mixed Practice G--Pronouns Mixed Review	C--Cities, states, countries, continents, oceans P--Commas city/state d.month/year	F--Add a subject R--Separate using a comma with “and”
7	S--Mixed Practice G--Pronouns Mixed Review	C--Languages, citizens of a country P--Commas items in a series	F--Add a predicate R--Separate using a comma with “and”
8	S--Mixed Practice G--Replacing nouns with pronouns	C--Review P--Commas in a direct address	F--Add a subject or predicate R--Separate using a comma with “and”

TAKS Writing Piece 1 Lesson Planner 1 to 8
Each lesson will take one to two days, so plan time needed according to the difficulty of the lesson. Lesson 8 will take two to three days. TOTAL estimated time: 10 to 12 days The Night I Couldn’t Sleep
Lesson No.	Webbing and Writing	Transitions	Revising and Editing
1	Paragraph 1 Web the central idea Write the introduction		Word choice/thesaurus Adding details Topics Sentence variety
2	Paragraph 2 Web the first idea Write the first idea	(If you have taught transition, you may want students to do transitions as they go.)	Word choice/thesaurus Adjectives Topics, Simile Sentence variety, details
3	Web the second idea	Paragraph 1 to 2 from the introduction... …to the first idea	Word choice/thesaurus Adjectives Transition, Simile Sentence variety, details
4	Paragraph 3 Write the second idea Paragraph 4 Write the conclusion	Paragraph 2 to 3 from the first idea… …to the second idea	Word choice/thesaurus Adjectives, Simile Transition, S. variety, det. Sample concl./choose one
5	Revise the introduction to grab the reader’s attention		Word choice/thesaurus Adjectives, Simile Transition, S. variety, det. Sample intro./choose one
6	Check paragraph 2 for sticking to the topic/main idea.		Word choice/thesaurus Adjectives, Simile Transition, S. variety, det. Web main idea-good stud.
7	Check paragraph 3 for sticking to the topic/main idea. Check the conclusion.		Word choice/thesaurus Adjectives, Simile Topics, S. variety, details
8	Check overall writing, make necessary revisions. Edit Make final copy/publish		Smooth fluency and correct conventions checklist (Writer’s checklist)

Conventions/ Sentence Fluency Lesson Planner 9 to 16
Each lesson has several mini-lessons. These can be used as warm-ups, one or two at a time, or the whole page as a teaching tool/review. These lessons complement the TAKS writing prompt for the 8-lesson cycle, so they should be done in the same time frame as the writing prompt The New Kid in Class
Lesson	Spelling/ Grammar	Capitalization/ Punctuation	Fragments/ Run-Ons
9	S--Plurals vowel y; cons. y G--Replacing nouns with pronouns	C--Review, proofread sentences P--Commas in a direct address, end punct.	F--Add a subject or predicate R--Separate using a comma with “or” sentences
10	S--Plurals Mixed Practice G--Subject/verb agreement	C--Titles in names P--Commas in an appositive, end punct.	F--Add words or phrases R--Separate using a comma with “but”
11	S--Changing plurals back to sing. nouns G--Subject/verb agreement	C--Rivers, lakes, mountains P--Commas in an appositive, end punct.	F--Add words or phrases R--Review “and”, “or”, “but”
12	S--Plurals Mixed Practice G--Subject/verb agreement	C--Monuments, parks, businesses P--Statements, Quest., Exclamations	F--Add words or phrases R--Identify correctly written sentences
13	S--Contractions--form from two words G--Past tense--verbs with correct spelling	C--Contractions with pronoun “I” P--Commas after dependent clause	F--Identify fragments (w. dep. clauses) R--Identify correctly written sentences
14	S--Contractions identify cor. spelling G--Past tense--verbs with correct spelling	C--Rewrite contractions with “I” (as 2 words) P--Commas (dep. cl.) Apostrophes in contr.	F--Identify fragments (w. dep. clauses) R--Identify correctly written sentences
15	S--Contractions identify cor. spelling G--Past tense--verbs irregular verbs	C--Rewrite contractions with “I” (as 2 words) P--Commas items in a series	F--Identify fragments R--Identify correctly written sentences
16	S--Nouns--irregular plurals G--Past tense--verbs irregular verbs	C--Review P--Review	F--Identify fragments, make one complete R--Identify correctly written sentences

TAKS Writing Piece 2 Lesson Planner 9 to 16
Each lesson will take one to two days, so plan time needed according to the difficulty of the lesson. Lesson 16 will take two to three days. TOTAL estimated time: 10 to 12 days The New Kid in Class
Lesson No.	Webbing and Writing	Transitions	Revising and Editing
9	Paragraph 1 Web the central idea Write the introduction		Adverbs, adjectives Adding details Topics Sentence variety, details
10	Paragraph 2 Web the first idea Write the first idea	(If you have taught transition, you may want students to do transitions as they go.)	Adverbs, adjectives Adding details Topics Sentence variety, details
11	Web the second idea Write, if time	Paragraph 1 to 2 from the introduction... …to the first idea	Identify/add adverbial phrase (prep. phrase) Transition Sentence variety, details
12	Paragraph 3 Write the second idea (extend the second idea)	Paragraph 2 to 3 from the first idea… …to the second idea	Identify/add adverbial phrase (prep. phrase) Transition, s. variety, det. Sample concl./choose one
13	Paragraph 4 Write the conclusion Revise the introduction to grab the reader’s attention		Classify/add adverbial phrase (prep. phrase) Transition, S. variety, det. Sample intro./choose one
14	Check paragraph 2 for sticking to the topic/main idea.		Introductory time order words/write in para. form Topics/Add a concl/ Web main idea-fav activ.
15	Check paragraph 3 for sticking to the topic/main idea. Check the conclusion.		Introductory time order words/write in para. form Topics/Add a concl/Web main idea, meta.friend is..
16	Check overall writing, make necessary revisions. Edit Make final copy/publish		Change similes to metaphors, write in para. form/Topics/Add a concl. (Writer’s checklist)

Conventions/ Sentence Fluency Lesson Planner 17 to 24
Each lesson has several mini-lessons. These can be used as warm-ups, one or two at a time, or the whole page as a teaching tool/review. These lessons complement the TAKS writing prompt for the 8-lesson cycle, so they should be done in the same time frame as the writing prompt. The Time I Lost . . .
Lesson	Spelling/ Grammar	Capitalization/ Punctuation	Fragments/ Combining Sentences/ Run-Ons
17	S--Homonyms they’re, their, there G--Nouns--irregular plurals	C--Mixed Practice, proofread sentences P--Commas after introductory words	F--Identify (dependent clauses) R--Identify correctly written sentences
18	S--Homonyms to, two, too G--Nouns--singular and plural review	C--Titles of books P--Apostrophes in contractions	F--Identify fragments within a paragraph R--Identify run-ons within a paragraph
19	S--Homonyms its and it’s G--Pronouns review	C--Titles of books P--Apostrophes in singular possessives	F--Identify fragments within a paragraph R--Identify run-ons within a paragraph
20	S--Homonyms review G--Subject/verb agreement review	C--First word in a direct quote P--Apostrophes in singular possessives	F--Identify fragments within a paragraph R--Identify run-ons within a paragraph
21	S--Homonyms review G--Verb tense--present and past/cor. spelling	C--First word in a direct quote P--Apostrophes in singular possessives	F--Identify fragments within a paragraph R--Correct run-ons within a paragraph
22	S--Homonyms right, write, road, rode G--Verb tense--present and past/cor. spelling	C--First word in a direct quote P--Commas to set off a direct quote	CS--Combining Subjects R--Correct run-ons within a paragraph
23	S--Homonyms wood, would, way, weigh G--Verbs Helping words	C--First word in a direct quote P--Commas to set off a direct quote	CS--Combining Subjects R--Correct run-ons within a paragraph
24	S--Homonyms here, here, knew, new G--Verbs Helping words	C--First word in a direct quote, prop. nouns P--No commas to set off a direct quote (?, !)	CS--Combining Subjects R--Correct run-ons within a paragraph

TAKS Writing Piece 3 Lesson Planner 17 to 24
Each lesson will take one to two days, so plan time needed according to the difficulty of the lesson. Lesson 24 will take two to three days. TOTAL estimated time: 10 to 12 days. The Time I Lost…
Lesson No.	Webbing and Writing	Transitions	Revising and Editing
17	Paragraph 1 Web the central idea Write the introduction		Similes and metaphors Topics Sentence expansion Sentence variety
18	Paragraph 2 Web the first idea Write the first idea	(If you have taught transition, you may want students to do transitions as they go.)	Similes and metaphors Topics Sentence expansion Sentence variety
19	Web the second idea	Paragraph 1 to 2 from the introduction... …to the first idea	Adverbial phrases Transition Sentence expansion Sentence variety
20	Paragraph 3 Write the second idea Paragraph 4 Write the conclusion	Paragraph 2 to 3 from the first idea… …to the second idea	Adverbial phrases Transition Sentence exp., variety Sample concl./choose one
21	Revise the introduction to grab the reader’s attention		Adverbial phrases Transition Sentence exp., variety Sample intro./choose one
22	Check paragraph 2 for sticking to the topic/main idea.		Introductory time order words How- to find lost dog/seq. Add concl. to the how-to Web main idea/fav.possession
23	Check paragraph 3 for sticking to the topic/main idea. Check the conclusion.		Introductory time order words How- to clean a desk/seq. Add concl. to the how-to Web 4 metaphors about self
24	Check overall writing, make necessary revisions. Edit Make final copy/publish		Smooth fluency and correct conventions checklist (Writer’s checklist)

Conventions/ Sentence Fluency Lesson Planner 25 to 32
Each lesson has several mini-lessons. These can be used as warm-ups, one or two at a time, or the whole page as a teaching tool/review. These lessons complement the TAKS writing prompt for the 8-lesson cycle, so they should be done in the same time frame as the writing prompt. The Day I Snapped
Lesson	Spelling/ Grammar	Capitalization/ Punctuation	Combining Sentences Run-Ons
25	S--Homonyms no, know, one, won G--Verbs with helping words	C--First word in a direct quote P--Quotes with question or exclamation marks	CS--Combining subjects R--Correct run-ons within a paragraph
26	S--Homonyms passed, past, wear, where G--Helping words for be, being, been	C--First word in a direct quote P--Quotes with question or exclamation marks	CS--Combining predicates R--Correct run-ons within a paragraph
27	S--Homonyms threw, through, groan, grown G--Adverbs ending in -ly	C--First word in a direct quote P--Quotes with question or exclamation marks	CS--Combining predicates R--Correct run-ons within a paragraph
28	S--Homonyms lead, led, made, maid G--Adverbs ending in -ly	C--Common vs. proper nouns P--Singular possessives vs. plurals	CS--Combining sentences Mixed Practice R--Identify correctly written sentences
29	S--Homonyms piece, peace, which, witch G--Changing nouns to adjectives	C--Common vs. proper nouns P--Singular possessives vs. plurals	CS--Combining sentences Mixed Practice R--Identify correctly written sentences
30	S--Compounds with pronouns G--Changing adjectives to adverbs	C--Common vs. proper nouns (names with titles) P--Singular possessives vs. plurals	CS--Combining sentences Mixed Practice R--Identify correctly written sentences
31	S--Compounds with pronouns G--Changing adjectives to adverbs	C--Review common and proper nouns P--Identify correct use of apostrophe in contr, poss.	CS--Combining sentences Mixed Practice R--Identify correctly written sentences
32	S--Compounds Commonly misspelled G--Verb tense agreement	C--Review common and proper nouns P--Identify correctly punctuated sentences	CS--Combining sentences Mixed Practice R--Identify correctly written sentences

TAKS Writing Piece 4 Lesson Planner 25 to 32
Each lesson will take one to two days, so plan time needed according to the difficulty of the lesson. Lesson 32 will take two to three days. TOTAL estimated time: 10 to 12 days. The Day I Snapped
Lesson No.	Webbing and Writing	Transitions	Revising and Editing
25	Paragraph 1 Web the central idea Write the introduction		Similes and metaphors Topics Sentence expansion Sentence variety
26	Paragraph 2 Web the first idea Write the first idea	(If you have taught transition, you may want students to do transitions as they go.)	Comparative and superlative forms of adj. Topics Similes and metaphors
27	Web the second idea	Paragraph 1 to 2 from the introduction... …to the first idea	Comparative and superlative forms of adj. Transition Sentence variety
28	Paragraph 3 Write the second idea Paragraph 4 Write the conclusion	Paragraph 2 to 3 from the first idea… …to the second idea	Comparative and superlative forms of adj. Transition Sample concl./choose one
29	Revise the introduction to grab the reader’s attention		Comparative and superlative forms of adj. Transition Sample intro./choose one
30	Check paragraph 2 for sticking to the topic/main idea.		Awkward sentences Topics Add concl. to camping para. Web main idea/fav. food
31	Check paragraph 3 for sticking to the topic/main idea. Check the conclusion.		Awkward sentences Topics Add concl. to cookout para. Web 4 metaphors--surprises
32	Check overall writing, make necessary revisions. Edit Make final copy/publish		Smooth fluency and correct conventions checklist (Writer’s checklist)

Conventions/ Sentence Fluency Lesson Planner 33 to 40
Each lesson has several mini-lessons. These can be used as warm-ups, one or two at a time, or the whole page as a teaching tool/review. These lessons complement the TAKS writing prompt for the 8-lesson cycle, so they should be done in the same time frame as the writing prompt. A Special Day
Lesson	Spelling/ Grammar	Capitalization/ Punctuation	Combining Sentences Sentence Variety
33	S--Words with -ive G--Double negatives	C--First word in a greeting and closing of a letter P--Comma after a greeting and closing of a letter	Rewrite sentences in a variety of ways.
34	S--Syllable pattern vc/cv G--Pronoun referents	C--First word in a greeting and closing of a letter 6 P--Comma after a greeting and closing of a letter	Rewrite sentences in a variety of ways.
35	S--Words with a- and be- as syllables G--A, An	C--Mixed review P--Use of comma in compound subjects and predicates	Rewrite sentences in a variety of ways.
36	S--Group of tough words G-- Relative words--a tough group	C--Mixed review P--Compound sentences	Rewrite sentences in a variety of ways.
37	S--Words with –ous, -ity G--Smell and taste words	C--Mixed review P--Complex sentences	Rewrite sentences in a variety of ways.
38	S--Words with –tion G--Sound words	C-("tips his hat” to punctuation in this lesson) P--Plural possessives vs. singular possessives	Rewrite sentences in a variety of ways.
39	S--Prefixes dis-, mis-, re-, un- G--Too many words	C--(tips his hat to punctuation in this lesson,) P--Plural possessives vs. plurals	Rewrite sentences in a variety of ways.
40	S--Suffixes -able, -ness, -ful, -ment G--Consonant -le words	C--Identify correctly capitalized sentences P--Identify correct use of apostrophe in contr., poss.	Rewrite sentences in a variety of ways.

TAKS Writing Piece 5 Lesson Planner 33 to 40
Each lesson will take one to two days, so plan time needed according to the difficulty of the lesson. Lesson 40 will take two to three days. TOTAL estimated time: 10 to 12 days A Special Day
Lesson No.	Webbing and Writing	Transitions	Revising and Editing
33	Paragraph 1 Web the central idea Write the introduction		Alliteration Sentence order Sentence expansion Sentence variety
34	Paragraph 2 Web the first idea Write the first idea	(If you have taught transition, you may want students to do transitions as they go.)	Idioms Sentence order Sentence expansion Sentence variety
35	Web the second idea	Paragraph 1 to 2 from the introduction... …to the first idea	Identify alliteration, idioms, similes, and metaphors Transition Sentence variety
36	Paragraph 3 Write the second idea Paragraph 4 Write the conclusion	Paragraph 2 to 3 from the first idea… …to the second idea	Future Tense Transition Sample concl./choose one
37	Revise the introduction to grab the reader’s attention		Word Endings Transition Sample intro./choose one
38	Check paragraph 2 for sticking to the topic/main idea.		Nouns/Adjectives Topics Add concl. to par. holiday food Web main idea/favorite holiday
39	Check paragraph 3 for sticking to the topic/main idea. Check the conclusion.		Verbs/Adverbs Topics Add concl. to par. fav. relative Web 4 metaphors--relatives
40	Check overall writing, make necessary revisions. Edit Make final copy/publish		Fragment to sentence (twice) Choose a topic/write a para. Smooth fluency and correct conventions checklist (Writer’s checklist)

Click here for an editing checklist