1 Explicit Instruction for Writing in Grades 1 - 8 Effective and Efficient Instruction Webinar Series Session 2 Anita L. Archer, Ph.D. Author and Consultant [email protected]2 Schedule February 7, 2013 Topics: Sentence Writing February 21, 2013 Topics: Big Ideas-Writing Instruction; Scaffolding with Writing Frames; Scaffolding with Strategies, Think Sheets (Summary, Compare and Contrast) March 7, 2013 Topics: Think Sheets for Products that Inform, Convince, and Convey an Experience • Time 3:45 to 5:45 (Alaska) • Materials needed – PowerPoint Handout – Paper – Writing Tools • Follow-up Resources – Examples – Articles 3 Participation 1. Structured Choral Responses: If the answer is short and the same, you will say an answer together. 2. Structured Partner Responses: If you are viewing this with fellow educators, divide into partners and give each partner a number (either #1 or #2). 3. Written Responses: Record written responses on the handout or on plain paper. 4. Recorder: Select one person in your group to be the recorder of “best answers” when asked. Type into “Chat Box.” 5. Best Practices: On a separate piece of paper, maintain a list of best practices. 4 Participation • Passage Reading – Choral Reading – Cloze Reading – Partner Reading
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Explicit Instruction for Writing in Schedule Grades 1 - 8Students replace overused words with stronger, more precise words that better convey meaning. . 30 Word Choice •He walked
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Sentence Formation - Patterns(See Examples for additional sentence stems)
Additional sentence stems
cleanedThechildren
bakedMr. KingfixedThomasdrewPaulineliftedMs. Jones
createdMaxWhatActionWho
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Sentence ExpansionWhat• Students add words or phrases to sentences
expressing time (when), place (where), manner (how)or reason (why).
• Students add adjectives to modify nouns.Why• Useful if students sentences are short, incomplete, or
stilted (Moats, 2001)
• Students gain:– Sentence sense– Greater precision in sentences (Cudd & Roberts, 1993)– Sentences rich in vocabulary and detail
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Sentence Expansion
How1. Teacher models how to add words or phrases to
sentence stem to answer one or more of thefollowing questions: who, what, when, where,how,why.
2. Teacher guides students in adding words orphrases to sentence stem to answer.
3. Students edit sentences in the same manner.
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Sentence ExpansionExample - Focus on when and whereSusan scampered.Susan scampered down the forest trail.After lunch, Susan scampered down the forest trail.
Susan scampered.Susan scampered into class.As the bell rang, Susan scampered into class.
Susan scampered.
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Sentence Expansion -Writing “meaningful sentences” for vocabulary
how
why√
where
when√
what
who √relievedMaria was relieved.
Maria was relieved when the musiccontest was over and her worrying could end.
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Sentence Combining
WhatStudents make one smoother, moredetailed sentence out of two or moreshorter sentences.
Why???????
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Sentence Combining
Why– students gain
• increased sentence sense• ability to write more sophisticated
sentences– when writing text, sentence combining reduces
3. Students practice combining shortsentences into longer, more effectivesentence.
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Sentence Combining
Students ask themselves:(clarity) Is the sentence clear?(meaning) Does it express the desired
meaning?(coherence)Do the parts of the sentence fit
together?
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Sentence Combining
• Sentence-Combining Activities (Rewards Writing -Sentence Refinement published by Sopris Learning )
• Students start with a stem sentence and combine itwith one to four other sentences.
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Sentence Combining
(Examples from REWARDS Writing -Sentence Refinementpublished by Sopris Learning)
• Start: Linda grabbed a seat.• Add: Bobby grabbed a seat.• Add: The seats were adjoining.• Add: The seats were on the bus.• Add: The bus was crowded.• Create:
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Sentence Combining
• Start: As the cubs grow fur, they spend periods of time outside the den.
• Add: The fur is thicker.• Add: The periods of time are short.• Add: The den is warm.• Add: The den is protective.• Create:
___________________________________
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Sentence Combining
• Start: Jared will finish shopping for school supplies.
• Add: He will shop this afternoon.• Add: He will shop at the mall.• Create:
________________________________
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Sentence Combining
• Start: Everyone ate birthday cake.• Add: The birthday cake was chocolate.• Add: Everyone ate vanilla ice cream.• Add: Everyone ate candy.• Create:
____________________________________
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• Porcupine caribou are large mammals.• Add: Porcupine caribou are hoofed
mammals.• Add: They live in northern Canada.• Add: They live in eastern Alaska.• (Use that to make one sentence.)• Create:
____________________________________
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Word Choice
WhatStudents replace overused words withstronger, more precise words that betterconvey meaning. .
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Word Choice
• He walked into the big building.
• (Better)He wandered into an enormousdepartment store.
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Word Choice
• We had a nice holiday. Our nice relativescame to visit. We did a lot of nice thingsincluding eating at three nice restaurants. Itwas a really nice vacation.
• (Better)My family had an incredible holiday. Fiveclose relatives arrived Thursday for anextended visit. We enjoyed many adventuresincluding feasting at three gourmetrestaurants. It was the most memorablevacation of my life.
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Word Choice
Why?????????
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Word Choice
WhyWord choice is the most important toolfor expressive power. (Scott and Nagy, 2009)
Students will– reduce use of “overused words”– increase use of alternative words in their lexicon– use a greater variety of words– increase the quality of their writing