Lesson 4W Model Study
MODEL STUDY: SPATIAL-ORDER Spatial-Order Paragraph
PARAGRAPH
1 hairstyle or hat. Then you’d move down, describing each item
OBJECTIVE
Writing
• Analyze a Student Model: Spatial-Order Paragraph
2
3
CONNECT
1 Tap Prior Knowledge Read aloud the first paragraph.
Say: When you describe an object, you pick a place to start, and
then you describe the object in a way that makes sense. Have
students close their eyes. Then have several volunteers pick
an object in the classroom and describe it. Students try to 4 proceeds from a visual starting point to an ending point
decide which object is described.
Focus Tell students they will be learning more about ways
to describe physical objects in a visual way.
MODEL STUDY
2 Define Spatial-Order Paragraph
Chorally read the second paragraph. Explain that another
way to organize a paragraph is according to spatial order.
Say: When a paragraph is written in a spatial order, the writer
chooses a starting point, such as the top of an object, and
describes the object from top to bottom.
Sum up: Spatial order is used to describe something.
3 Discuss Visual Description
Chorally read the third paragraph. Tell students that a good
way to begin a spatial-order paragraph is to draw and label
a picture of the object that you want to describe. Say: Labels
help show the different parts of the object.
Recall some of the objects described during the Tap Prior
Knowledge activity. Draw a simple picture of one object.
Enlist students’ help to describe specific parts of the object,
such as the shape, texture, or lines. Emphasize physical
characteristics that someone could see or picture in their
minds. Use the descriptions to label the drawing, as on
p. 11W.
Sum up: Drawing and labeling will help you organize the details
of your description.
4 Introduce the Features
Explain that different writing forms have key features. Read
aloud the Feature Checklist to highlight the features of a
spatial-order paragraph.
T10W Paragraph Structure: Ways to Organize
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How would you describe the way someone was dressed on a
special occasion? You might start by describing the person’s
of clothing until you got to the person’s shoes. To do this a
different way, you could start with the shoes and then move up.
When you write to describe something you see, choose a
starting point and then move in a clear direction. Use spatial
order to describe something so your reader can picture what
it’s like. Proceed from inside to outside, left to right, or top to
bottom.
You might want to begin by drawing and labeling a picture. This
will help you organize the details of your description.
Read the student model on page 11W. It shows the features of a
good spatial-order paragraph.
SPATIAL-ORDER PARAGRAPH
A good spatial-order paragraph
takes the reader logically from one place to the other
uses signal words like above and underneath to show
spatial order.
Feature Checklist
10W Paragraph Structure: Ways to Organize
COMPARE WRITING FORMS
Spatial-Order Paragraph and
Chronological-Order Paragraph
Comparing writing forms reinforces students’ understanding of
each form. Have partners study the features of a chronological-
order paragraph and the features of a spatial-order paragraph
(pp. 8W and 10W). Then create a T Chart to compare the two
kinds.
Spatial-Order Paragraph Chronological-Order Paragraph
• describes something in a • tells an event in the order it happened
visual way • uses signal words such as first, then,
• moves in a clear direction after, and finally
• uses signal words such as
above and under
T Chart
When the chart is complete, ask:
• When would you choose to write a spatial-order paragraph? (when
you want to describe something)
• When would you choose to write a chronological-order paragraph?
(when you want to tell about an event)
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 MODEL STUDY

S PAT I A L- O R D E R PA R A G R A P H
5 Focus on Key Features
Use the callout and labels to talk through the student model
The Blue Whale and map the features.
by Emma Triches
The writer The blue whale has a long, cone-shaped head. On the • Spatial Order Read the paragraph aloud. Say: This
describes the top of its head, the blue whale has two blowholes. On its paragraph describes a whale. The writer chose to describe the
whale from
front to back. sides, there are the flippers. On its back and close to the whale from front to back. Have students point to each label
tail, the blue whale has a small triangular fin. The blue in the picture as you read it aloud. Ask: How do you think
whale has a huge back fin with broad flukes.
the labels helped the writer organize the paragraph?
Student Model • Visualize Tell students to close their eyes and visualize
the whale as you read the paragraph aloud. Ask: What did
you see? Did you picture the whale that you see on the page?
Or did you see something different? How did the organization
of the paragraph help you visualize the whale? Review with
students that an organized paragraph presents ideas in a
long, cone-shaped 5 clear way.
head on the front

6
6 Describe a Picture
Have students draw and label a picture that they can
triangular fin describe so listeners might be able to picture it in their
minds. Have students work in pairs, describing the picture
to a partner. Point out that prepositions such as under and
huge tail with
over are helpful in describing where items are in the picture.
flukes in the back
Writing Strategy Support
Use the Multi-Level Strategies to help students draw and
label a picture to describe.
flippers on the side
of the body
CHECK UNDERSTANDING
Have students describe the features of a spatial-order para-
graph in their own words.
Model Study: Spatial-Order Paragraph 11W

7 On Your Own
In the Writer’s Workout, students apply what they have
MULTI-LEVEL STRATEGIES
learned by reading a new model and answering questions
about the features of a spatial-order paragraph.
Writing Strategy Support
Writer’s Workout, p. 5

Review prepositions using p. 481W. Have students look through

magazines or books for pictures that have several items to describe.
Students can use simple prepositional phrases to describe the loca-
tion of items in reference to each other. Provide self-stick notes that
students can use for labels.

Direct students to the list of prepositions on p. 481W. Have each

student draw a picture that includes numerous items. Students
can use self-stick notes to write labels for their pictures, using full
sentences with prepositional phrases that identify the location of
items in reference to the whole picture.

After students complete their labeled drawings, encourage them to

share with a partner. Have them discuss which labels are the most
helpful for readers to picture the drawing in their minds.

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 Lesson 4W, continued Model Study

MODEL STUDY: COMPARE-AND- Compare-and-Contrast Paragraph

CONTRAST PARAGRAPH When you want to bring attention to the similarities or
1 differences between two things, you write a paragraph that
compares and contrasts.
When you compare, you write How they are alike
OBJECTIVES about how two things are
Vocabulary 2 similar. When you contrast,
you write to show how two
• Use Academic Vocabulary: compare, contrast things are different.
Writing Penguins
swim up
Both
swim to
Sharks
move head
• Analyze a Student Model: Compare-and-Contrast You can use a Venn and down get prey side to side
diagram to show the
Paragraph make “yo-yo” look for
similarities and differences dives outlines
3 between two things. A Venn
diagram uses overlapping
circles to organize these
CONNECT details.
Read the student model on page How they are different

1 Tap Prior Knowledge Read aloud the first paragraph. 13W. It shows the features of a good
compare-and-contrast paragraph.
Explain that when we compare two things, we think about
how they are similar or different. Ask: What things have you COMPARE-AND-CONTRAST PARAGRAPH
compared or contrasted recently?
A good compare-and-contrast paragraph
Focus Tell students they will be learning more about ways
4 names the items being compared
to compare and contrast.
describes ways the items are similar
describes ways the items are different
MODEL STUDY includes signal words like both, same, different, and however
to show similarities and differences.
2 Define Compare-and-Contrast Paragraph
Feature Checklist
Chorally read the second paragraph. Show two simple
objects, such as a pencil and a pen. Ask: How are these two
objects alike? How are they different?
Draw attention to the words compare and contrast. Introduce 12W Paragraph Structure: Ways to Organize

the Academic Vocabulary.

• Academic Vocabulary Define compare and contrast. Say:
When you compare two things, you tell how they are similar, Academic Vocabulary
or alike. When you contrast two things, you tell how they are Vocabulary
Use the Make Words Your Own routine
different.
Sum up: A compare-and-contrast paragraph tells how two
(PD33–PD45).
1. Pronounce the word and have students
Routine
1
objects are similar and/or different. repeat it.
2. Study Examples—Repeat the student-friendly definition:
3 Discuss Venn Diagram When you compare two things, you tell how they are similar, or
Tell students that good writers organize their paragraphs alike. When you contrast two things, you tell how they are different.
before they begin writing. Say: A Venn diagram is one way Provide additional examples:
to organize your ideas. Point out the overlapping circles in
• compare and contrast
the diagram and explain what the diagram shows. Say: Venn The two cars are similar
diagrams show how two things are the same and different. Point because they are both
out the word both and tell students that this word signals red. One has two doors, What It Means
how two things are similar. though, and the other has
how two things are
four. That is one way they similar and different
4 Introduce the Features are different.
Read aloud the Feature Checklist to highlight the features of 3. Encourage Elaboration— compare and contrast
a compare-and-contrast paragraph. Use a prompt:
• compare and contrast one car has two
two cars that are
What is something else the same color doors; the other
you can compare and car has four
contrast? Example of Compare Example of Contrast
4. Practice the Word—Create
Word Map
a Word Map.

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 MODEL STUDY

COMPARE-AND-CONTR A ST PAR AGR APH

5 Focus on Key Features
Use the callouts to talk through the student model and map
The writer Grizzly Bears and Great White Sharks the features.
names the by Mamoun Rahman
animals
being • Compare Read the first two sentences aloud. Say: This
compared. Grizzly bears and white sharks are both scary paragraph compares and contrasts grizzly bears and white
predators that can sometimes terrorize people.
sharks. Remind students that the word both signals a com-
The writer Grizzly bears are mammals and live on land, while These signal
tells how words parison. Have students point to the word and say it aloud.
grizzly white sharks are fish and live in the ocean. Grizzly cue the
bears and
sharks are
bears protect themselves from the cold with their contrasts. Draw this Venn diagram with just the labels to show the
different. fur. White sharks, on the other hand , are covered 5 structure. Add the notes as you read to identify the com-
in special scales that protect them. Both animals
have been observed through the Crittercam.
parisons and contrasts in the paragraph.
The writer Apparently, both grizzly bears and white sharks These signal
tells what are a little more friendly than you you might think.
words
cue the
Grizzly Bears Both White Sharks
the animals
have in One way in which they are alike is that they often similarities.
common. share their space with other animals of their
own species.
mammals;
live on land; predators; often fish; live in ocean;
share their space have thick,
have fur rough scales

Venn Diagram

• Contrast Read the rest of the paragraph aloud to students.

Identify the signal words that show a contrast, such as while
A grizzly bear's fur
and on the other hand. Have students identify the informa-
protects it from tion to include in the Venn diagram. Once the diagram is
cold temperatures.
complete, have volunteers use the information to say a
White sharks are common
off the coast of California. sentence that compares or contrasts grizzly bears with
white sharks.
Model Study: Compare-and-Contrast Paragraph 13W

CHECK UNDERSTANDING

6 On Your Own
In the Writer’s Workout, students apply what they have
learned by reading a new model and answering questions
about the features of a compare-and-contrast paragraph.
Writer’s Workout, p. 6

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