Clear, Concise Paragraphs—Guaranteed! June 23, 2015 Presented by: Alice Greiner & Deb Lasse [email protected] [email protected] 303-221-5301
Clear, Concise
Paragraphs—Guaranteed!
June 23, 2015
Presented by:
Alice Greiner & Deb Lasse [email protected]
[email protected] 303-221-5301
Copyright © 2012 The Write Tools, LLC | The Write Tools for Common Core State Standards
115
Informative/Explanatory Paragraph Writing
The Write Tools Writing Routine™ Eight Strategies for Paragraph Writing
c Read and Analyze Prompt
c Stop and Think
c Brainstorm
c Pick and Choose
c Plan/Color-Code
c Topic Sentence(s)
c Turn and Talk
c Draft
Strategies Required in The Write Tools Writing Routine™
Read and Analyze the PromptWhen students are presented with a writing prompt or assignment, their first task is to read the prompt carefully.
After reading through the prompt the first time, they should ask themselves this question:
What am I being asked to write about?
This is referred to as the Topic, often indicated with the letter T = . We then ask students to reread the prompt. With the second reading, they should highlight or circle the key words or phrases from the prompt. Look at the following example:
Your class has just returned from a field trip
to the Denver Museum of Nature and Science.
Write a paragraph explaining several facts you
learned while you were there.
We ask students to complete the TAK chart to analyze their prompt:
T stands for Topic (What is the main topic of your writing?)
A stands for Audience (Who will be reading the writing?)
K stands for Key Words (Highlighted words not already listed)
For the preceding example, it would look like this:
T = Facts learned on field trip
A = Classmates, teacher
K = paragraph, explaining, several
Informative/Explanatory Paragraph Writing
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Suggested Times for Thinking
Level 1
30 seconds to 1 minute
Level 2
1 minute to 90 seconds
Level 3
90 seconds to 2 minutes
Stop and ThinkStudents sometimes come to the teacher right away, saying, “I don’t know what to write.” It is often because they have not given even one minute of thought to their topic!
The Write Tools suggests a very simple idea that we call Stop and Think. Teachers literally time their students while they stop and think about their topic. Teachers need to model Stop and Think so that students are clear what it looks like.
When beginning to practice Stop and Think with students, throw in comments like these to keep them going:
c “If you’ve thought of a few ideas, see if you can think of some more.”
c “Keep thinking—sometimes our best ideas come at the end.”
After multiple experiences, encourage Level 2 and 3 students to “time themselves” by looking up at the classroom clock while they think. This is an essential skill if we want them to Stop and Think when taking a writing assessment that does not allow any teacher input.
The Thinker, Auguste Rodin
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Informative/Explanatory Paragraph Writing
Oral brainstorming, done
as a class, in small groups,
or with a partner, will
help younger writers
generate ideas for content.
Some students need to
hear several ideas before
they are able to generate
their own.
BrainstormDuring brainstorming, students write down all the ideas they came up with during the Stop and Think time. In the beginning, we like to do whole-class brainstorms. That way we end up with many more ideas—and a great model of what brainstorming should look like.
The format for brainstorming is teacher/student preference. Webs, lists, and thinking maps all work. One middle school teacher in St. Charles, Louisiana, referred to her brainstorm as a “graffiti wall.”
Brainstorming for the topic of “Facts I Learned on Our Field Trip” might end up looking something like this:
Facts Learned on Field Trip
Ancient Egypt
fossils
solar system
planets
IMAX
mummies
pharaohsdiamonds stars
rocks and minerals
planetarium
pyramids
As students share ideas, try to list their ideas in as few words as possible. Begin to model the concept of words/phrases as you do your brainstorming. At times you may want to choose a better word that has a meaning similar to the word(s) they actually say (e.g., student says, “We learned about the mummies” and you say, “Let’s shrink that down to just ‘mummies.’”).
Informative/Explanatory Paragraph Writing
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Pick and ChooseAfter students generate as many ideas as possible, have them select the two to four ideas that interest them the most. These will become the Big Ideas in the plan that they will be generating next. Have students circle or highlight their choices in yellow if possible.
Questions to consider:c Are these ideas the most important ideas about the topic?
c Are they all different?
c Will I be able to elaborate on them?
In the beginning, students will need a lot of modeling. This will allow them to see the difference between the ideas that are most important, the Big Ideas, and those that tell more, or are the Supporting Details.
Big Ideas Supporting Details
Ancient Egypt
planetarium
rocks and minerals
Facts Learned on Field Trip
Ancient Egypt
fossils
solar system
planets
IMAX
mummies
pharaohsdiamonds stars
rocks and minerals
planetarium
pyramids
If organization is the
skeleton of a piece of
writing, then Big Ideas
are the heart of the
writing.
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Informative/Explanatory Paragraph Writing
Whichever method of
organization you decide to
introduce first to your
students, be sure to provide
many opportunities to
practice before considering
going on to another
organization method.
PlanWhy do students need to plan before they write?
c Planning makes your writing easier.
c Planning gives you a roadmap for organization of ideas.
c Planning makes your writing better.
The Write Tools trainers refer to planning as nonnegotiable! Teach students of all ages this important vocabulary word early in the year. Students will frequently ask if they need a plan—the answer is always yes!
Make a chart for your classroom that looks like this:
Rules for Planning
1. You have to!
2. Words and phrases only.
3. Don’t argue.
If you expect your students to plan their writing, without exception, it will soon be an automatic part of the Writing Routine.™
What kind of planner should be used?
We encourage the use of linear planners. Two of our favorites are the T-Chart Planner and the Number Notes Planner. We’ve also included the Umbrella Planner for Level 1 writers as another choice for some primary teachers.
CCSS: W.4.
Informative/Explanatory Paragraph Writing
Copyright © 2012 The Write Tools, LLC | The Write Tools for Common Core State Standards | Form, pg. 460
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T-Chart Planner
Topic
Big Ideas Supporting Details
Conclusion
Informative/Explanatory Paragraph Writing
Copyright © 2012 The Write Tools, LLC | The Write Tools for Common Core State Standards | Form, pg. 460
121
T-Chart Planner
Topic
Big Ideas Supporting Details
Conclusion
Informative/Explanatory Paragraph Writing
The Write Tools for Common Core State Standards | Copyright © 2012 The Write Tools, LLC
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Origins of Color Coding
This color-coding method
was originally developed by
Kay Tomsich, a high school
teacher in Douglas County,
Colorado. She taught her
students to use the colors of
a traffic signal to remember
how to organize their writing.
She shared her ideas at a
social studies/language arts
meeting in her district. Anne
Kitchen and Diane Hemulach
from Cresthill Middle School
heard about Kay’s ideas
and began to use them with
their own students. The
concept spread, as good
ideas do. A forerunner in
the dissemination of color
coding was Maureen Auman,
then a seventh-grade teacher
at Campus Middle School in
the Cherry Creek, Colorado,
school district. Thanks to
Kay and Maureen, the
concept of color coding now
helps teachers and students
all over the United States.
Color-Code*
Green means ➙ Go, start, begin.
Tell your reader what your paragraph is about.
The topic (T =) or topic sentence is indicated with green.
Yellow means ➙ Slow down and give a Big Idea.
The Big Ideas are indicated with yellow.
These are the Big Ideas you selected (Pick and Choose) from your brainstorm.
Red means ➙ Stop and provide Supporting Details.
These details are the supporting facts, quotations, examples, etc., that will elaborate on the Big Ideas.
Green means ➙ Go back.
The conclusion should remind the reader of what the paragraph was about.
Throughout our workshops, you will see color coding used with informational text. Teachers of all grade levels have found this a concrete tool for helping students remember how to ORGANIZE informative/explanatory writing. Color coding does not replace students’ understanding of the academic language they will use later. If students can learn the names of 25 dinosaurs, they are able to learn terminology like topic sentence, transition, and conclusion.
Informative/Explanatory Paragraph Writing
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Core Four Topic Sentences™
are part of TWT common
language.
Topic SentencesNow that students have an understanding of the overall organization of the paragraph, it’s time to model how to write the introduction. For the introduction of a stand-alone paragraph, we teach students to write a topic sentence.
The CCSS talk about students in kindergarten “naming what they are talking about.” In first grade they are expected to “name a topic.”
A topic sentence gives students a method to name what they are talking about! All teachers have had the experience of having students come to them with comments such as:
c “I don’t know how to start.”
c “I don’t know what to write.”
c “I‘m thinking.” (This is code for “I don’t know how to start” or “I don’t know what to write”!)
Eliminate these concerns by explicitly teaching all students how to write a clear, interesting topic sentence as the introduction of a paragraph.
The topic sentences that we begin with are called the CORE FOUR TOPIC SENTENCES,™ part of The Write Tools’ common language. They include:
1. Simple declarative sentence (SDS)
2. Number statement (NS)
3. Question (Q)
4. Situation, Stance (S,S)
CCSS: W.K.2., W.1.2., W.4.
Informative/Explanatory Paragraph Writing
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Core Four Topic Sentences™
Before writing their own topic sentence, students should have had a number of topic sentences modeled for them. Students should hear the words topic sentence used many times during writing demonstrations.
1. Simple Declarative Sentence (SDS)
A simple declarative sentence should clearly state the topic and include key words from the prompt. It’s usually short, simple, and to the point.
Examples:
Bike safety is important.
Benjamin Franklin is known for important inventions.
The planet Earth is unique.
Teachers expect students to be good listeners.
Seahorses fascinate people.
Brushing everyday keeps your teeth healthy.
2. Number Statements (NS)*
A number statement is a declarative sentence that includes a number word. It tells how many Big Ideas are in the student’s plan. It helps the writer stay focused and provides a strong preview for the reader.
Examples:
Following three rules will keep you safe on your bike.
Benjamin Franklin is known for several important inventions.
The planet Earth has many unique characteristics.
Teachers expect students to become good listeners by following
these three rules.
Seahorses fascinate people for a variety of reasons.
Follow four steps for brushing and you’ll have healthy teeth.
* Adapted from Sparks (1982).
CCSS: W.4.
Informative/Explanatory Paragraph Writing
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Students and busy teachers easily fall into the pattern of beginning number statements with the words “there are” or “here are.”
Do this: Not that:
Explorers visited the Southwest
for three reasons.
There are three reasons that
explorers visited the Southwest.
Explorers of the Southwest had
three reasons for visiting there.
Here are three reasons that
explorers visited the Southwest.
Notice that the Deadly Duo also automatically commit the writer to passive voice.
3. Question (Q)
Write a question that cannot be answered with “yes” or “no.” The whole paragraph will provide an answer to this question.
Examples:
How can you stay safe on your bike?
What are Benjamin Franklin’s most important inventions?
What characteristics make Earth a unique planet?
How can you show your teacher you’re a good listener?
Why are seahorses fascinating?
What steps should you follow when brushing your teeth?
Copyright © 2012 The Write Tools, LLC | The Write Tools for Common Core State Standards
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Informative/Explanatory Paragraph Writing
Starter Words
after
although
as
as long as
as soon as
because
before
even if
even though
if *
in order to
once
since
so that
though
unless
until
when*
whenever
while
* Easy for first practices.
4. Situation, Stance Topic Sentences (S,S)
When students become more proficient writers, and understand the purpose of topic sentences, they will improve their sentence fluency by learning to write topic sentences with a complex sentence structure.
The situation broadly defines the topic. The stance narrows the topic and tells what the focus of the paragraph will be.
Examples:
If you want to stay safe on a bike, follow these safety rules.
Although our country has many examples of famous inventors,
Benjamin Franklin was one of our finest.
Even though our solar system has many planets, Earth has
characteristics that make it unique.
When I am sitting in class, my teacher expects me to be a
good listener.
After learning about seahorses, their fascinating characteristics
are evident.
In order to have a healthy mouth, follow these steps when
brushing your teeth.
Starter Words for S,S
Provide students with a list of “starter words” for situation, stance topic sentences. These starter words are called subordinate conjunctions. You’ll immediately notice students writing more sophisticated topic sentences.
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Informative/Explanatory Paragraph Writing
CCSS specifically mention the use of transitional words, phrases, and clauses. Prior to grade 4, they are called linking words and phrases, but both terms mean the same thing.
We recommend using the term transitions from the very beginning. When students start writing opinion paragraphs, the term linking words and phrases has a completely different meaning. It may avoid confusion later if we just refer to them as transitions beginning in kindergarten.
Common Transitions
also* another because equally important finally* first*
for example furthermore however in addition in contrast
in fact initially next* on the one hand/on the other hand
one second* last* therefore moreover to begin
*Easy for first practices.
Level 1 writers will usually use a transition word or phrase at the beginning of a new Big Idea. The word or phrase is most often followed by a comma. Using first, second, and third in a row is acceptable for young writers who are learning ordinal numbers. These specific words also provide additional support for new English-language learners. While it is acceptable for these learners to use numerical transitions in their writing, teachers should model with other options as soon as possible.
Do not let students get into the habit of using these transitions in sequence.
WARNING! The Deadly Trio:
First Second Third
The Deadly Trio is part of
TWT common language.
CCSS: W.4.
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Informative/Explanatory Paragraph Writing
ConclusionsBeginning in grade 1, the CCSS actually mention “providing some sense of closure.” A concluding statement or section should be related to the information or explanation presented in the paragraph. A conclusion lets the reader know that the writing is complete.
If students have no other instruction, how do they end a paragraph? In one of two ways. An all-time favorite is “The end.” Occasionally they’ll also include a fancy font or elaborate stylized printing.
Another option they favor is to conclude with one of these little gems:
Examples:
Now you know everything I wanted to tell you about the Olympics.
This was my paragraph about the Olympics.
That is all I have to say about the Olympics.
Mrs. Jones, I hope you like my paper.
Students should never be allowed to end a paragraph in these ways. No, no, a thousand times NO to these mind-numbing conclusions!
Conclusions have several purposes:
c A conclusion might summarize the information that was presented in the body of the paragraph.
c A conclusion might restate the topic, but use different words. Help student plan their conclusions by using synonyms for the key words or phrases that were in their topic sentences.
c A conclusion might be a “clincher” that encourages the reader to reflect on the topic or take a particular action.
CCSS: W.4.
Informative/Explanatory Paragraph Writing
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Concluding Words
actually
as a result
certainly
clearly*
consequently
definitely
in fact
obviously
surely
truly*
* Easy for first practices.
Words That Signal a Conclusion
actually
definitely
as a result
in fact
certainly
obviously
clearly*
surely
consequently
truly*
*Easy for first practices.
When your students are ready—and only you can determine when that is—here’s an interesting alternative to the traditional conclusion. If students are pressed for time, their hands hurt, or they are clueless about how to conclude, try this TWT trick for writing a painless conclusion. Have students write all four types of topic sentences. Then have them choose one for their topic sentence and one for their conclusion. They may still add a signal word to their concluding sentence.
Simple Declarative
Sentence (SDS)
Number Statement
(NS)
The Olympic Games happen
every two years.
The Olympic Games are
entertaining for several reasons.
Question (Q) Situation, Stance (S,S)
Why do people enjoy watching
the Olympic Games?
Although watching weekly
sports on television is enjoyable,
the two weeks of the Olympic
Games are enthralling.
Topic =
The Olympic
Games
Informative/Explanatory Paragraph Writing
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Turn and Talk is part of
TWT common language.
Turn and TalkWhen students are practicing their paragraphs out loud, a useful strategy uses colored cubes to help with the organization of their paragraphs.
Begin by choosing four students in the class to come up to the front, and assign them each a particular job:
Pointer Points to the color-coded plan, one line at a time.
Picker Upper Chooses the correct colored cube from a pile and hands it to the Builder.
Builder Builds a tower of blocks, always putting newest block (from Picker Upper) on the bottom of the stack.
Talker Actually says the paragraph out loud, turning each item from the plan into a complete sentence.
After doing this several times as a class, small groups can practice it independently. Before long, they’ll be able to Turn and Talk their paragraph out loud to a partner. This step makes writing the draft simple. It is particularly important for young writers, English-language learners, and students with special needs.
An important idea to think about:They have to say it before they can write it.
Do not skip this critical step in the writing routine.
Using the planner as a guide, have students, as a group, practice talking through each part of the paragraph. You will need to provide a great deal of support in the beginning, but as kids practice this, they become experts.
Point to the top of the plan. Help students read the topic sentence aloud, if you’ve written one. If not, help them come up with one.
CCSS: SL.K.4., SL.K.6., SL.1.4., SL.1.6.
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Informative/Explanatory Paragraph Writing
Our class learned three facts about how to grow plants.
(Green cube)
Point to the first Big Idea and stretch it into a sentence using a transition.
To begin, plants need light to grow. (Yellow cube)
Point to the Supporting Detail and turn it into a complete sentence related to the Big Idea.
Light makes the leaves green. (Red cube)
Repeat with next Big Ideas and Supporting Details (alternate yellow/red cubes).
End with the concluding statement. Be sure to begin the sentence with the signal word.
Clearly, we are plant-growing experts! (Green cube)
Informative/Explanatory Paragraph Writing
Copyright © 2012 The Write Tools, LLC | The Write Tools for Common Core State Standards | Form, pg. 477
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Informative/Explanatory Paragraph: Writing to a Prompt
Prompt:
1. Read and analyze the prompt. Read it twice. Circle or highlight key words or phrases in the prompt. Identify the
Topic:
Audience:
Key Words:
2. Stop and think for at least one minute about your topic. Time yourself.
3. Brainstorm.
4. Pick and choose the best ideas from your brainstorm. Circle them on your paper.
5. Plan/color-code.
6. Topic sentence(s).
7. Turn and talk.
8. Draft.
Boldface type matches the steps in the Writing Routine.™
Iowa School Districts
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