Prewriting for Expository Writingrsd407.org/curric/elemglance/writingbenchmark/Prewriting...To use any lesson, you must print and review the notes pages. This is done in the print
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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 BookerTCat.docCamping.doc CedarFallsElem.docClusteringandPapers.ppt PrewritingChecklist.docPrewrtgAssessTemplateGr3-5.doc PrewrtgAssessTemplateGr6-8.doc RdgWrtgConnectionUsingIcons.doc StudentPrewrtgAnalysis.docTeacherPrewritingAnalysis.xls TeacherTaxonomyExample.docTigerTableClustering.doc TigerTableClustering.pptWhidbeyIsland.doc
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.
Important Information for the TeacherSlides and notes pages 1-15 are for teacher use. The slides include alignment with the GLEs, links to the WASL, and purposesof 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 printthe notes pages.
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.
Important Information for the TeacherThe 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.
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.
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.
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 .
If some of your students have previously seen the PowerPoint
Use the slides but change the examples.
Use the slides and have those students who have seen them act as teacher.
Use the slides but focus on your own students’ writing rather than examples in the slides. Collect student examples for future use.
Don’t use the student slides, but use the teaching ideas.
Link to the WASLThe 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.
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.
Prewriting - DefinitionPrewriting 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.
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
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.
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).
ExampleA - Action heroes M -B - Baseball, Brother N - NeighborsC - O –
Alphabetic Taxonomy -selecting a narrow topic we care about and know wellTeacher 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?
After considering the above, my topic will be: the game I saw with Grandpa
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?
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?
Teacher exampleNow, 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.
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.
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.
Student Prewriting AnalysisWhat 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?
List, Group, LabelIn 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.
You must take turns and read what the people before you have written, as each word or phrase must be a new idea.
Place each sticky note on a large piece of paper in the center of your group.
List, Group, Label – continuedGroup 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.
Once you have grouped your words, decide on a label or category and write it next to each group.
List, Group, Label – continuedChoose one of your new categories as a topic. – Is your topic manageable (not too big or too small)?– Do you need a different topic?
Create a controlling idea (thesis statement) for your topic, considering the audience and purpose.
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.
List, Group, Label – continuedIn your group, discuss your controlling idea. Decide– Who is your audience? – What is your purpose?– What might you include to elaborate on your topic?
Revise your controlling idea if needed.
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.
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.
It’s important to know that there is more than one way to organize and the author is in control.
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.
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).
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.
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.
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.
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.
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.
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.
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.
Analyzing the PromptWho 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
Possible topic (object) one - my catList about my cat
Story of how Booker came to our houseQuizzicalPlaying with ballsLike to keep laps warmBeing an alarm clockBlack with a tiny tuft of whiteGreen / yellow eyes, dependent on the lightShort hair, long tailHiding in closetsGets on the tableCute faceHiding under the bed with tail outEats plantsLikes to sit in kitchen window
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.
Here's my original listMy CatStory of how Booker came to our houseQuizzicalPlaying with ballsLikes to keep laps warmBeing an alarm clockBlack with a tiny tuft of whiteGreen/yellow eyes, dependent on the lightShort hair, long tailHiding in closetsGets on the tableCute faceHiding under the bed with tail outEats plantsLikes to sit in the kitchen window
Now, let’s group like ideasStory of how Booker came to live at our house
Controlling IdeaAs 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.
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.
Finding your topic - listing possible things you learnedWrite 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.
Remember these examplesList about my catStory of how Booker came to our houseQuizzicalPlaying with ballsLike to keep laps warmBeing an alarm clockBlack with a tiny tuft of whiteGreen / yellow eyes, dependent on the lightShort hair, long tailHiding in closetsGets on the tableCute faceHiding under the bed with tail outEats plantsLikes to sit in kitchen window
List about my season ticketsSeahawks footballTheatreSee my friendsFun to goLunch or dinner outTime it snowedWhen we got soaked
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.
Clustering - narrowing the topicNow 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.
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.
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?
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?
– Remember your audience and purpose.– Create a controlling idea.– Filter details to support the controlling idea.– Add icons for elaboration.– Determine an order.
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.
If you could go somewhere special, explain to your teacher where you would go and why.
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.
Suppose a new student is coming to your school next week. In several paragraphs, write a letter to this student explainingwhat is most important for a new student to know about your school and why this information is important for him or her to know.
Analyzing the PromptWho 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.
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.
Remember the icons we used to explain our elaboration strategies.
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.”
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.
WritingAnalyze 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.
ReflectionNow that you have finished your writing, fill out a final Student Prewriting Analysis sheet.
ReflectionLook 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.