Specialized instruction in Written Expression: Expository Writing 1ObjectivesParticipants will be able to orally explain the organization and importance of expository writing using academic language after Using graphic organizers and guided practice

Writing a Summary Why focus on theSummarizing Strategy?4Perquisite for good writing.State Standard: Students will read and understand a variety of materials- need to be able to summarize to understandResearch validated strategy.Increases engagement in readingCSAP asks summarizing questions .When students can write a well-organized summary, it means they have mentally manipulated the information, understanding it, and are likely to remember and use it later: When students can summarize, they are ready for higher-order thinking skills such as making inference and analyzing what they read.

Trainers Notes: The purpose of this slide it to give the participants a rational for why this strategies is critical and should be addressed sooner than later. Click though each one and end with a quote from Maureen Auman.

Have group read last box on own 4A summary is a short restatement of the main points of articles, stories, films, or chapters in a textbook.

The purpose of a summary is to share the key ideas with your reader. It does NOT contain opinions and rarely contains a conclusion. What is a Summary?5Trainers Notes: Remind group about the colored boxes at the bottom of the page Where we are in the book.What is a summary? Kids Need to know what a summary is.It does not contain an opinion.It does not need a conclusion. we dont want to summarize a summary.*****No Color coding in a summaryWe summarize narrative and expository. Read this slide aloud.Ask participants, Why is it so important for students to know how to summarize?Four Step Summary ParagraphStep 1: Write a three part IVF topic sentence using the burrito fold

Step 2: Copy the complete topic sentence

Step 3: Create a fact outline

Step 4: Write a final summary paragraph using the fact outline6Trainers Notes:This is an example of a strategyExplain to the group that with younger students they may want to start with step 3. It is easier for the students to identify with facts then an item.

Can teach summary writing during your reading block. How do you get students to write such a well crafted summary paragraph? Weve divided it into four teachable steps. (Read the slide aloud).

Identify the ItemVerb It!Finish ThoughtWhat is the text?What type of text is it? Who is the author?

What is the big idea?What is the big concept?What is the main idea?ACTION WORD

IVF Summary Topic SentenceStep 17Trainers Notes: Practice this a lot!All explained in TG.The IVF Summary Topic Sentence is a three-part sentence that begins with identifying the item. To construct the beginning of the sentence, students are taught to answer such questions as(click) What is the text?(click) What type of text is it?(click) Who is the author?Next, students choose a verb (click) an action verb that relates to the purpose of the text. Finally, students finish the thought with (click) the big idea, (click) the big concept, or (click) the main idea of the text.Lets take a moment and summarize a text we are all familiar with - the fairytale, Cinderella.8Identify the ItemWhat is the text?What type of text is it? Who is the author?

IVFCinderellafairytaleBrothers GrimmIdentify Item8Trainers Notes:Lets practice with Cinderella

Lets begin the prewriting process for the I.V.F Sentence.What is the text we are summarizing? Jot (click) Cinderella in the I column.What type of text is it? Jot (click) fairytale in the I column.Who is the author? Jot (click) Brothers Grimm in the I column.

9Verb It!IVFACTION WORD

CinderellafairytaleBrothers GrimmVerb9Trainers Notes:When choosing the action verb, the purpose of the text must be considered. For that reason, Step Up to Writing offers an extensive list of purposeful verbs for both beginning and advanced writers. 10comparesdefinesdescribesexplainsgiveslistspresentsshowstellsIVFdescribesCinderellafairytaleBrothers GrimmVerb10Trainers Notes: For this exercise, lets choose the best verb. Think about the purpose of Cinderella. Here are some action verbsDoes Cinderella compare? Do fairy tales really compare? TEACH KIDS THAT THEY HAVE TO PICK AN ACTION THAT FITS!!Does Cinderella describe? Does Cinderella present? Does Cinderella explain? Does Cinderella tell? Choose a verb that seems to fit the purpose of the piece.Once youve chosen the verb, place it in the verb column. (click)Now, lets finish the thought with the big idea.11IVFFinish It!What is the big idea?What is the big concept?What is the main idea?how a young girl goes from rags to riches

describesCinderellafairytaleBrothers GrimmFinish Thought11Trainers Notes: The final part of the I.V.F statement asks students to think about the big idea of the text. Terms like big concept or main idea can also be used synonymously.Look at your sentence, thus far. Ask yourself, What does Cinderella _________? Insert your verb. The answer to your question is the big concept. Take a few minutes to finish your thought by completing the object of the verb.My example is (click) how a young girl goes from rags to riches.

TAKES PRACTICE TO GET KIDS TO BE CONCISE! Dont want them to have run on sentencesDo narrative and use picture books.Learn this process with easy text.Practice, practice!!!!!!Use stories kids are familiar with.Just work on topic sentence; then work on fact outline

For some students, this may be as far as you get. Practice this skill with students until it becomes automatic.

12IVFhow a young girl goes from rags to richesdescribesThe fairytale, Cinderella, by the Brothers Grimm, describes how a young girl goes from rags to riches.CinderellafairytaleBrothers GrimmSTEP 1:STEP 2:Write a Real SentenceStep 212Trainers Notes: Students may also be asked to take the next step of summary writing and add the necessary words to make it into a real sentence.Take a moment to add the necessary capitalization, articles, and punctuation to make this I.V.F. pre-write into a real sentence.(click) Reveal your sentence.Oral Summary Verbsexplainstellsdescribes

describes13Trainers Notes:For beginning writers, teachers often focus on three magic summary verbs (click) describes(click) tells(click) explainsTeachers enlarge and print these verbs on laminated cardstock. 14SummarizingOral Summary Topic SentencesThe story, Goldilocks and the Three Bears,tellshow Goldilocks was surprised at the bears house.14Trainers Notes:Large callout boxes can also be laminated. The teacher helps the class arrive at (click) the I and the (click) F of the summary and writes them on the callout boxes.The story, Goldilocks and the Three Bears,tellshow Goldilocks was surprised at the bears house.Three students are then selected to hold each of the parts the I, V, and F.As the class, students chorally read their class IVF summary sentence.

Fact OutlineStep 3Write a 3 part summary sentence.Identify the item.Verb Finish your thought.Copy the sentence so it looks like a real sentence. Write the facts.15Trainers Notes:For some students this may be your starting point.Once students are comfortable with Steps 1 and 2 of the I.V.F. process, many teachers journey into the summary paragraph. (click) Step 3 requires students to gather facts and compose a simple fact outline.Lets take a look at two samples. The first is a summary of a narrative, while the second features an expository piece. Continue partner write.16Summary PlanWrite a 3 part summary sentence.Identify the item.Verb Finish your thought

Copy the sentence so it looks like a real sentence.Write the facts.fairytaleCinderelladescribeshow a girls life goes from rags to riches.The fairytale, Cinderella, by the Brothers Grimm, shows how a girls life goes from rags to riches.

forced into choresfairy godmotherdances with princemarries princeBrothers Grimmshoe fits16Trainers Notes:Step 1 identifies the item (click, the verb (click), and the completion of the thought (click). Step 2 is the real sentence. (click)Trainers Notes: Step 3 prompts students to write the facts. (click) (click) (click) (click) (click) Notice how each fact leads to the big idea of the summary that a young girls life was changed. These facts are merely phrases. Like the Informal Outline, the dashes will be developed into more detailed sentences when drafting.

17 The fairytale, Cinderella, written by the Brothers Grimm, describes how a young girls life goes from rags to riches. Cinderella spent much of each day performing chores for her mean stepmother and her two ugly stepsisters. A fairy godmother arrived and granted Cinderellas wish to attend the princes ball. Dressed in a beautiful gown, Cinderella arrived at the ball and caught the attention of the prince. They danced much of the night, but when midnight came, Cinderella ran and lost her slipper. The prince searched the kingdom and found that Cinderellas foot fit in the slipper. To the surprise of the ugly stepsisters, the prince married Cinderella, and they spent the rest of their life living happily ever after.

Cinderella: A Summary17Trainers Notes: This is a sample from high school student; nice summary.The result.a complete summary (click).Notice how each fact from the outline is developed with greater detail and description.The fairytale, Cinderella, tells how a young girls life can be changed for the better. Cinderella spent much of her days doing chores for her mean stepmother and her two ugly stepsisters. A fairy godmother arrived and granted Cinderellas wish to attend the princes ball. Dressed in a beautiful gown, Cinderella arrived at the ball and caught the attention of the prince. They danced much of the night, but when midnight came, Cinderella ran and lost her slipper. The prince searched the kingdom and found that Cinderellas foot fit in the slipper. To the surprise of the ugly stepsisters, the prince married Cinderella, and they spent the rest of their life living happily ever.There is no expository conclusion on the summary. The message: Why summarize a summary?Is the process the same when summarizing expository?Do NOT have younger students go through all of the steps.By third grade they should be able to do all stepsLots of modeling!!!Fact outline is sequentialStudent samples if have themCHUNK YOUR INSTRUCTION!!!!!

Where is the conclusion?18Why summarize a summary?Elaborate the slide 18197th grade Summarization Question In the second paragraph of the article, the author states her opinion about wolves. Restate her opinion in your own words.

Refer everyone to the article Whos Afraid of the Big Bad Wolf found in their handouts. This was a released CSAP items from many years ago with this actual question. Have them complete a summary plan and share out their work. Then show the next slide.1920Write a 3 part summary sentence.Identify the item.Verb Finish your thought.Copy the sentence so it looks like a real sentence. Write the facts.Summary PlanWolvesOpinion Myth Busting Claims Wolves are portrayed incorrectly in stories The author, Ms. Macaulay, claims that wolves are portrayed incorrectly in stories.

Portrayal of wolves in childrens stories is unfair e.g. Little Red Riding Hood Scientist study their behavior Scientist have learned that wolves dont behave like in the stories STEP 1:STEP 2:STEP 3:This is an example of a completed summary plan.20Put it all together21The author of this article, Ms. Macaulay, claims that wolves are portrayed incorrectly in stories. Stories such as Little Red Riding Hood portray wolves as evil, however this is not true according to scientists who have been studying their behavior.

Wolves Paragraph 2: A SummaryHere is how the plan is written as a summary paragraph. Click on return to start the next section of great short answer. 21Incorporating this Strategy into what you are already doing.22Guided Reading: Reading A-Z text or follow up to G. Reading in the classroomWilson:Step 9 in the Wilson Lessons Language!: With the Challenge TextModified Spring Board: After reading textInclusion:When you are providing specialized instruction in the classroom Everyday Connected Math: With each story problem Reading A-Z BooksWe dont want teacher to feel like they need to add one more thing to their already full plate. The purpose of this slide is to give them ideas of how they can incorporate this strategy into what they are already doing. Click to reveal each block.

Ask Are there other ways the group will be able to incorporate the SUTW strategies?22Great short answerGreat Short Answers Students use this strategy to learn how to write great short answers. For class, district or state assessments, students must be prepared to write good short answers that are one, two or three sentences long. In class, teachers expect students to speak in complete sentence and to give complete answers. This piece is not addressed in the official SUTW training, but because students are often asked to write short answers, we felt it was necessary to add this piece in.24A Great Short Answer Doesnt use question words in the answerUses key words from the questionUses complete sentencesIs specific Doesnt leave your reader guessing What is a Great Short Answer?25

What games or sports did you play this summer?What is the eye of the hurricane?What are the similarities that all reptiles share ?baseballThe middle part Look the same I played baseball with my friends.It is the middle part of a hurricane and is the calm part.They look like they have scales.This summer I played shortstop for a baseball team with my friends, and we won the local leagues tournament.The eye of a hurricane is the calm part. It is the center of a hurricane. The rest of the hurricane is a powerful, whirling storm.Reptiles all share certain physical characteristics, including spinal columns, lungs and scales.This is an example of a graphic organizer for students to use to help them come up with a great short answer. They actually write a:Poor UnsatisfactoryMediocre Partially proficient.Great - Proficient 26Great Short Answers ModelPractice as a classPractice in small groups Practice all three levels each time Have students create questions from their content For assessment, check out section 10-11 with some tools to assess your students Great Short Answers 27Great Short Answer 28

What cell part is indicated by the picture and what is the purpose of this part?Using the graphic organizer (frown, so-so, and smile) give three answers to this question from bad to great. Share out then click on the next slide to see an example. These are examples from science questions.2829What cell part is indicated by the picture and what is the purpose of this part?membraneThis is a cell membrane.The cell membrane indicated by the picture controls what goes in and out of the cell.

Expository Writing Solid research states that 90% of what students are asked to write in the thirteen years they attend school is expository in nature. Doesnt it make sense to match your writing instruction to that statistic?Think About TerminologyBEGINNINGMIDDLEENDINTRODUCTIONBODYCONCLUSIONTelling a Story: Narrative Giving Information: Expository Lead Topic SentenceThesis Statement

Key/Star Ideas Transitions Elaborations

Restatement SummarizationEncourage/Challenge Setting Character Development

Plot Events Conflict Problem Climax

Solution31Trainers Notes: Training packet page 2If you were to ask your students right now about different kinds of text what would they tell you?Kids need to hear coming languageTerms used in K-12On your Teacher Packet page they have included more terms.. This is a tool that you haveSecrets There are no secrets in Expository writing..your topic sentence tells you exactly what is going to happenIn Narrative writing often there are secrets.you grab the readers attention in beginning

Option: Instead of using slide have participants fold paper in half. On one side mark for narrative and the other side for expository. Have participants fill in their papers as you discuss the organization of each.

As we think about terminology, its important to consider the organizational structure of each type of writing. Looking over the remaining terms from your Training Packet, what terms indicate organization a sequence of events (narrative writing) and main ideas (expository writing)?Ask participants to share their ideas.When it comes to narrative writing, the organizational structure of text follows a beginning middle end sequence (click). For expository writing, the text is not a sequence of events, but rather an introduction body conclusion organization (click).Give participants a few minutes to cut out beginning, middle, end and introduction, body and conclusion terms.As we analyze text, we begin to realize just how different a story beginning is from an expository introduction, or a story ending is from a conclusion.Once again, consider the texts, A Shocker on Shock Street and Spanish Explorers.

Two Kinds of Writing

River otters are fascinating animals. There are many things that make them special. First, they love water. They like rivers, ponds and lakes. Their fur keeps them warm in cold water. Also otters are great swimmers. They dive, float, and glide through the water. This is easy for them because they have big back feet. Next, otters love to play. Some of their favorite games are hide-and-seek and sliding down hills. They usually live in a den with other otters, so they always have someone to play with. Otters are amazing creatures.

Story InformationRiver Otters Ollie and Orpha Near the pond on the Hendersons farm lived a family of otters. Ollie and Orpha were the youngest members of the den. One day, Mother Otter told Ollie and Orpha not to go near the water. They were surprised. Usually they were allowed to spend the day playing. Mother explained that friends were visiting, and it was important to Mother that everything stayed neat and tidy. Dont get dirty, she commanded. Of course we wont , said Orpha as she looked at Ollie, who just smiled. After that, Orpha and Ollie went outside as Mother Otter cleaned the den. Orpha.32Trainers Notes: Two Kinds of writing can be compared using side-by-side writing compositions. This is a primary sample found in tools 4-7a* Take a few minutes to read each of the selections. One is expository and the other is narrative. After youve completed the reading, decide which is expository and which is narrative. Write the appropriate term in each of the boxes.* highlight or underline the key words or phrases that help distinguish the type of writing as narrative or expository. Have participants share their results. Ask participants to talk about what they highlighted/underlined and how such words /phrases support the type of text.The organizational structure of expository and narrative writing is very differentso different in fact, we can separate each by its terminology.

Think About ColorsBEGINNINGENDINTRODUCTIONBODYCONCLUSIONNarrativeExpositoryMIDDLE33Trainers Notes: Go Back to TP page 2 and highlight - *Have teachers take out their packet*Highlight introduction and topic in greenBody in yellow and red(pink)Conclusion green

To help students visualize the differences between narrative and expository writing, Step Up uses colors.(click) For narrative writing, the color purple is used. In your Training Packet, jot purple next to the narrative visual. For expository writing, Step Up uses primary colors: green, yellow and red. Using your highlighters, squiggle the colors next to the expository visual. (click, click, click)Take a few minutes to reference the Handy Pages pointing out how the primary colors are used to support expository writing. In addition, point out how purple is associated with narrative writing.In todays training, well experiment with how colors can support instruction. For now, begin to associate purple with narrative and the primary colors (green, yellow, red) with expository.DISPLAY POSTERS!!!!!!Traffic Light OrganizationGO!Write a topic sentence.SLOW DOWN!Give a reason, detail, or fact.Include a transition.STOP!Explain. Give an example.GO BACK!Remind the reader of your topic.34Trainers Notes:Take out your training packet page 5..well come back to 4 laterGet your dots out of your pencil packetYou have your markers outLets put a green dot right on top of the GOYellow dot where it says slow down..this is where we introduce our key ideasWrite next to this Key ideas or even star ideas.Reason, detail, fact a little too much for primaryExplain why .reason, detail, fact correlates with specific promptRed..stop and explain before we move onWhen we are done we have another green for our conclusion at the bottomWhy is it greenconclusion restates the topicStart with green and end with green ALWAYS whether paragraph or essay.

The traffic light is used as a mnemonic for students (memory cue). For paragraphs, reports, and essays, students are taught to guide their organization by using the colors of a Traffic light. In your Training Packet, youll find a template of this slide. Use the stickers from your supply packet to insert colors. As I reveal the descriptors, fill in the language of Accordion Organization.Beginning with green (click), students are taught to focus on the topic. Just as if they were going to take off, students write a topic sentence. The topic sentence is the starting point for the paragraph, report, or essay. Once the topic sentence is determined, students are taught to (click) slow down and think about a reason, detail, or fact that could support the topic. These are the key/star ideas- the big ideas. Yellow is used for key/star ideas and the transitions (word or phrase).Once yellows are shared, its time to stop (click) and explain the yellow with an example (the Es also called the Reds). The final color, once again, is green. (click) However, green now represents go back. Green reminds the reader of the topic.The following slide shows how Traffic light Colors look in action? 35Yesterday we had the best assembly ever. We listened to a band. First, we liked the way the music filled the room. We really liked the way the music got loud and fast. Another part we liked was learning the names of the instruments. We learned that the drums keep the beat. My friends and I hope we will get to hear the band again soon. Colors In ActionEnjoying the Music35Trainers Notes: This is what it would look like to color code a paragraph *Have group highlight before you click* 8 clicks total.

Sentence by sentence, what color do you think each sentence should be?

Now go back to your training packet and highlight the paragraph titled Writing a Paragraph. This can also be found Intermediate Tool 4-6b.Have participants color the lights with their highlighter and then color the sentences. Review as a group. Put one under the document cameras or use an overhead 36Color-Coding & Informal OutlinesT = C = Title = The Topic Reason, Detail or Fact The Explanation or Example The Conclusion 36Introduce the informal outline or T- Chart refer to the handouts. Have the participants color the T-Chart (click) T= is your topic this is green (go and tell the topic)(click) Is your reason, detail, fact- this is yellow (slow down)(click) This is section for the explanation or example (stop and explain)(click) C= your conclusion (go and remind them of your topic) 37Color-Coding & Informal Outlines

This is to show that this graphic organizer can be done in a notebook to help with pre-writing (click)

(hint: a necessary step on some of the CSAP questions.) 3738Yesterday we had the best assembly ever. We listened to a band. First, we liked the way the music filled the room. We really liked the way the music got loud and fast. Another part we liked was learning the names of the instruments. We learned that the drums keep the beat. My friends and I hope we will get to hear the band again soon. Colors In ActionEnjoying the Music38Trainers Notes: This is what it would look like to color code a paragraph *Have group highlight before you click* 8 clicks total.

Sentence by sentence, what color do you think each sentence should be?

Now go back to your training packet and highlight the paragraph titled Writing a Paragraph. This can also be found Intermediate Tool 4-6b.Have participants color the lights with their highlighter and then color the sentences. Review as a group. Put one under the document cameras or use an overhead 39Color-Coding & Informal OutlinesT = band assembly musicC = another band assembly filled room loud and fast learned names drums keep beat

instrumentsTitle = Enjoying Music39This is what is would look like using an Informal Outline. Color-Coding & Informal OutlinesT = orchestra performance music soundsC = a great time filled auditorium quiet loud name percussion marching drums triangles

instrumentsTitle = Enjoying Music40Here is an example of an informal outline from the intermediate level (click to next slide)41Informal OutlinesT = A Great Summer Fishing New FriendC = a great time learning since five no help set up rod caught trout cleaned trout big house at corner birthday same day time together all day activities games fishingTool 4-7a Spiral 15641Trainers Notes: Here is an example from the intermediate levelI always enjoy my summer vacations, but two things made this summer extra special. First of all, I learned to fish. Ive been fishing since I was five, but it took me four years to learn how to do it right. Without help from my father or grandfather, I set up my own rod and caught four trout. I even cleaned them, so we could fry them at camp for dinner. The second reason it was so wonderful was my friend, Kayla. Kayla, and her family moved into the big house on the corner. Her birthday is the same as mine, so our families had a party together. We both like to play games on the computer, swim and read. Yes, I even taught Kayla to fish. What a great summer. A Great Summer

Great ideas and strong organization42Trainers Notes:Here is what it looks like as a paragraph.Getting Started - Writing from a Prompt topicwhat you will write about Your history teacher has requested that the entire class share some ideas for two field trips for the semester. The first trip will be at the beginning of the semester and the second will be at the end of the semester. Both field trips must be no more than an hour away from school. Write a letter to your teacher explaining your ideas for the field trips. expository verb43Trainers Notes: Changing the topic - Will be focusing on writing with a prompt. Cant stress enough that writing from a prompt . The purpose of this slide is to demonstrate what skills are needed for a student to respond to a prompt.Kids have got to be able to analyze a prompt.Writing from a prompt very importantHaving kids read prompt and circle words Read this slide aloud. Also point out Tool 4-3a. It shows that there are different prompts for story and information writing.44Our Field tripRide on a busMolly Brown House First with toiletsArmed guardsFirst with electricityFireplace for burning moneyMoney samplesOne Example Denver Mint44Trainers Notes: In this web, the student placed the topic in the center circle and attached are the details the writer wants to remember to mention.Typically kids will write from 12:00 around the web.Webbing is ok. But no organizationRandom writingGood ideas but no organization

Dear Teacher, This is about my field trips. Lets go to the Denver Mint. We can ride the bus. I heard they give out free samples. Ha ha. And then theres the Molly Brown House. She was unsinkable, you know. Rumor has it she burned money in her fireplace. Her house had electricity. Her house had indoor plumbing. Oh yeah, I forgot to mention the Mint has armed guards. Thanks for reading my letter on field trips. Didja like it? The End 45Trainers Notes: This is the result of the web. What do you think? Well written? Random?46T = Two Field TripsDenver MintMolly Brown HouseC = pair of historical places one of three places -San Francisco -Philadelphia robotics

eccentric woman burned money first with electricityInformal Outlines first with plumbing armed guards

46Trainers Notes: Here is how the information from the web can be organized use the T-outlineTopicYellowsKey star ideasRedexplainNotice that there are dashes and dots.You can use paper instead of templates.especially with paper crunch

47Good ideas and great organization!

To Whom It May Concern,Although there are many places worthy of recommending for two field trips, Id like to suggest visiting The Denver Mint and the Molly Brown House. The Denver Mint is one of only three places in our country where money is made. The others are San Francisco and Philadelphia. Its a place to witness robotics in action, as thats how the money is made nowadays. Theres heavily armed guards watching every step you take. Heres a word to the wise: dont grab a free sample! You might find yourself in trouble! Another place Id recommend is the Molly Brown House. She was quite eccentric. Rumor has it she used to burn money in her fireplace! Her house was the first in Denver to have electricity installed. It was also the first to have indoor plumbing. The original toilet is still there. For an extra $1 you can pee in it, just like Molly used to. Just kidding. Obviously, this pair of historical locations should be highly considered when thinking about two possible places.Sincerely, 47Trainers Notes: This is the result of the web. What do you think? Well written? Random?