Prewriting for Expository Writing - Welcome to the Riverview

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.


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


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

Important Information for the Teacher

Most slides have information that fades in one bullet or sentence at a time with a mouse click so as not to overload the students with too much information at one time. Give students time to complete an activity before clicking on the next bullet.




Important Information for the TeacherSlides and notes pages 1-15 are for teacher use. The slides include alignment with the GLEs, links to the WASL, and purposesof the lessons. Thereafter, the slides are meant for the students. The teacher directions are in the notes. It is recommended that you download (save) the PowerPoint to your computer and then printthe notes pages.

To use any lesson, you must print and review the notes pages. This is done in the print menu. It is different for PCs and Macs, but you will need to find “Notes Pages” or “Notes” respectively in the print menu. The notes pages contain crucial instructions and supplementary materials for successful implementation. Because of color coding throughout the PowerPoint, it is best to print the notes pages in color or grayscale.


Important Information for the TeacherThe design of these lessons is based on Regie Routman’s “Optimal Learning Model,” which incorporates whole-class lesson(s), followed by partner or small group work, repeated until students are able to succeed on their own.

Because these lessons include partner and/or group work, a system needs to be established for rules, expectations, and management in partner and group work.

Because we are focusing on COS (content, organization, and style), conventions have been corrected in most student papers used throughout this module to make the papers easy to read.

You will find assessment opportunities throughout the PowerPoint including baseline (diagnostic), formative, and summative assessments. All writing will be collected in a writing folder or notebook for ongoing reference. It is a good idea to start and maintain a table of contents as you add each piece of writing. The student writing folder is designated by the following icon .

If some of your students have previously seen the PowerPoint

Use the slides but change the examples.

Use the slides and have those students who have seen them act as teacher.

Use the slides but focus on your own students’ writing rather than examples in the slides. Collect student examples for future use.

Don’t use the student slides, but use the teaching ideas.



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.


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.


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.


Link to the WASLThe WASL instructions encourage students to use any of several prewriting strategies. Although prewriting is not scored, it has been observed that students who prewrite frequently score higher.

Purpose

This module is designed to teach students a variety of prewriting strategies so they may select and use a prewriting strategy that best meets their personal preference and purpose for writing.



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.


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

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



Prewriting

Diagnostic Assessment

Diagnostic AssessmentInsert prompt here.

Document Folder Student Writing Folder


Prewriting for Expository Writing

DefinitionCharacteristicsReasons


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


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.


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.


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


Alphabetic Taxonomy


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.


Alphabetic Taxonomy generating ideas for writing - your turn

Think of topics that you might like to write about and place them next to the appropriate letter on your taxonomy.

Think about things you know well, that you are interested in, and that you care about. You don’t have to have something for every letter. You may also have more than one topic by a letter (as in B—baseball, brother).

ExampleA - Action heroes M -B - Baseball, Brother N - NeighborsC - O –


Alphabetic Taxonomy 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.


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.


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.


Alphabetic Taxonomy -selecting a narrow topic we care about and know wellTeacher example

Good writing must be based on a topic that is manageable -- neither too big nor too small. I will consider these questions:– Is my idea for a topic too big?– Is my idea for a topic too small?

For ideas that I think might work, I will also consider these questions: – Is it a topic I care about?– Is it a topic I know well?– Is it a topic for which I know many details?

After considering the above, my topic will be: the game I saw with Grandpa


Alphabetic Taxonomy selecting a narrow topic we care about and know well - your turn

With your own taxonomy, consider ideas for topics and then ask yourself:– Is my idea for a topic too big?– Is my idea for a topic too small?

For ideas that you think might work, consider these questions: – Is it a topic I care about?– Is it a topic I know well?– Is it a topic for which I know many details?


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.


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.


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.


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).


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.


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.


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.


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.


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?


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.


Prewriting Strategy –List, Group, Label


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.


List, Group, Label – continuedGroup the words you have listed by looking for those that have something in common. You must have at least two items in each grouped list.

Once you have grouped your words, decide on a label or category and write it next to each group.


List, Group, Label – 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.


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.


List, Group, Label – continuedChoose one of your new categories as a topic. – Is your topic manageable (not too big or too small)?– Do you need a different topic?

Create a controlling idea (thesis statement) for your topic, considering the audience and purpose.

Your controlling idea will help you to “control”or filter what elaboration needs to be added and what information doesn’t belong with your controlling idea.


List, Group, Label – continuedIn your group, discuss your controlling idea. Decide– Who is your audience? – What is your purpose?– What might you include to elaborate on your topic?

Revise your controlling idea if needed.

Write your controlling idea on your paper along with supporting detail words. You may add words to your original list or eliminate any words/details that don’t fit.


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.


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.”




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



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.



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



Discuss with your small group an anecdote you might use for yourcontrolling idea.

Then draw an anecdote icon with a phrase on your paper.


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




Discuss with your group a scenario you might use for your controlling idea.

Then draw a scenario icon with a phrase on your paper.



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



Discuss with your group an example you might use for your controlling idea.

Then draw an example icon with a phrase on your paper.



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.”



Discuss with your group a definition you might use for your controlling idea.

Then draw a definition icon with a phrase on your paper.



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



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.



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



Discuss with your group a fact you might use for your controlling idea.

Then draw a fact icon with a phrase on your paper.



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


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



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).



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.


One thing I think you should know about Cedar Falls is the recess equipment. Once you’re done using the equipment you need to put it away where you got it. Not only will the recess teachers tell you not to do it again, but they’ll take the item away from the whole grade for a day. Also, you need to use the equipment properly and if it’s not, you will be sent to the fence for the rest of the recess. Along with that, you will have to call your parents telling them what you have done. One time, a kid in 2nd grade used a jump rope to tie a guy up to the fence. The recess teacher, with the eye of a hawk, caught him doing it and sent him to the fence for a time out the rest of recess and also the kid had to call his parents telling them the terrible thing he did. That is a lesson to never use equipment how they’re not to be used or you will be in trouble. Now, I hope you know to use recess equipment properly and to put it away.

Another thing you should know about this school is our sea otter cards. We named the cards that because our school mascot is a sea otter. You earn the cards by helping others. A chart counting up to 50 helps our class keep track of how many cards we have. After collecting fifty, the whole class gets to vote on a party. I know you would think it is easy to earn a party because our teacher is always watching you being well behaved but no, your teacher can’t give you sea otter cards. A couple of years ago I was in Mrs. Monroe’s 2nd grade class. We had just earned our 49th sea otter card when a different class marched by me, looking for a door holder. I offered to help and the teacher gave me a sea otter card. “We earned a sea otter party!” I shouted to my class after entering our classroom. When you’re a student at Cedar Falls you will probably earn a bunch of sea otter cards too.



P.E. is something you really need to know about Cedar Falls Elementary. Every trimester we have to run a whole mile. That is 5,280 feet! I’m so nervous when it comes to the point where my class is at the start line and my gym teacher starts out by saying, “On your mark, get set, GO!.” If you’re on good behavior for a whole P.E., then you earn the privilege to play dodge ball, my favorite activity. You don’t have any warnings, if you break one rule, you sit in time out for the rest of P.E. time. It may seem mean, but actually it’s called discipline. Last year, the day before the mile, our gym teacher alerted us to be prepared for it. So, the next day I rested my feet into my Adidas tennis shoes, stepped into my light shorts, and pushed my head through my t-shirt to be prepared for the long, tiring mile. My finishing time for the mile was 7 minutes, 24 seconds. I hope you enjoy P.E. as much as I do.


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



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.


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.


Reflection

After you have written your paper, fill out a Student Prewriting Analysis.

Turn in your paper, analysis, and your prewriting to your teacher.


Prompted Topic Using List, Group, Label

What to do when you are given a prompt for writing


First Draft

I can return.

I can return.



Details Finding a

Controlling Idea

Filtering, Planning

Elaboration and Organizing


Topic

Grouping Similar

Supporting Ideas /

Categorizing


for a Topic


Analyzing the Prompt In the WASL, you will be given a prompt like the one below. It prompts you to find a topic that you know about, you care about, and know details about. Your topic needs to connect to the prompt.

An Object that Means a Lot to You

Think of an object that means a lot to you. In several paragraphs, for your teacher, identify the object and explain why it is important to you.


Analyzing the PromptWho is the audience?– The audience is the teacher.

What is the purpose of the writing?– The purpose is to explain why the object is important to you.

This might be because of what it looks like, where it came from, what you do with it, who gave it to you, or any other way to show why it is important to you.

What is the key word or words that will help me brainstorm what to write about?– Important Object


Possible topics (objects) to choose

My catMy season ticketsMy sewingMy television


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


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


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.


Prewriting

Now I need to take “my cat” list and group my ideas into things that go together, then label the groups.


Here's my original listMy CatStory of how Booker came to our houseQuizzicalPlaying with ballsLikes to keep laps warmBeing an alarm clockBlack with a tiny tuft of whiteGreen/yellow eyes, dependent on the lightShort hair, long tailHiding in closetsGets on the tableCute faceHiding under the bed with tail outEats plantsLikes to sit in the kitchen window

Now, let’s group like ideasStory of how Booker came to live at our house

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.

Now, let’s label the groupsStory of how Booker came to live at our house

Eats plants


Gets on the table

Playing with balls


Hiding in closets


Likes to keep laps warm

Watches squirrels out the window



Green/yellow eyes, dependent on the light

Cute face

Quizzical

Short hair, long tail

Naughty

Weird stuffFun to be around

Description



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.


Weird stuff

Playing with balls


Hiding in closets


Fun to be aroundLikes to keep laps warmWatches squirrels out the window


Description


Green / yellow eyes, dependent on the light

Cute face

Quizzical


Controlling idea: My cat Booker is really weird.

Naughty

Eats plants


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 !


Weird stuff

Playing with balls


Hiding in closets




Description



Cute face

Quizzical



Planning for elaboration with iconsStory of how Booker came to live at our house


Weird stuff

Playing with balls


Hiding in closets




Description

Black with a tiny tuft of white (introduction?)


Cute face (conclusion?)

Quizzical



Putting the pieces in orderStory of how Booker came to live at our house

2

1

4

4

Use description throughout the writing

3Introduction


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


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.”


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.


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.


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


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.


Grouping and labeling your ideas/details

Group your list as things that go together and label each group.


Story of how Booker came to our house

Weird stuff

Playing with balls


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


Cute face

Quizzical

Short hair, long tailControlling ideaMy cat is really weird.

NaughtyEats plants


Gets on the table

Remember these examples


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.


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.


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.


ReflectionAfter you have written your paper, fill out a Student Prewriting Analysis.



Prewriting Strategy – Clustering


Clustering – definition/purpose

A different way of prewriting using circles and lines to connect ideas

LionAfrica


Clustering – connections

lion

Africa

orange

sharp teeth

dangerous

mane

Wizard of Oz

grasslands

man-eating

Courage

cowardly

savannah

lioness

tough


Clustering – connections

Think about ideas and details you might add.


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


Clustering – color coding

Next we will look at what we have clustered and color code ideas that seem to go together into categories.


The Lion King


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


Clustering - narrowing the topicNow that the writer has clustered on “Lion,” she needs to consider how to narrow the topic.

The writer thinks that any of the lions in movies might be a manageable topic, but since she knows the most about the Wizard of Oz, she might choose it and cluster again on that topic.

Then she would complete the prewriting process by creating a controlling idea, filtering details, adding icons for elaboration, and determining an order.


Clustering - 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



Now we will color code our cluster.

our school

Let’s make a key of our color coding.


Clustering – prewriting process Now that we have clustered on “our school,” we need to consider how to narrow the topic. Let’s choose a category we think would be a manageable topic – not too big, not too small.

Let’s check to see if it is a topic (category) that we care about and know well. Consider these questions:

– Is it a topic we care about?– Is it a topic we know well?– Is it a topic for which we know many details?

Now we need to complete the prewriting process by creating a controlling idea, filtering details to support the controlling idea, adding icons for elaboration, and determining an order.


Clustering – 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.



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


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?


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.


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.


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?



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.



Write multiple paragraphs about summer, using your controlling idea and clustering as a guide.


Reflection




Prompted Topic Using Clustering

What to do when you are given a prompt for writing


First Draft

I can return.

I can return.



Details Finding a

Controlling Idea

Filtering, Planning

Elaboration and Organizing


Topic

Grouping Similar

Supporting Ideas /

Categorizing


for a Topic


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


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.


Clustering – possible places

places

Hawaii

camping

zoo

mountains

Wild Waves

Disneyland

the mall

the beach

Dad’s house

Science Center

Two places I might want to write about

Disneyland

Camping


Clustering – generating ideas & details

Disneyland

Pirates of the Caribbean

Splash Mountain

long lines

Mickey Mouse

Space Mountain

Thunder Mountain Railroad

Matterhorn


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


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.


Clustering – new details

camping




the bear

Priest Lake

row boat

campfire

camp food

putting it up

fishing

when the tent fell down

camp songs


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.



camping when the tent fell down




the bear

Priest Lake

row boat

campfire

camp songs

camp food

putting it up

fishing



camping




the bear

Priest Lake

row boat

campfire

camp food

putting it up

fishing


camp songs


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.


Clustering – controlling idea

camping when the tent fell down




the bear

Priest Lake

row boat

campfire

camp songs

camp food

putting it up

fishing

Controlling Idea: Camping is full of surprises.


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.


Clustering – adding details & icons

Camping


the time I fell into the lake

Priest 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


Clustering - organizing the writing

Now number the ideas for the order of the writing.


Clustering – organizing

Camping


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


1

2(Introduction)

1

(Conclusion?)


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


Analyzing the PromptWho is the audience?– The audience is a new student.

What is the purpose?– The purpose is to explain.

What is the key word or words that will help you brainstorm what to write about?– The key words are “what is most important for a new

student to know and why.”

Suppose a new student is coming to your school next week. In several paragraphs, write a letter to this student explaining what is most important for a new student to know about your school and why this information is important for him or her to know.

Clustering - brainstorming

Let’s write the key words and cluster as many things we can think of that are important for a new student to know. Consider why each is important.



Clustering

Let’s look at our cluster.

Where can we add more detail?

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.”


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?


Clustering the topic

Let’s make a new cluster with what we chose.

Let’s add details to our new cluster.



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.

Prompted Expository Writing


Anecdotes Description

Reader’s questions Scenarios

Examples Definitions

Facts Dialogue

Remember the icons we used to explain our elaboration strategies.

Clustering – planning elaboration and organizing

Add icons to show elaboration strategies you will use.

Number the groups in the order you intend to write them.

Writing together

Now let’s look at how we would use our prewriting to write.We’ll do the first paragraph together to get you started.Use the cluster to finish writing “what is most important to know about your school.”


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


Reflection




Summative Assessment


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


WritingAnalyze the prompt.Think about an activity you enjoy doing. Write several paragraphs explaining to your teacher why you like doing that activity.

To plan your writing, use a prewriting strategy from this module (Alphabetic Taxonomy; List, Group, Label; or Clustering).

Complete your writing.

ReflectionNow that you have finished your writing, fill out a final Student Prewriting Analysis sheet.


ReflectionLook at your first and last Student Prewriting Analysis sheets in your student writing folder.In what ways are your answers in the first and your last sheet the same?In what ways are your answers in the first and your last sheet different?Discuss the similarities and differences with a partner.


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.


Reflection

Write a letter to your teacher explaining what you have learned about prewriting and what you feel you still need to work on.


Documents

Prewriting for Expository Writing - Welcome to the Riverview