I use this set of 40 task cards as a revising and editing mini-lesson. One of our standards is to revise for word choice. In our state rubric, the students will be evaluated on how well they create tone using word choice. This also includes using descriptive language. Many of my students typically use very, extremely, and other nondescript words to add “descriptive words.” These vague words are not descriptive. That is why I felt the need to teach and model what descriptive words look like. These cards give students practice inserting adjectives and adverbs into sentences.
These cards can be used individually, with partners, as a game of scoot, or in literacy centers. They can also be used as a mini-lesson. For example, I hand out one card to every two or three children in my class. Then I tell them to rewrite the sentence onto their answer sheet inserting the adjectives and adverbs provided. Then I have them trade or rotate the cards with the students near them and do the same thing. They do this three or four times, and then we share some of the sentences. Sometimes I have have them take their sentences to other groups and share their sentences. We also write a few of them on the smart board. Then I have the students cross out my adjectives and adverbs in the sentences and write their own in the sentences. They work with a partner to do this. I also give my students a list of sensory image words that they can refer to. They can also use a thesaurus. We then share out their new sentences. My students greatly benefit from this activity because they then know exactly what I am looking for in their writing. Then after this, they use the second set of cards to practice writing their own adjectives and adverbs in sentences. This is where I can really gain a sense of how well the students are doing determining effective descriptive word choice.