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The Writing Routine

The Writing Routine. What is a paragraph?. The Write Tools. 4-7 Workshop September 21, 2012 The Write Tools Committee. The Basics. Who: ALL K-12 teachers in ALL subject areas What: The Write Tools Writing Routine Where: HERE and NOW

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The Writing Routine

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  1. The Writing Routine What is a paragraph?

  2. The Write Tools 4-7 Workshop September 21, 2012 The Write Tools Committee

  3. The Basics Who: ALL K-12 teachers in ALL subject areas What: The Write Tools Writing Routine Where: HERE and NOW When: Essays, reports, paragraphs, letters, charts, OAAs, etc. Why: Consistency= Success

  4. What is The Write Tools? The Write Tools is a writing routine that enables students to systematically see the big picture of where they are heading, and therefore the individual skills will make more sense as they begin to practice them

  5. Why Write? Reading is Thinking You get better at reading by reading You get better at reading by writing Writing is thinking out loud!

  6. Welcome! • Today you will participate in activities that illustrate The Write Tools Writing Routine. You will realize it is a model for similar activities that you do many times with your students throughout the year. • Our goal is to implement The Write Tools district-wide in ALL grade levels and ALL content areas.

  7. Entrance Slip Question What is a paragraph? What makes a well written paragraph?

  8. What is a paragraph? A paragraph is a group of sentences that are all about one topic. A paragraph has three parts: an introduction, a body, and a conclusion.

  9. Why "The Write Tools?” Common Strategies+ Common Language+ Common Vision+ Consistent, Systematic, Explicit Instruction= SUCCESS!

  10. The Write Tools The Writing Routine

  11. Step 1 Analyze the Prompt Example Prompt One of the highlights of elementary school was school lunch. Reflect on several of your favorites from elementary lunch, and write a paragraph describing them. 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, highlight words not already listed

  12. Step 1 Analyze the Prompt Example Prompt One of the highlights of school was school lunch. Reflect on several of your favorites from school lunch, and write a paragraph describing them. • T • A • K

  13. Step 2 Stop and Think Model Stop & Think so that students know what it looks like • Time your students and encourage them: • “even if you have thought of a few, think of a few more!” • “ keep thinking, sometimes our best ideas come at the end” Stop & Think time at this level: 1 minute

  14. Step 3 Brainstorm • Students write down all the ideas they came up with during Stop & Think time. • Webs, lists, thinking maps, graffiti walls all work

  15. Step 3 Brainstorm Mac & cheese Ice Cream Pizza Stuffed Breadstick French Fries Topic: Favorite elementary school lunch Mini Chicken Sliders Peanut Butter & Jelly Uncrustables

  16. Step 4 Pick and Choose Select and Circle 3 Big Ideas Topic: Favorite elementary school lunch

  17. Step 5 Make a Plan • Planning makes writing easier • Planning provides a roadmap for organization of ideas • Planning makes writing better

  18. Step 5 Make aPlan • Rules for Planning: • You have to! • Words and phrases only • Don’t argue

  19. Umbrella Planner (K-3) TOPIC: Favorite elementary school lunches Use left side of umbrella is for students to preselect the transitions they will either say or write before they turn their plan into a paragraph Pizza French Fries Ice Cream Conclusion: Favorite Elementary School Lunches

  20. Step 5 T-Chart Planner Topic:Favorite school lunches Big Ideas Tell Me More (supporting details) The CCSS uses the terminology “supporting details” • Crust • Pepperoni • Eat with hands • Crispy • Ketchup • Seconds • Chocolate swirls • Toppings • Good on a hot day • Pizza Breadstick • French Fries • Ice Cream Conclusions at this level should be a sentence that restates the topic. Conclusion: Favorite elementary school lunches

  21. Step 6 Create a Topic Sentence At this level, topic sentences are often provided by the teacher. Modeling the “Core Four” topic sentences provide an opportunity for students to develop good habits. The “Core Four” Simple Declarative Number Statement Question Situation-Stance

  22. Step 6 Create A Topic Sentence Simple Declarative: clearly states the topic and includes key words from the prompt. It is usually short, simple and to the point. “Elementary lunches are delicious.”

  23. Step 6 Create a Topic Sentence Number Statement is a declarative sentence that includes a number word. It ells how many Big Ideas are in the plan. “I have three ultimate favorite elementary school lunches.” Beware of the deadly duo! There are Here are

  24. Step 6 Create a Topic Sentence A Question topic sentence cannot be answered with a yes or no answer. The whole paragraph will provide an answer to the question. “Which elementary school lunches were your favorites?”

  25. Step 6 Create a Topic Sentence Situation-Stance are sentences that define the topic. The stance narrows the topic and tells what the focus of the paragraph will be (independent/dependent clauses) “Even though it was a while ago, I remember some of my favorite elementary schools lunches.” Give students a list of “starter words” for ss topic sentences. From pg 137

  26. Step 7 Turn & Talk Using the planner as a guide, have students, as a group, practice talking through each part of the paragraph. After doing this several times as a class, small groups can practice it independently. This step makes writing the draft simple! Think about it! They have to say it before they can write it!

  27. Step 8 Rough Draft • Body Sentences • Introduce Big Ideas • “Tell me more” supporting details

  28. Step 8 Rough Draft-Transitions Transitions are words, phrases, clauses or sometime even sentences that connect Big Ideas. Transitions serve as a bridge from one Big Idea to the next. Pizza French Fries Using first, second and third in a row is acceptable for young writers, but teachers should model other options as soon as possible Another favorite is Look for a list of starter words, transition words and words that signal a conclusion on page 155 of the reference guide.

  29. Step 8 Rough Draft

  30. How does this look DISTRICT-WIDE?

  31. The Write Tools K-3 Continuum

  32. The Write Tools 4-7 • As students progress through the grade levels in all content areas, text complexity increases as the writing routine is applied to : • Opinion • Informative/ Explanatory • Narrative • Argumentative • Research Projects • *As required by the Common Core Standards

  33. The Write Tools Tips • Start small, don’t try to teach all components the same day, or even the same week. Practice and model, model, model. • Stay consistent with the routine, as your students master each component, expand their expertise by adding different prompts, new transitions, types of planning, types of numbers words, etc. • Remember that this is a routine focused on creating a ROUGH DRAFT FOR a well written paragraph only.

  34. The Write Tools “Learning is complex interaction with and multiple exposures to knowledge” Marzano

  35. The Write Tools The District “L” drive contains all the resources used in today’s presentations. For additional lesson planning, questions or coaching support contact: Patti.Weinstein@riversideschools.net THANK YOU!

  36. Rest of the Morning- Common Planning Time 4th grade- Plan implementation schedule for your grade level and develop prompts in the library 5th grade- Same as 4th but meet in the cafeteria (the computer lab is next door) 6th & 7th meet in PLCs to come up with at least 1 lesson based on your curriculum By this afternoon be prepared to share what you came up with by department 4-12

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