Prewriting for Expository Writing (Grades 3-8)

OSPI Writing Assessment Instructional Support Module

These materials were developed by Washington teachers to help students improve their writing. Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

OSPI Instructional Support Materials for Writing

Core Development Team Nikki Elliott-Schuman – OSPI Writing Assessment Nancy Spane – OSPI Writing Assessment Charlotte Carr – Retired Seattle SD, Facilitator Cec Carmack – Selah SD Tanya Cicero – Auburn SD Lydia-Laquatra Fesler – Spokane SD Karen Kearns – Seattle SD Sharon Schilperoort – Yakima SD Wendy Ward - Riverview SD Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Important Information for the Teacher What is an Instructional Module? An instructional module is a series of teacher-created writing lessons in PowerPoint format. The PowerPoint is designed to be an instructional tool for classroom use. The slides are meant for student viewing and the teacher directions are on the notes pages. There is also a document folder containing papers to be used with some of the lessons and they are referenced in the teacher notes. They are designated in slides using this file folder icon .

In the Document Folder you will find: AlphabeticTaxonomy.doc Camping.doc ClusteringandPapers.ppt PrewrtgAssessTemplateGr3-5.doc RdgWrtgConnectionUsingIcons.doc TeacherPrewritingAnalysis.xls TigerTableClustering.doc WhidbeyIsland.doc

BookerTCat.doc CedarFallsElem.doc PrewritingChecklist.doc PrewrtgAssessTemplateGr6-8.doc StudentPrewrtgAnalysis.doc TeacherTaxonomyExample.doc TigerTableClustering.ppt

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Important Information for the Teacher „

Most slides have information that fades in one bullet or sentence at a time with a mouse click so as not to overload the students with too much information at one time. Give students time to complete an activity before clicking on the next bullet.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Important Information for the Teacher „

Slides and notes pages 1-15 are for teacher use. The slides include alignment with the GLEs, links to the WASL, and purposes of the lessons. Thereafter, the slides are meant for the students. The teacher directions are in the notes. It is recommended that you download (save) the PowerPoint to your computer and then print the notes pages.

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To use any lesson, you must print and review the notes pages. This is done in the print menu. It is different for PCs and Macs, but you will need to find “Notes Pages” or “Notes” respectively in the print menu. The notes pages contain crucial instructions and supplementary materials for successful implementation. Because of color coding throughout the PowerPoint, it is best to print the notes pages in color or grayscale. Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved. Copyright © 2007 Washington Office of Superintendent of Public Instruction. All rights reserved.

Important Information for the Teacher „

The design of these lessons is based on Regie Routman’s “Optimal Learning Model,” which incorporates whole-class lesson(s), followed by partner or small group work, repeated until students are able to succeed on their own.

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Because these lessons include partner and/or group work, a system needs to be established for rules, expectations, and management in partner and group work.

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Because we are focusing on COS (content, organization, and style), conventions have been corrected in most student papers used throughout this module to make the papers easy to read.

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You will find assessment opportunities throughout the PowerPoint including baseline (diagnostic), formative, and summative assessments. All writing will be collected in a writing folder or notebook for ongoing reference. It is a good idea to start and maintain a table of contents as you add each piece of writing. The student writing folder is designated by the following icon . Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

If some of your students have previously seen the PowerPoint „

Use the slides but change the examples.

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Use the slides and have those students who have seen them act as teacher.

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Use the slides but focus on your own students’ writing rather than examples in the slides. Collect student examples for future use.

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Don’t use the student slides, but use the teaching ideas. Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Alignment with GLEs - Writing EALR 1: The student understands and uses a writing process. Component 1.1: Prewrites to generate ideas and plan writing.

Grade 3

Grades 4, 5, and 6

Applies at least one strategy for generating ideas and planning writing.

Applies more than one strategy for generating ideas and planning writing.

Grades 7 and 8 Analyzes and selects effective strategies for generating ideas and planning writing.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Alignment with GLEs - Writing EALR 3:

The student writes clearly and effectively.

Component 3.1.1:

Develops ideas and organizes writing.

Grade 3

Grades 4, 5, 6, 7, and 8

Analyzes ideas, selects topic, adds detail, and elaborates.

Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Alignment with GLEs – Writing EALR 3: The student writes clearly and effectively. Component 3.1.2: Develops ideas and organizes writing. Grade 3

Grade 4

Organizes writing with a beginning, middle, and ending.

Organizes writing using a logical organizational structure.

Grades 5 and 6

Grades 7 and 8

Uses an effective organizational structure..

Analyzes and selects an effective organizational structure.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Link to the WASL The WASL instructions encourage students to use any of several prewriting strategies. Although prewriting is not scored, it has been observed that students who prewrite frequently score higher.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Purpose This module is designed to teach students a variety of prewriting strategies so they may select and use a prewriting strategy that best meets their personal preference and purpose for writing.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Bibliography „

Baltas, J. and Nessel, D. Thinking Strategies for Student Achievement, Skylight Professional Development, 2000.

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Calkins, L. Units of Study for Teaching Writing, Grades 3-5, Heinemann, 2006.

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Gere, A., Christenbury, L., Sassi, K. Writing on Demand, Heinemann, 2005.

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Graves, D. A Fresh Look at Writing, Heinemann, 1998.

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National Writing Project, Nagin, C. Because Writing Matters: Improving Student Writing in our Schools, Jossey-Bass, 2003.

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Rico, G. Writing the Natural Way, Tarcher, 2000.

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Routman, R. Writing Essentials, Heinemann, 2005.

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Zemelman, S., Daniels, H., Hyde, A. Best Practice: New Standards for Teaching and Learning in America’s Schools, Third edition, Heinemann, 2005. Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Table of Contents „

Baseline (Diagnostic) Assessment

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Introduction – Definition/Characteristics/Reasons

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Part One - Alphabetic Taxonomy – Using an Alphabetic Taxonomy Strategy – Formative Assessment

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Part Two - List, Group, Label – Using a List, Group, Label Strategy – Planning Elaboration Using Icons During Prewriting * – Formative Assessment Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Table of Contents-continued „

Part Two (continued) - List, Group, Label – Using List, Group, Label for On-demand Writing – Formative Assessment

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Part Three - Clustering – Using a Clustering Strategy – Formative Assessment – Using Clustering to Pre-write for On-demand Writing

– Formative Assessment „

Summative Assessment Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Prewriting

Diagnostic Assessment

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Diagnostic Assessment Insert prompt here.

Document Folder

Student Writing Folder

Prewriting for Expository Writing

Definition Characteristics Reasons Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Characteristics of Prewriting Brainstorming Multiple Ideas for a Topic Filtering, Planning Elaboration, and Organizing

Narrowing to a Manageable Topic

Finding a Controlling Idea

Brainstorming Supporting Details Grouping Similar Supporting Ideas / Categorizing

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

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First  Draft

Prewriting - Definition „ Prewriting

is the thinking and planning the writer does before drafting and throughout the writing process, including considering the topic, audience, and purpose; gathering information; choosing a form; and making a plan for organizing and elaborating ideas.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Reasons for Prewriting „ Students

who use prewriting strategies are more effective writers because they are able to more successfully choose and narrow a topic.

„ Prewriting

also helps writers develop the topic and plan how to write about it. Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Prewriting „ There

are many ways to prewrite. In this module, we will look at four strategies. – Alphabetic Taxonomy – List, Group, Label – Planning Elaboration Using Icons – Clustering

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Alphabetic Taxonomy

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Alphabetic Taxonomy generating ideas for writing „ Think

about ideas that someone might write about. „ I’ll get us started. Watch and listen. „ Now

you are the idea makers. „ I will record your ideas.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Alphabetic Taxonomy generating ideas for writing - your turn „

Think of topics that you might like to write about and place them next to the appropriate letter on your taxonomy. Example A - Action heroes B - Baseball, Brother C-

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MN - Neighbors O–

Think about things you know well, that you are interested in, and that you care about. You don’t have to have something for every letter. You may also have more than one topic by a letter (as in B—baseball, brother). Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Alphabetic Taxonomy generating ideas for writing - your turn „

Find a partner and compare your lists. If your friend’s list gives you more ideas, add them to your taxonomy.

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This taxonomy contains many ideas, some of which are very general.

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Keep your taxonomy in your writing folder. You may add to your taxonomy at any time. Title this My Idea Taxonomy. Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Alphabetic Taxonomy generating ideas for writing Teacher example „ I’m going to look at My Idea Taxonomy and select baseball as a possible topic. „I

will now create a new taxonomy on baseball.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Alphabetic Taxonomy selecting a narrow topic - your turn „ Look

at your own My Idea Taxonomy.

„ Select

an idea that could become a topic to write about. Make a new taxonomy of words and phrases related to your topic.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Alphabetic Taxonomy selecting a narrow topic we care about and know well Teacher example „ Good writing must be based on a topic that is manageable -- neither too big nor too small. I will consider these questions: – Is my idea for a topic too big? – Is my idea for a topic too small? „

For ideas that I think might work, I will also consider these questions: – Is it a topic I care about? – Is it a topic I know well? – Is it a topic for which I know many details?

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After considering the above, my topic will be: the game I saw with Grandpa Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Alphabetic Taxonomy selecting a narrow topic we care about and know well - your turn „

With your own taxonomy, consider ideas for topics and then ask yourself: – Is my idea for a topic too big? – Is my idea for a topic too small?

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For ideas that you think might work, consider these questions: – Is it a topic I care about? – Is it a topic I know well? – Is it a topic for which I know many details? Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Alphabetic Taxonomy how to narrow a topic „

Share your idea for a topic with a partner and see if you agree that each topic is manageable.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Alphabetic Taxonomy consider audience and purpose Teacher example „ First, I will consider who my audience might be. – I decided I will write for a general audience, which means anyone might read this. „

Next, I will consider the purpose for my writing. – I want to explain what happened the night I went to the game with Grandpa and Dad.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Alphabetic Taxonomy controlling idea Teacher example „ Now, I will create a controlling idea (or thesis statement) that tells what I want my readers to know. This idea will help me “control” or filter what details are added and what I might need to take out. – Example of a controlling idea: The time I went to see a Mariners game with my grandpa and dad was the most fun ever. Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Alphabetic Taxonomy considering audience and purpose – your turn „

Consider who your audience will be.

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Consider the purpose for your writing (to explain something about your topic).

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Alphabetic Taxonomy controlling idea - your turn „

Create a controlling idea (or thesis statement) that tells what you want your readers to know about your topic. Your controlling idea will help you to “control” or filter what details are added and what you might need to take out.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Alphabetic Taxonomy controlling idea - your turn „ This

would be a good time to look at your taxonomy. You may cross out any details that do not go with your controlling idea and add any additional details that you think of.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Alphabetic Taxonomy - your turn „ Now

use different colors to show which things go together or are alike. Use your controlling idea to guide what details you want in your writing.

„ Think

about the order you would like to present your ideas and number them to indicate the possible sequence. Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Alphabetic Taxonomy - your turn „ Write

multiple paragraphs using your controlling idea and taxonomy as a guide.

„ Remember

to consider who your audience is and the purpose for your writing. Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Student Prewriting Analysis „ „ „ „ „ „ „ „ „ „ „

What prewriting strategy did you use? How did the prewriting help you write? How did the prewriting help you choose and narrow your topic? How did the prewriting help you think of details? How did the prewriting help you add to your writing? When you finished prewriting, how did you decide to start your writing? How did you know you had a manageable topic? If you got stuck, how did the prewriting help you to get going? How did the prewriting help you organize your ideas? How did the prewriting help you to write your introduction? How did the prewriting help you to write your conclusion? Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Reflection „ Answer

the questions on the Student Prewriting Analysis page and attach to your writing.

„ Turn

in your writing, your taxonomy, and your analysis page to your teacher.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Prewriting Strategy – List, Group, Label

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

List, Group, Label „

In your group, take turns writing onto sticky notes words or phrases that you think about when someone says food. Write one word or phrase per sticky note.

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You must take turns and read what the people before you have written, as each word or phrase must be a new idea.

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Place each sticky note on a large piece of paper in the center of your group.

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Do this activity in silence. Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

List, Group, Label – continued „

Group the words you have listed by looking for those that have something in common. You must have at least two items in each grouped list.

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Once you have grouped your words, decide on a label or category and write it next to each group.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

List, Group, Label – continued „

Transfer your groups and corresponding labels to chart paper.

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Post your chart on the wall.

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Take a “Gallery Walk” and view each chart. Take notes on what you observe.

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Notice how each group used a variety of different categories. Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

List, Group, Label – continued „ From

your chart on the wall, choose one of your categories.

„ Take

each word in the category and make it the label for a new category.

„ Under

each word (label) write down a list of words and phrases that belong in each new category. Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

List, Group, Label – continued „

Choose one of your new categories as a topic. – Is your topic manageable (not too big or too small)? – Do you need a different topic?

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Create a controlling idea (thesis statement) for your topic, considering the audience and purpose.

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Your controlling idea will help you to “control” or filter what elaboration needs to be added and what information doesn’t belong with your controlling idea. Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

List, Group, Label – continued „

In your group, discuss your controlling idea. Decide – Who is your audience? – What is your purpose? – What might you include to elaborate on your topic?

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Revise your controlling idea if needed.

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Write your controlling idea on your paper along with supporting detail words. You may add words to your original list or eliminate any words/details that don’t fit. Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Class Sharing „ With

your group, share with the class your controlling idea and what details you might include in your writing.

„ Listen

to each group’s controlling idea and think about whether it is manageable. Be prepared to explain why it is or isn’t. Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Planning Elaboration During Prewriting

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Planning Elaboration During Prewriting „ In

the following slides, you’ll be seeing icons that represent elaboration strategies.

„ In

these examples, the controlling idea is “Ice cream is a wonderful dessert on a hot day.”

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Planning Elaboration During Prewriting The picture frame icon below represents a description of what you are writing about. The phrase following the icon reminds me what description to include in my writing to support the controlling idea. „

Description describe the feelings that make ice cream wonderful on a hot day Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Planning Elaboration During Prewriting „ Discuss

with your small group what descriptive words or phrases you could use to support the controlling idea Ice cream is a wonderful dessert on a hot day.

„ Then

draw a description icon along with describing words or phrases on your own paper. Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Planning Elaboration During Prewriting The book with a happy face icon represents an anecdote (a personal story or situation). The phrase following the icon reminds me what anecdote to include in my writing to support the controlling idea. „

Anecdote anecdote about the ice cream truck Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Planning Elaboration During Prewriting „ Discuss

with your small group an anecdote you might use for your controlling idea.

„ Then

draw an anecdote icon with a phrase on your paper.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Planning Elaboration During Prewriting The head with the bubbles icon represents a scenario (a made-up situation).

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The phrase following the icon reminds me what scenario to use in my writing to support the controlling idea. Scenario imagine getting ice cream on a hot day Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Planning Elaboration During Prewriting „ Discuss

with your group a scenario you might use for your controlling idea.

„ Then

draw a scenario icon with a phrase on your paper.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Planning Elaboration During Prewriting The

mm icon represents an example.

The phrase following the icon reminds me what example to use in my writing to support the controlling idea. „

Examples how I feel when I eat ice cream Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Planning Elaboration During Prewriting „ Discuss

with your group an example you might use for your controlling idea.

„ Then

draw an example icon with a phrase on your paper.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Planning Elaboration During Prewriting The book with “Def.” on the cover icon represents a definition. The definition is sometimes short and sometimes long. It explains what something means. „

Definition What I mean when I say “ice cream.”

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Planning Elaboration During Prewriting „ Discuss

with your group a definition you might use for your controlling idea.

„ Then

draw a definition icon with a phrase on your paper.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Planning Elaboration During Prewriting The face with the speech bubble containing quotation marks represents dialogue. The phrase following the icon reminds me what dialogue to include in my writing to support the controlling idea. „

Dialogue what someone might say about ice cream on a summer day Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Planning Elaboration During Prewriting „ Discuss

with your group a quotation or quotations you might use for your controlling idea.

„ Then

draw a dialogue icon with a phrase on your paper.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Planning Elaboration During Prewriting The check mark represents a fact. The phrase following the icon reminds me what fact to include in my writing to support the controlling idea. „

Fact a fact about ice cream Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Planning Elaboration During Prewriting „ Discuss

with your group a fact you might use for your controlling idea.

„ Then

draw a fact icon with a phrase on your paper.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Planning Elaboration During Prewriting Controlling idea: “Ice cream is a wonderful dessert on a hot day.” describe the feelings that make ice cream wonderful on a hot day anecdote about the ice cream truck imagine getting ice cream on a hot day how I feel when I eat ice cream Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Planning Elaboration During Prewriting Controlling idea: “Ice cream is a wonderful dessert on a hot day.”

what I mean when I say ice cream what someone might say about ice cream on a hot, summer day a fact about ice cream Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Planning Elaboration During Prewriting „

It’s important to know that there is more than one way to organize and the author is in control.

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The author may: – use the same icon/strategy several times in a paper (e.g., several anecdotes). – use more than one icon/strategy in a paragraph (e.g., a description within an example). – decide to delete an icon/strategy if it doesn’t fit well with the controlling idea.

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One idea should lead to the next, and some transitional phrases may be needed to make the writing flow (e.g., a sentence introducing and connecting an anecdote to the controlling idea). Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Planning Elaboration During Prewriting „

On the following three slides you will see paragraphs that include more than one elaboration strategy.

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See if you can identify them before they are revealed to you.

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The letter begins below. Dear new student, Cedar Falls Elementary school is joyful and educational, but you have to follow directions and be excellent to earn the fun. It is a great school and I guarantee you’ll love it. Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

One thing I think you should know about Cedar Falls is the recess equipment. Once you’re done using the equipment you need to put it away where you got it. Not only will the recess teachers tell you not to do it again, but they’ll take the item away from the whole grade for a day. Also, you need to use the equipment properly and if it’s not, you will be sent to the fence for the rest of the recess. Along with that, you will have to call your parents telling them what you have done. One time, a kid in 2nd grade used a jump rope to tie a guy up to the fence. The recess teacher, with the eye of a hawk, caught him doing it and sent him to the fence for a time out the rest of recess and also the kid had to call his parents telling them the terrible thing he did. That is a lesson to never use equipment how they’re not to be used or you will be in trouble. Now, I hope you know to use recess equipment properly and to put it away. Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Another thing you should know about this school is our sea otter cards. We named the cards that because our school mascot is a sea otter. You earn the cards by helping others. A chart counting up to 50 helps our class keep track of how many cards we have. After collecting fifty, the whole class gets to vote on a party. I know you would think it is easy to earn a party because our teacher is always watching you being well behaved but no, your teacher can’t give you sea otter cards. A couple of years ago I was in Mrs. Monroe’s 2nd grade class. We had just earned our 49th sea otter card when a different class marched by me, looking for a door holder. I offered to help and the teacher gave me a sea otter card. “We earned a sea otter party!” I shouted to my class after entering our classroom. When you’re a student at Cedar Falls you will probably earn a bunch of sea otter cards too. Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

P.E. is something you really need to know about Cedar Falls Elementary. Every trimester we have to run a whole mile. That is 5,280 feet! I’m so nervous when it comes to the point where my class is at the start line and my gym teacher starts out by saying, “On your mark, get set, GO!.” If you’re on good behavior for a whole P.E., then you earn the privilege to play dodge ball, my favorite activity. You don’t have any warnings, if you break one rule, you sit in time out for the rest of P.E. time. It may seem mean, but actually it’s called discipline. Last year, the day before the mile, our gym teacher alerted us to be prepared for it. So, the next day I rested my feet into my Adidas tennis shoes, stepped into my light shorts, and pushed my head through my t-shirt to be prepared for the long, tiring mile. My finishing time for the mile was 7 minutes, 24 seconds. I hope you enjoy P.E. as much as I do. Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

„

The following concludes the letter. Cedar Falls is a marvelous school. It has lots of great activities. If I could choose any school to be at, Cedar Falls would be mine. I’m sure you will fall in love with this school your very first day. Sincerely, Your new Cedar Falls friend

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Planning Elaboration During Prewriting „

Review the icons/elaboration strategies you listed for the controlling idea Ice cream is a wonderful dessert on a hot day.

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Determine the best order for your icons/elaboration strategies.

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Number the icons/ideas. – Remember it is okay to have more than one icon within a paragraph or more than one paragraph with one icon. Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Planning Elaboration During Prewriting - your turn „

Write several paragraphs about the controlling idea Ice cream is a wonderful dessert on a hot day using the details and icons/elaboration strategies recorded.

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You should use at least some of the details on the list that your group already made, but you may also add new ideas and/or icons of your own. Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Reflection „ After

you have written your paper, fill out a Student Prewriting Analysis.

„ Turn

in your paper, analysis, and your prewriting to your teacher.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Prompted Topic Using List, Group, Label

What to do when you are given a prompt for writing

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Characteristics of Prewriting Brainstorming Multiple Ideas for a Topic Filtering, Planning Elaboration and Organizing

Narrowing to a Manageable Topic

Finding a Controlling Idea

Brainstorming Supporting Details Grouping Similar Supporting Ideas / Categorizing

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

II c caan n rre ettu urrn n..

First  Draft

Analyzing the Prompt In the WASL, you will be given a prompt like the one below. It prompts you to find a topic that you know about, you care about, and know details about. Your topic needs to connect to the prompt. An Object that Means a Lot to You

Think of an object that means a lot to you. In several paragraphs, for your teacher, identify the object and explain why it is important to you.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Analyzing the Prompt „

Who is the audience? – The audience is the teacher.

„

What is the purpose of the writing? – The purpose is to explain why the object is important to you. This might be because of what it looks like, where it came from, what you do with it, who gave it to you, or any other way to show why it is important to you.

„

What is the key word or words that will help me brainstorm what to write about? – Important Object

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Possible topics (objects) to choose „ My

cat „ My season tickets „ My sewing „ My television

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Possible topic (object) one - my cat List about my cat Story of how Booker came to our house Quizzical Playing with balls Like to keep laps warm Being an alarm clock Black with a tiny tuft of white Green / yellow eyes, dependent on the light Short hair, long tail Hiding in closets Gets on the table Cute face Hiding under the bed with tail out Eats plants Likes to sit in kitchen window Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Possible topic (object) two - my season tickets List about my season tickets Seahawks football Theatre See my friends Fun to go Lunch or dinner out Time it snowed When we got soaked

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Two possible topics (objects) I can see when I list ideas about each topic, that I won’t choose tickets because I don’t have enough to say and I don’t think the examples will interest my audience. I’ll choose my cat instead because I know lots of interesting details that I care about and good examples to interest my audience.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Prewriting Now I need to take “my cat” list and group my ideas into things that go together, then label the groups.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Here's my original list My Cat Story of how Booker came to our house Quizzical Playing with balls Likes to keep laps warm Being an alarm clock Black with a tiny tuft of white Green/yellow eyes, dependent on the light Short hair, long tail Hiding in closets Gets on the table Cute face Hiding under the bed with tail out Eats plants Likes to sit in the kitchen window Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Now, let’s group like ideas Story of how Booker came to live at our house

Playing with balls

Eats plants

Being an alarm clock

Likes to sit in kitchen window

Hiding in closets

Gets on the table

Hiding under the bed with tail out

Likes to keep laps warm Watches squirrels out the window Sometimes sounds like a tornado

Black with a tiny tuft of white Green/yellow eyes, dependent on the light Cute face Quizzical Short hair, long tail

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Now, let’s label the groups Story of how Booker came to live at our house

Fun to be around Weird stuff Playing with balls Being an alarm clock

Naughty Eats plants Likes to sit in kitchen window Gets on the table

Hiding in closets Hiding under the bed with tail out

Likes to keep laps warm Watches squirrels out the window Sometimes sounds like a tornado

Description Black with a tiny tuft of white Green/yellow eyes, dependent on the light Cute face Quizzical Short hair, long tail

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Controlling Idea „

As I looked at the labels and the information on the previous slide, it seems that I have many details that show that my cat is weird. So, I think my controlling idea will be, “My cat Booker is really weird.”

„

Now, I need to filter my ideas to see what supports my controlling idea and what doesn’t.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Filtering what to keep & what to leave out Story of how Booker came to live at our house

Naughty Eats plants

Weird stuff

Fun to be around

Playing with balls

Likes to keep laps warm

Being an alarm clock

Sometimes sounds like a tornado

Hiding in closets

Description

Watches squirrels out the window

Black with a tiny tuft of white

Likes to sit in kitchen window Gets on the table This category doesn’t support my controlling idea, so I will leave it out!

Hiding under the bed with tail out

Green / yellow eyes, dependent on the light Cute face

These categories do support my controlling idea, so I will keep them !

Quizzical Short hair, long tail

Controlling idea: My cat Booker is really weird. Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Planning for elaboration with icons Story of how Booker came to live at our house

Weird stuff

Fun to be around

Playing with balls

Likes to keep laps warm

Being an alarm clock

Sometimes sounds like a tornado

Hiding in closets

Description

Watches squirrels out the window

Black with a tiny tuft of white Hiding under the bed with tail out

Green / yellow eyes, dependent on the light Cute face Quizzical Short hair, long tail

Controlling idea: My cat Booker is really weird. Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Putting the pieces in order Introduction Story of how Booker came to live at our house

Weird stuff Playing with 2 balls

Fun to be around

3 Likes to keep laps warm Watches squirrels out the window

an alarm 1 Being clock

Sometimes sounds like a tornado

Hiding in 4 closets

Use description throughout the writing Description

Hiding under 4 the bed with tail out

Black with a tiny tuft of white (introduction?) Green / yellow eyes, dependent on the light Cute face (conclusion?) Quizzical Short hair, long tail

Controlling idea: My cat Booker is really weird. Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Analyzing a Different Prompt Something You Learned Think of something that you learned inside or outside of school that is important to you. In several paragraphs, write a letter to your teacher explaining what you learned and why it is important to you.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Analyzing the Prompt „ Who

is the audience?

– The audience is the teacher. „ What

is the purpose?

– The purpose is to explain what you learned in or out of school and why it is important. „ What

is the key word or words that will help you brainstorm what to write about? – The key words are “what you learned in or out of school.” Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Finding your topic - listing possible things you learned „

Write the key words and list as many things you can think of that you learned. Be sure to include things you learned outside school as well as things you learned inside school. Things you learned outside of school are frequently more personal and appeal more to your audience. Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Finding your topic brainstorming „ Select

two or three ideas from your list that you think might be manageable topics, and brainstorm words or phrases about each idea.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Remember these examples List about my cat

List about my season tickets

Story of how Booker came to our house

Seahawks football

Quizzical

Theatre

Playing with balls

See my friends

Like to keep laps warm

Fun to go

Being an alarm clock

Lunch or dinner out

Black with a tiny tuft of white

Time it snowed

Green / yellow eyes, dependent on the light

When we got soaked

Short hair, long tail Hiding in closets Gets on the table Cute face Hiding under the bed with tail out Eats plants Likes to sit in kitchen window Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Selecting a narrow topic you care about and know well „

As you look at your lists, choose one thing you learned that you think you will write about.

„

Consider these questions about your choice: – Is it a topic I care about? – Is it a topic I know well? – Is it a topic for which I know many details?

„

If the answer is yes to all the above questions, it is probably a topic you care about and know well. Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Grouping and labeling your ideas/details „ Group

your list as things that go together and label each group.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Remember these examples Story of how Booker came to our house

Weird stuff Playing with balls

Fun to be around Like to keep laps warm

Being an alarm clock

Naughty Eats plants Likes to sit in kitchen window

Hiding in closets Hiding under the bed with tail out

Gets on the table

Description Black with a tiny tuft of white Green / yellow eyes, dependent on the light Cute face Quizzical

Controlling idea My cat is really weird.

Short hair, long tail

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Writing a controlling idea „

Look at your groups.

„

Think about what you might write and which groups have the most information and specific details.

„

Ask yourself, “What do I really want to say about what I learned?”

„

Write a controlling idea. Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Filtering the information and organizing the writing „

Now look at your grouped and labeled list.

„

Cross out any information that doesn’t support your controlling idea.

„

Add anything you realize would help you support your controlling idea.

„

Add icons to show elaboration strategies you will use.

„

Number the groups in the order you intend to write them. Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Writing to a prompt - your turn „ Using

your list, group, label as a guide, write multiple paragraphs about something you learned inside or outside of school.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Reflection „ After

you have written your paper, fill out a Student Prewriting Analysis.

„ Turn

in your paper, analysis, and your prewriting to your teacher.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Prewriting Strategy – Clustering

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Clustering – definition/purpose „A

different way of prewriting using circles and lines to connect ideas

Africa

Lion

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Clustering – connections savannah

orange

cowardly mane Courage

grasslands Africa

Wizard of Oz

lion

sharp teeth

lioness tough

man-eating dangerous

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Clustering – connections „ Think

about ideas and details you might add.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Clustering – new details savannah

The Lion King

orange

cowardly

Courage

grasslands

mane

The Lion, the Witch, and the Wardrobe

Africa Wizard of Oz

lion

sharp teeth

lioness tough

man-eating

dangerous

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Clustering – color coding „ Next

we will look at what we have clustered and color code ideas that seem to go together into categories.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Clustering – color coding savannah

The Lion King

orange

cowardly

Courage

grasslands

mane

The Lion, the Witch, and the Wardrobe

Africa Wizard of Oz

lion

sharp teeth

lioness tough

man-eating dangerous

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Clustering - narrowing the topic „

Now that the writer has clustered on “Lion,” she needs to consider how to narrow the topic.

„

The writer thinks that any of the lions in movies might be a manageable topic, but since she knows the most about the Wizard of Oz, she might choose it and cluster again on that topic.

„

Then she would complete the prewriting process by creating a controlling idea, filtering details, adding icons for elaboration, and determining an order. Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Clustering - brainstorming „ Now

we will cluster together on this topic. our school

„ What

do you think of when you see this topic?

„ Generate

as many ideas and connections as possible (as you saw on the “lion cluster”). Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Clustering – color coding „ Now

we will color code our cluster. our school

Let’s make a key of our color coding.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Clustering – prewriting process „

Now that we have clustered on “our school,” we need to consider how to narrow the topic. Let’s choose a category we think would be a manageable topic – not too big, not too small.

„

Let’s check to see if it is a topic (category) that we care about and know well. Consider these questions:

„

– Is it a topic we care about? – Is it a topic we know well? – Is it a topic for which we know many details? Now we need to complete the prewriting process by creating a controlling idea, filtering details to support the controlling idea, adding icons for elaboration, and determining an order. Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Clustering – partner writing „

With a partner, make your own cluster using the topic winter. winter

„

You will have five minutes.

„

At the end of five minutes, join another partner group and compare and add to your ideas. Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Clustering – color coding „

Using the cluster you and your partner created around winter, – Color code the cluster you created. – Create a color code key that explains what each color represents.

winter

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Clustering – selecting a narrow topic you care about and know well „

Now that you have clustered on “winter,” you and your partner need to consider how to narrow the topic. Is it a manageable topic – not too big and not too small?

„

Is it a topic (category) you care about and know well. Consider these questions: – Is it a topic we care about? – Is it a topic we know well? – Is it a topic for which we know many details? Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Clustering – completing the prewriting process „ Now

you need to complete the prewriting process – Create a controlling idea. – Filter details to support the controlling idea. – Add icons for elaboration. – Determine an order.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Clustering – your turn „

Now, on your own, cluster on this topic. As you cluster, be sure to connect your ideas with lines to show they are a chain of ideas. summer

„

After you cluster, color code your ideas and make a key. Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Clustering - your turn „ Now

that you have clustered on “summer,” you need to consider if it’s a manageable topic – not too big and not too small.

„ Choose

a topic (category) you care about and know well. Consider these questions: – Is it a topic I care about? – Is it a topic I know well? – Is it a topic for which I know many details? Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Clustering - your turn „ Now

you need to complete the prewriting process – Remember your audience and purpose. – Create a controlling idea. – Filter details to support the controlling idea. – Add icons for elaboration. – Determine an order. Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Clustering - your turn „ Write

multiple paragraphs about summer, using your controlling idea and clustering as a guide.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Reflection „ After

you have written your paper, fill out a Student Prewriting Analysis.

„ Turn

in your paper, analysis, and your prewriting to your teacher.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Prompted Topic Using Clustering

What to do when you are given a prompt for writing

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Characteristics of Prewriting Brainstorming Multiple Ideas for a Topic Filtering, Planning Elaboration and Organizing

Narrowing to a Manageable Topic

Finding a Controlling Idea

Brainstorming Supporting Details Grouping Similar Supporting Ideas / Categorizing

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

II c caan n rre ettu urrn n..

First  Draft

Analyzing the Prompt In the WASL, you will be given a prompt like the one below. It prompts you to find a topic that you know about, you care about, and know details about. Your topic needs to connect to the prompt. Someplace Special If you could go somewhere special, explain to your teacher where you would go and why.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Analyzing the Prompt „

Who is the audience? – The audience is the teacher.

„

What is the purpose of the writing? – The purpose is to explain

„

What is the key word or words that will help me brainstorm what to write about? – Somewhere special If you could go somewhere special, explain to your teacher where you would go and why. Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Clustering – possible places Science Center

mountains Disneyland

Dad’s house Hawaii

Wild Waves

places

camping

the mall the beach

zoo

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Two places I might want to write about „ Disneyland „ Camping

Clustering – generating ideas & details Matterhorn long lines Space Mountain Pirates of the Caribbean Mickey Mouse

Disneyland Thunder Mountain Railroad Splash Mountain Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Clustering – generating ideas & details campfire

camp food

Priest Lake

fishing

hiking

row boat

the time I fell into the lake

marshmallows roasting on the fire

camping

the bear putting it up

sleeping in the tent

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Clustering – selecting a topic My cluster on Disneyland looks like a lot of the same things – rides and attractions. When I look at camping, I see that I know a lot about camping and I have interesting things to tell. I think I will write about camping.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Clustering – new details camp songs campfire

camp food

Priest Lake

fishing

hiking

row boat

the time I fell into the lake

marshmallows roasting on the fire

camping

when the tent fell down

the bear putting it up

sleeping in the tent

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Clustering – coding „ For

on-demand WASL writing, students may only use #2 pencils. Instead of using color, we can code things that are similar or connected by using codes or shapes.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Clustering – coding camp songs campfire

camp food

Priest Lake

fishing

hiking

row boat

the time I fell into the lake

marshmallows roasting on the fire

camping

when the tent fell down

the bear putting it up

sleeping in the tent

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Clustering – coding

camp songs

campfire

Priest Lake

fishing

camp food hiking

row boat

the time I fell into the lake

marshmallows roasting on the fire

camping

the bear

putting it up

when the tent fell down

sleeping in the tent

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Clustering – controlling idea and filtering „ Now

look at your cluster. „ Decide on a controlling idea. „ Cross out any information that doesn’t support your controlling idea.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Clustering – controlling idea camp songs campfire

camp food

Controlling Priest Lake Idea: Camping is full of surprises.

fishing

hiking

row boat

the time I fell into the lake

marshmallows roasting on the fire

camping

when the tent fell down

the bear putting it up

sleeping in the tent

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Clustering – adding new ideas/details and planning elaboration „ Add

any ideas or details you think will help to support your controlling idea.

„ Add

icons to show elaboration strategies you will use.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Clustering – adding details & icons Controlling Idea: Camping is full of surprises.

saw it while hiking

Priest Lake fishing

beady eyes

row boat

a big fish pulled me over the edge

the time I fell into the lake

life vest night time

it stunk

Camping

I thought I heard the bear

sharp teeth the bear when the tent fell down nosing around

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Clustering - organizing the writing „ Now

number the ideas for the order of the writing.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Clustering – organizing Controlling Idea: Camping is full of surprises. (Introduction)

lake fishing

a big fish pulled me over the edge

2 saw it while hiking

beady eyes

row boat

the time I fell into the lake

life vest

1 night time

it stunk

Camping

I thought I heard the bear

sharp teeth the bear

(Conclusion?) when the tent fell down

nosing around

1 Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Analyzing a Different Prompt Advice to a new student Suppose a new student is coming to your school next week. In several paragraphs, write a letter to this student explaining what is most important for a new student to know about your school and why this information is important for him or her to know.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Analyzing the Prompt „

Who is the audience? – The audience is a new student.

„

What is the purpose? – The purpose is to explain.

„

What is the key word or words that will help you brainstorm what to write about? – The key words are “what is most important for a new student to know and why.” Suppose a new student is coming to your school next week. In several paragraphs, write a letter to this student explaining what is most important for a new student to know about your school and why this information is important for him or her to know. Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Clustering - brainstorming „ Let’s

write the key words and cluster as many things we can think of that are important for a new student to know. Consider why each is important.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Clustering „ Let’s

look at our cluster.

„ Where

can we add more detail?

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Clustering the topic „ Add

ideas and details to the cluster.

„ Code

things that go together.

„ Look

for groups that fit together in the controlling idea of “what is important for a student to know.”

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Clustering - selecting a topic „ As

we look at our cluster, let’s choose what is most important to write about.

„ Consider

– What do we care about? – What do we know well? – What has interesting details?

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Clustering the topic „ Let’s

make a new cluster with what we chose.

„ Let’s

add details to our new cluster.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Clustering – adding new ideas/details and filtering „

Add anything you realize would help you support what is important.

„

Cross out any information you decide not to use.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Prompted Expository Writing Remember the icons we used to explain our elaboration strategies. Anecdotes

Description

Reader’s questions

Scenarios

Examples

Definitions

Facts

Dialogue Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Clustering – planning elaboration and organizing „ Add

icons to show elaboration strategies you will use.

„ Number

the groups in the order you intend to write them.

Writing together „ Now

let’s look at how we would use our prewriting to write. „ We’ll do the first paragraph together to get you started. „ Use the cluster to finish writing “what is most important to know about your school.”

Writing to a prompt - your turn New Student In multiple paragraphs, write a letter to a new student who is coming to your school explaining what is most important for the new student to know about your school and why this information is important for him or her to know.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Reflection „ After

you have written your paper, fill out a Student Prewriting Analysis.

„ Turn

in your paper, analysis, and your prewriting to your teacher.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Summative Assessment

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Summative Assessment - your turn An Enjoyable Activity Think about an activity you enjoy doing. Write several paragraphs explaining to your teacher why you like doing that activity.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Writing „ Analyze

the prompt.

Think about an activity you enjoy doing. Write several paragraphs explaining to your teacher why you like doing that activity. „ To

plan your writing, use a prewriting strategy from this module (Alphabetic Taxonomy; List, Group, Label; or Clustering).

„ Complete

your writing.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Reflection „ Now

that you have finished your writing, fill out a final Student Prewriting Analysis sheet.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Reflection „ Look

at your first and last Student Prewriting Analysis sheets in your student writing folder.

„ In

what ways are your answers in the first and your last sheet the same?

„ In

what ways are your answers in the first and your last sheet different?

„ Discuss

the similarities and differences with a partner. Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Reflection „ Look

at your first prewriting and piece of writing.

„ Look

at your last prewriting and piece of writing.

„ Talk

to a partner about what has changed and improved in your prewriting and writing. Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.

Reflection „ Write

a letter to your teacher explaining what you have learned about prewriting and what you feel you still need to work on.

Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.