prewriting for expository writing - welcome to the riverview
TRANSCRIPT
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Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.
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.
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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 AssessmentNancy Spane – OSPI Writing Assessment
Charlotte Carr – Retired Seattle SD, FacilitatorCec Carmack – Selah SD
Tanya Cicero – Auburn SDLydia-Laquatra Fesler – Spokane SD
Karen Kearns – Seattle SDSharon Schilperoort – Yakima SD
Wendy Ward - Riverview SD
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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 BookerTCat.docCamping.doc CedarFallsElem.docClusteringandPapers.ppt PrewritingChecklist.docPrewrtgAssessTemplateGr3-5.doc PrewrtgAssessTemplateGr6-8.doc RdgWrtgConnectionUsingIcons.doc StudentPrewrtgAnalysis.docTeacherPrewritingAnalysis.xls TeacherTaxonomyExample.docTigerTableClustering.doc TigerTableClustering.pptWhidbeyIsland.doc
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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.
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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 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.
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Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.
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 .
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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.
Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.
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Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.
Alignment with GLEs - WritingEALR 1: The student understands and uses a writing process.Component 1.1: Prewrites to generate ideas and plan writing.
Grade 3
Applies at least one strategy for generating ideas and planning writing.
Grades 7 and 8
Analyzes and selects effective strategies for generating ideas and planning writing.
Grades 4, 5, and 6
Applies more than one strategy for generating ideas and planning writing.
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Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.
Alignment with GLEs - WritingEALR 3: The student writes clearly and effectively.
Component 3.1.1: Develops ideas and organizes writing.
Grade 3
Analyzes ideas, selects topic, adds detail, and elaborates.
Grades 4, 5, 6, 7, and 8
Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples.
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Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.
Alignment with GLEs – WritingEALR 3: The student writes clearly and effectively.
Component 3.1.2: Develops ideas and organizes writing.
Grade 3
Organizes writing with a beginning, middle, and ending.
Grades 5 and 6
Uses an effective organizational structure..
Grade 4
Organizes writing using a logical organizational structure.
Grades 7 and 8
Analyzes and selects an effective organizationalstructure.
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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.
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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.
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BibliographyBaltas, J. and Nessel, D. Thinking Strategies for Student Achievement, Skylight Professional Development, 2000.
Calkins, L. Units of Study for Teaching Writing, Grades 3-5, Heinemann, 2006.
Gere, A., Christenbury, L., Sassi, K. Writing on Demand, Heinemann, 2005.
Graves, D. A Fresh Look at Writing, Heinemann, 1998.
National Writing Project, Nagin, C. Because Writing Matters: Improving Student Writing in our Schools, Jossey-Bass, 2003.
Rico, G. Writing the Natural Way, Tarcher, 2000.
Routman, R. Writing Essentials, Heinemann, 2005.
Zemelman, S., Daniels, H., Hyde, A. Best Practice: New Standards for Teaching and Learning in America’s Schools, Third edition, Heinemann, 2005.
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Table of ContentsBaseline (Diagnostic) Assessment
Introduction– Definition/Characteristics/Reasons
Part One - Alphabetic Taxonomy– Using an Alphabetic Taxonomy Strategy– Formative Assessment
Part Two - List, Group, Label– Using a List, Group, Label Strategy – Planning Elaboration Using Icons During Prewriting *– Formative Assessment
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Table of Contents-continued
Part Two (continued) - List, Group, Label– Using List, Group, Label for On-demand Writing– Formative Assessment
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.
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Prewriting
Diagnostic Assessment
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Diagnostic AssessmentInsert prompt here.
Document Folder Student Writing Folder
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Prewriting for Expository Writing
DefinitionCharacteristicsReasons
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First Draft
I can return.
I can return.
Characteristics of Prewriting
Brainstorming Supporting
Details Finding a
Controlling Idea
Filtering, Planning
Elaboration, and Organizing
Narrowing to a Manageable
Topic
Grouping Similar
Supporting Ideas /
Categorizing
Brainstorming Multiple Ideas
for a Topic
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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.
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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.
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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
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Alphabetic Taxonomy
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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.
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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 –
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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.
This taxonomy contains many ideas, some of which are very general.
Keep your taxonomy in your writing folder. You may add to your taxonomy at any time. Title this My Idea Taxonomy.
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Alphabetic Taxonomy generating ideas for writing
Teacher exampleI’m going to look at My Idea Taxonomy and select baseball as a possible topic.
I will now create a new taxonomy on baseball.
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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.
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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
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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?
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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.
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Alphabetic Taxonomy consider audience and purpose
Teacher exampleFirst, 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.
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Alphabetic Taxonomy controlling idea
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.
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Alphabetic Taxonomy considering audience and purpose –your turn
Consider who your audience will be.
Consider the purpose for your writing (to explain something about your topic).
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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.
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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.
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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.
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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.
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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?
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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.
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Prewriting Strategy –List, Group, Label
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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.
Do this activity in silence.
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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.
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List, Group, Label – continued
Transfer your groups and corresponding labels to chart paper.
Post your chart on the wall.
Take a “Gallery Walk” and view each chart. Take notes on what you observe.
Notice how each group used a variety of different categories.
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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.
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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.
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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.
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Class SharingWith 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.
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Planning Elaboration During Prewriting
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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.”
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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
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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.
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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
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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 yourcontrolling idea.
Then draw an anecdote icon with a phrase on your paper.
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Planning Elaboration During Prewriting
The head with the bubbles icon represents a scenario (a made-up situation).
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.
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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.
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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.
Exampleshow I feel when I eat ice cream
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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.
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Planning Elaboration During Prewriting
The book with “Def.” on the cover iconrepresents a definition. The definition is sometimes short and sometimes long. It explains what something means.
Definition
What I mean when I say “ice cream.”
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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.
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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.
Dialoguewhat someone might say about ice cream on a summer day
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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.
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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.
Facta fact about ice cream
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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.
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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
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Planning Elaboration During PrewritingControlling 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
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Planning Elaboration During Prewriting
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).
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Planning Elaboration During Prewriting
On the following three slides you will see paragraphs that include more than one elaboration strategy.
See if you can identify them before they are revealed to you.
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.
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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.
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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.
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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.
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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
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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.
Determine the best order for your icons/elaboration strategies.
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.
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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.
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Reflection
After you have written your paper, fill out a Student Prewriting Analysis.
Turn in your paper, analysis, and your prewriting to your teacher.
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Prompted Topic Using List, Group, Label
What to do when you are given a prompt for writing
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First Draft
I can return.
I can return.
Characteristics of Prewriting
Brainstorming Supporting
Details Finding a
Controlling Idea
Filtering, Planning
Elaboration and Organizing
Narrowing to a Manageable
Topic
Grouping Similar
Supporting Ideas /
Categorizing
Brainstorming Multiple Ideas
for a Topic
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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.
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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
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Possible topics (objects) to choose
My catMy season ticketsMy sewingMy television
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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
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Possible topic (object) two - my season tickets
List about my season tickets
Seahawks footballTheatreSee my friendsFun to goLunch or dinner outTime it snowedWhen we got soaked
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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.
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Prewriting
Now I need to take “my cat” list and group my ideas into things that go together, then label the groups.
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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
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Now, let’s group like ideasStory of how Booker came to live at our house
Eats plants
Likes to sit in kitchen window
Gets on the table
Playing with balls
Being an alarm clock
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
Black with a tiny tuft of white
Green/yellow eyes, dependent on the light
Cute face
Quizzical
Short hair, long tailCopyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.
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Now, let’s label the groupsStory of how Booker came to live at our house
Eats plants
Likes to sit in kitchen window
Gets on the table
Playing with balls
Being an alarm clock
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
Black with a tiny tuft of white
Green/yellow eyes, dependent on the light
Cute face
Quizzical
Short hair, long tail
Naughty
Weird stuffFun to be around
Description
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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.
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Weird stuff
Playing with balls
Being an alarm clock
Hiding in closets
Hiding under the bed with tail out
Fun to be aroundLikes to keep laps warmWatches 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
Controlling idea: My cat Booker is really weird.
Naughty
Eats plants
Likes to sit in kitchen window
Gets on the table
This category doesn’t support my controlling idea, so I will leave it out!
Filtering what to keep & what to leave out Story of how Booker came to live at our house
These categories do support my controlling idea, so I will keep them !
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Weird stuff
Playing with balls
Being an alarm clock
Hiding in closets
Hiding under the bed with tail out
Fun to be aroundLikes to keep laps warmWatches 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
Controlling idea: My cat Booker is really weird.
Planning for elaboration with iconsStory of how Booker came to live at our house
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Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.
Weird stuff
Playing with balls
Being an alarm clock
Hiding in closets
Hiding under the bed with tail out
Fun to be aroundLikes to keep laps warmWatches squirrels out the window
Sometimes sounds like a tornado
Description
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.
Putting the pieces in orderStory of how Booker came to live at our house
2
1
4
4
Use description throughout the writing
3Introduction
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Analyzing a Different Prompt
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.
Something You Learned
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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.”
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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.
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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.
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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
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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.
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Grouping and labeling your ideas/details
Group your list as things that go together and label each group.
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Story of how Booker came to our house
Weird stuff
Playing with balls
Being an alarm clock
Hiding in closets
Hiding under the bed with
tail out
Fun to be aroundLike to keep laps warm
DescriptionBlack with a tiny tuft of white
Green / yellow eyes, dependent on the light
Cute face
Quizzical
Short hair, long tailControlling ideaMy cat is really weird.
NaughtyEats plants
Likes to sit in kitchen window
Gets on the table
Remember these examples
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Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.
Writing a controlling ideaLook 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.
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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.
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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.
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ReflectionAfter you have written your paper, fill out a Student Prewriting Analysis.
Turn in your paper, analysis, and your prewriting to your teacher.
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Prewriting Strategy – Clustering
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Clustering – definition/purpose
A different way of prewriting using circles and lines to connect ideas
LionAfrica
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Clustering – connections
lion
Africa
orange
sharp teeth
dangerous
mane
Wizard of Oz
grasslands
man-eating
Courage
cowardly
savannah
lioness
tough
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Clustering – connections
Think about ideas and details you might add.
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Clustering – new details
lion
Africa
orange
sharp teeth
dangerous
mane
Wizard of Oz
grasslands
man-eating
Courage
cowardly
savannah
lioness
tough
The Lion, the Witch,and the Wardrobe
The Lion King
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Clustering – color coding
Next we will look at what we have clustered and color code ideas that seem to go together into categories.
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The Lion King
Clustering – color coding
lion
Africa
orange
sharp teeth
dangerous
mane
Wizard of Oz
grasslands
man-eating
Courage
cowardly
savannah
lioness
tough
The Lion, the Witch,and the Wardrobe
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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.
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Clustering - brainstormingNow we will cluster together on this topic.
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”).
our school
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Clustering – color coding
Now we will color code our cluster.
our school
Let’s make a key of our color coding.
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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.
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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.
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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
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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?
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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.
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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.
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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?
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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.
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Clustering - your turn
Write multiple paragraphs about summer, using your controlling idea and clustering as a guide.
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Reflection
After you have written your paper, fill out a Student Prewriting Analysis.
Turn in your paper, analysis, and your prewriting to your teacher.
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Prompted Topic Using Clustering
What to do when you are given a prompt for writing
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First Draft
I can return.
I can return.
Characteristics of Prewriting
Brainstorming Supporting
Details Finding a
Controlling Idea
Filtering, Planning
Elaboration and Organizing
Narrowing to a Manageable
Topic
Grouping Similar
Supporting Ideas /
Categorizing
Brainstorming Multiple Ideas
for a Topic
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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.
Someplace Special
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Analyzing the PromptWho 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.
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Clustering – possible places
places
Hawaii
camping
zoo
mountains
Wild Waves
Disneyland
the mall
the beach
Dad’s house
Science Center
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Two places I might want to write about
Disneyland
Camping
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Clustering – generating ideas & details
Disneyland
Pirates of the Caribbean
Splash Mountain
long lines
Mickey Mouse
Space Mountain
Thunder Mountain Railroad
Matterhorn
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Clustering – generating ideas & details
camping
sleeping in the tent
the time I fell into the lakehiking
marshmallows roasting on the fire
the bear
Priest Lake
row boat
campfire
camp food
putting it up
fishing
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Clustering – selecting a topicMy 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.
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Clustering – new details
camping
sleeping in the tent
the time I fell into the lakehiking
marshmallows roasting on the fire
the bear
Priest Lake
row boat
campfire
camp food
putting it up
fishing
when the tent fell down
camp songs
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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.
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Clustering – coding
camping when the tent fell down
sleeping in the tent
the time I fell into the lakehiking
marshmallows roasting on the fire
the bear
Priest Lake
row boat
campfire
camp songs
camp food
putting it up
fishing
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Clustering – coding
camping
sleeping in the tent
the time I fell into the lakehiking
marshmallows roasting on the fire
the bear
Priest Lake
row boat
campfire
camp food
putting it up
fishing
when the tent fell down
camp songs
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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.
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Clustering – controlling idea
camping when the tent fell down
sleeping in the tent
the time I fell into the lakehiking
marshmallows roasting on the fire
the bear
Priest Lake
row boat
campfire
camp songs
camp food
putting it up
fishing
Controlling Idea: Camping is full of surprises.
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Clustering – adding new ideas/details and planning elaborationAdd any ideas or details you think will help to support your controlling idea.
Add icons to show elaboration strategies you will use.
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Clustering – adding details & icons
Camping
when the tent fell down
the time I fell into the lake
Priest Lake
row boat
fishing
the bear
Controlling Idea: Camping is full of surprises.
night timeI thought I heard the
bear
saw it while hiking
a big fish pulled me over the edge
beady eyes
it stunk
sharp teeth
nosing around
life vest
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Clustering - organizing the writing
Now number the ideas for the order of the writing.
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Clustering – organizing
Camping
when the tent fell down
the time I fell into the lake
lake
row boat
fishing
the bear
night timeI thought I heard the
bear
saw it while hiking
a big fish pulled me over the edge
beady eyes
it stunk
sharp teeth
nosing around
life vest
Controlling Idea: Camping is full of surprises.
1
2(Introduction)
1
(Conclusion?)
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Analyzing a Different Prompt
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.
Advice to a new student
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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.
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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.
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Clustering
Let’s look at our cluster.
Where can we add more detail?
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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.”
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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?
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Clustering the topic
Let’s make a new cluster with what we chose.
Let’s add details to our new cluster.
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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.
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Prompted Expository Writing
Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.
Anecdotes Description
Reader’s questions Scenarios
Examples Definitions
Facts Dialogue
Remember the icons we used to explain our elaboration strategies.
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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.
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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.”
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Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.
Writing to a prompt - your turn
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.
New Student
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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.
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Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.
Summative Assessment
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Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.
Summative Assessment - your turn
Think about an activity you enjoy doing. Write several paragraphs explaining to your teacher why you like doing that activity.
An Enjoyable Activity
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Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.
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.
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ReflectionNow 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.
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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.
Copyright © 2008 Washington Office of Superintendent of Public Instruction. All rights reserved.
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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.
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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.