Step Up To Writing Training 2 Elementary and Secondary Teachers October 13, 2009 Weber School District Lil Sedgwick and Kathy DeVries, Step Up Trainers

Step Up To WritingStep Up To Writing Training 2Training 2

Elementary and Secondary Teachers Elementary and Secondary Teachers

October 13, 2009October 13, 2009Weber School District Weber School District

Lil Sedgwick and Kathy DeVries, Lil Sedgwick and Kathy DeVries, Step Up TrainersStep Up Trainers

[email protected] [email protected]

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Today’s AgendaToday’s Agenda

• Problem SolvingProblem Solving• ReviewReview• Organization and Paragraph WritingOrganization and Paragraph Writing

– Writing ProcessWriting Process– OrganizationOrganization– Topic Sentences, Yellows, RedsTopic Sentences, Yellows, Reds– Demonstration Lesson-with Informal Outlines Demonstration Lesson-with Informal Outlines

and Framed Paragraphsand Framed Paragraphs– Make and TakeMake and Take

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So….How’s it going?So….How’s it going?

• CelebrationsCelebrations

• What have you tried?What have you tried?

• What do you still have questions What do you still have questions about?about?

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12 Writing Process Strategies to 12 Writing Process Strategies to GreatlyGreatly Enhance Student WritingEnhance Student Writing

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The Writing ProcessThe Writing Process

Student Outcomes:Student Outcomes:

• Recognize the steps in the processRecognize the steps in the process

• Understand the key elements of Understand the key elements of expository writingexpository writing

• Create informal outlines of various Create informal outlines of various lengths with fluencylengths with fluency

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Strategy One: Strategy One: Teaching the “Writing Process”Teaching the “Writing Process”

• This strategy defines and introduces This strategy defines and introduces each step in the processeach step in the process– Teach the processTeach the process– Use the process as a prompt or Use the process as a prompt or

reference as students writereference as students write

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The Process for The Process for Step Up to WritingStep Up to Writing

1) Prewrite1) Prewrite

2) Plan2) Plan

6) Write Final Copy6) Write Final Copy

7) Proof Read7) Proof Read

8) Share and/or Publish8) Share and/or Publish

4) Revise4) Revise

5) Edit5) Edit

3) Draft3) Draft

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PrewritingPrewriting

• Activities to help a person learn about, Activities to help a person learn about, think about, and narrow topic.think about, and narrow topic.– Take a field tripTake a field trip– Watch a filmWatch a film– Read to gather infoRead to gather info– Brainstorm, and Brainstorm, and – Make a cognitive map (Web, KWL)Make a cognitive map (Web, KWL)

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PlanningPlanning

• How writers organize their thoughts How writers organize their thoughts and ideasand ideas

• ““Planning gives form to good Planning gives form to good intentions”intentions”– T = ChartsT = Charts– Post Its NotesPost Its Notes– Blocking OutBlocking Out– Informal Outline templates for all levelsInformal Outline templates for all levels

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DraftingDrafting

• Use the plan to make a draft copyUse the plan to make a draft copy

• Encourage students to do more than Encourage students to do more than one draft—this is what “good writers” one draft—this is what “good writers” dodo

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Revising Revising

• Changing words, sentences, and Changing words, sentences, and paragraphs to make them betterparagraphs to make them better

• Adding and taking away parts that Adding and taking away parts that don’t make sensedon’t make sense

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EditingEditing

• Fixing mistakesFixing mistakes

• Checking the common conventionsChecking the common conventions

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Editing with CUPS StrategyEditing with CUPS Strategy

CCapitalizationapitalization

UUsagesage

PPunctuationunctuation

SSpellingpelling

Binder 7-4 and 7-5Binder 7-4 and 7-5

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Writing the Final CopyWriting the Final Copy

• Consider the “Neat Paper Rules”Consider the “Neat Paper Rules”

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Writing the Final Draft: “Neat Paper Writing the Final Draft: “Neat Paper Rules”Rules”

1.1. HeadingHeading

2.2. TitleTitle

3.3. MarginsMargins

4.4. IndentIndent

5.5. CursiveCursive

6.6. Pencils and PenPencils and Pen

7.7. Front side of the paperFront side of the paper

8.8. EditEdit

9.9. ProofreadProofread

10.10. My bestMy best

B (7-2)B (7-2)B (7-2)B (7-2)

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ProofreadingProofreading

• Checking the paper over one more Checking the paper over one more time.time.

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Share and/or PublishingShare and/or Publishing

• What are some ways to accomplish What are some ways to accomplish this?this?

Document Camera SlidesDocument Camera Slides

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Strategy Two: Color-Coding and the 5 Strategy Two: Color-Coding and the 5 ElementsElements

• This strategy introduces students to This strategy introduces students to the Traffic Light colors, and the the Traffic Light colors, and the elements used in all forms of elements used in all forms of expository writingexpository writing

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Write a topic sentence.

Go!

Give a reason, detail, or fact. Use a transition.

Slow Down!

Explain.Give an example.

Stop!

Remind the reader of your topic.

Go Back!

2-11, PS-69, CR-92-11, PS-69, CR-92-11, PS-69, CR-92-11, PS-69, CR-9

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Using ColorsUsing Colorsto Teach Organizationto Teach Organization

Topic Sentence:Topic Sentence:• Green means “go.”Green means “go.”

• Green asks the writer to decide —Green asks the writer to decide —“What am I going to prove?”“What am I going to prove?”“What am I going to explain?”“What am I going to explain?”“What information will I share?”“What information will I share?”

Topic Sentence:Topic Sentence:• Green means “go.”Green means “go.”

• Green asks the writer to decide —Green asks the writer to decide —“What am I going to prove?”“What am I going to prove?”“What am I going to explain?”“What am I going to explain?”“What information will I share?”“What information will I share?”

2-11 2-11 2-11 2-11

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Reasons/Details/Facts:Reasons/Details/Facts:• Yellow means “slow down.”Yellow means “slow down.”

• Introduce key concepts to support Introduce key concepts to support the topic sentence.the topic sentence.

Reasons/Details/Facts:Reasons/Details/Facts:• Yellow means “slow down.”Yellow means “slow down.”

• Introduce key concepts to support Introduce key concepts to support the topic sentence.the topic sentence.

2-11 2-11 2-11 2-11

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Explain:Explain:

• Red means “stop and explain.”Red means “stop and explain.”

• Present evidence.Present evidence.

• Provide explanation and examples.Provide explanation and examples.

Explain:Explain:

• Red means “stop and explain.”Red means “stop and explain.”

• Present evidence.Present evidence.

• Provide explanation and examples.Provide explanation and examples.

2-11 2-11 2-11 2-11

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Conclusion:Conclusion:• Green means “go back to your topic.”Green means “go back to your topic.”

• Restate the topic and the position.Restate the topic and the position.

• Do not introduce new information.Do not introduce new information.

• Use synonyms and leave your reader Use synonyms and leave your reader with something to remember.with something to remember.

Conclusion:Conclusion:• Green means “go back to your topic.”Green means “go back to your topic.”

• Restate the topic and the position.Restate the topic and the position.

• Do not introduce new information.Do not introduce new information.

• Use synonyms and leave your reader Use synonyms and leave your reader with something to remember.with something to remember.

2-11 2-11 2-11 2-11

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Ways to Teach ColorsWays to Teach Colors

• Look for and highlight colors in Look for and highlight colors in reading activitiesreading activities

• Matching activitiesMatching activities

• Your ideas-----Your ideas-----

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The Five Elements of The Five Elements of Expository WritingExpository Writing

Organization is the key.Organization is the key.

Transitions are the glue.Transitions are the glue.

Conclusions tie it all together.Conclusions tie it all together.

Topic sentences and thesis Topic sentences and thesis statements are the heart.statements are the heart.

Examples, evidence, and Examples, evidence, and explanations are the meat.explanations are the meat.

Section 2 Section 2 Section 2 Section 2

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The Table AnalogyThe Table Analogy

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Strategy Three: Planning with an Strategy Three: Planning with an Informal OutlineInformal Outline

• Teach this strategy to help students Teach this strategy to help students learn to plan a topic quickly and to learn to plan a topic quickly and to visualize the parts of their paragraphs visualize the parts of their paragraphs before they begin writingbefore they begin writing


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Color-Coding the Informal Outline and Color-Coding the Informal Outline and ParagraphParagraph

• Serves as a prompt in writingServes as a prompt in writing

• Serves as a means for analyzing workServes as a means for analyzing work

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Keeping Clean

Creatures of all sizes find ways to keep

themselves clean. Large animals like elephants head

to rivers to cool off and clean up. After bathing in the

cool water the elephant powders itself. Elephants use

dust as powder to keep the bugs form biting. Rabbits

also take time to clean. They often lick their ears and

scrub them to keep them clean. Finally, little

creatures like birds enjoy bathing in puddles. When

they finish, they comb their feathers. This is called

preening. Bath time, it seems, isn’t just for you

and me.

2-46 (2.70)2-46 (2.70)2-46 (2.70)2-46 (2.70)

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Strategy Four: Accordion ParagraphsStrategy Four: Accordion Paragraphs

• This strategy helps students This strategy helps students determine the best length for a clear determine the best length for a clear and effective paragraphand effective paragraph– Length is dependent upon: Length is dependent upon:

• TopicTopic• PurposePurpose• AudienceAudience• Star Ideas/ Yellows, andStar Ideas/ Yellows, and• Elaborations/ RedsElaborations/ Reds

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Avoiding 5 Sentence ParagraphsAvoiding 5 Sentence Paragraphs

• Can be too short to include enough Can be too short to include enough details to make the paragraph details to make the paragraph interestinginteresting

• Encourage students to include the E’sEncourage students to include the E’s

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Examples, evidence, and Examples, evidence, and explanations are the meat.explanations are the meat.

Great Expository ParagraphsGreat Expository Paragraphs

2.692.692.692.69

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Information to back up your Information to back up your reasons, details, or facts.reasons, details, or facts.

E’s support your topic sentence.

E’s make your writing interesting and believable.

E’s educate the reader.

Examples

Explanations

Elaborations

Evidence

Events

Experiences

Effective illustrations

Everyday life

Expert opinions

Binder 2-46Binder 2-46Binder 2-46Binder 2-46


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Strategy Five: Determining Key/ Star Strategy Five: Determining Key/ Star Ideas with the Thinking GameIdeas with the Thinking Game

• Writers sometimes have problems Writers sometimes have problems deciding on the big ideas they want to deciding on the big ideas they want to write about. This strategy will help write about. This strategy will help students practice thinking about their students practice thinking about their topics before creating their informal topics before creating their informal outlinesoutlines

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The Thinking GameThe Thinking Game

• Give students a topic. Have students give you as Give students a topic. Have students give you as many key/ star ideas as they can, or ask for a many key/ star ideas as they can, or ask for a specific number specific number

• Keep the game oral to save time or have them Keep the game oral to save time or have them write their ideaswrite their ideas

• Have students share and learn from each otherHave students share and learn from each other• Great for recapping today’s lessonGreat for recapping today’s lesson• Students can practice individually or in small Students can practice individually or in small

groupsgroups• Start, initially, with topics they have studied or are Start, initially, with topics they have studied or are

very familiar—sports, food, toys, music, and so onvery familiar—sports, food, toys, music, and so on

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Additional Ideas for the Thinking GameAdditional Ideas for the Thinking Game

• This is a good activity for review of content-This is a good activity for review of content-area material. i.e. at the end of a math area material. i.e. at the end of a math lesson, have students give three key/ star lesson, have students give three key/ star ideas to show they understand percentagesideas to show they understand percentages

• Have students develop informal outlines Have students develop informal outlines and color-code them. If time permits, have and color-code them. If time permits, have them write a paragraph based on their them write a paragraph based on their informal outline.informal outline.

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““The topic is _______ and I need The topic is _______ and I need ________ key/ star ideas.”________ key/ star ideas.”

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Strategy Six: The Organization GameStrategy Six: The Organization Game

• The Organization Game teaches The Organization Game teaches students to think in categories and to students to think in categories and to sort informationsort information

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Activity Time:Activity Time:


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Strategy Seven; Informal Outlines of Strategy Seven; Informal Outlines of Various LengthsVarious Lengths

• Writers sometimes may think that every Writers sometimes may think that every paragraph should have a set number of paragraph should have a set number of key/ star ideas. key/ star ideas.

• Teach this strategy to help students learn to Teach this strategy to help students learn to write informal outlines of different lengths, write informal outlines of different lengths, as appropriate for their topic.as appropriate for their topic.

• Yellows are dependent on:Yellows are dependent on:– Topic, Assignment, and time available to writeTopic, Assignment, and time available to write

Topic = Topic = Plymouth ColonyPlymouth Colony

R/D/FR/D/F HardshipsHardships

ee Long winterLong winter

R/D/FR/D/F First ThanksgivingFirst Thanksgiving

ee Invited IndiansInvited Indians

ee No foodNo food

B 2-9 B 2-9 B 2-9 B 2-9


R/D/FR/D/F MayflowerMayflower

ee Arrived 1620Arrived 1620

R/D/FR/D/F William BradfordWilliam Bradford

ee GovernorGovernor

ee Helped write Helped write Mayflower Mayflower

CompactCompact


R/D/FR/D/F Difficult trip across AtlanticDifficult trip across Atlanticee Dangerous watersDangerous watersee One ship turned backOne ship turned backee Poor living conditionsPoor living conditions

R/D/FR/D/F Difficult winterDifficult winteree Arrived in wrong locationArrived in wrong location

ee Arrived too late to plant gardenArrived too late to plant garden

ee Arrived too late to build homesArrived too late to build homes

R/D/FR/D/F Befriended by IndiansBefriended by Indians

ee Invited to first ThanksgivingInvited to first Thanksgiving


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Strategy Eight: Teach Students to Strategy Eight: Teach Students to Use Smooth TransitionsUse Smooth Transitions

Transitions are the glue for the Transitions are the glue for the key ideas.key ideas.

2-392-392-392-39

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Expository ParagraphsExpository ParagraphsNeed TransitionsNeed Transitions

Transitions: Transitions:

Introduce new key ideasIntroduce new key ideas

Connect reasons, details, or factsConnect reasons, details, or facts

Help the writer and the readerHelp the writer and the reader

2-39 (2.61)2-39 (2.61)2-39 (2.61)2-39 (2.61)

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Topic = Advice to a new teacherTopic = Advice to a new teacher

First, a new teacher should get organized.First, a new teacher should get organized.

(First)(First) Get organizedGet organized

Second, a new teacher should get a mentor.Second, a new teacher should get a mentor.

(Second)(Second) Get a mentorGet a mentor

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Common Transition Sets - List ACommon Transition Sets - List A

One way - Another wayOne way - Another way

First - Another - NextFirst - Another - Next

First - Second - ThirdFirst - Second - Third

The first - The secondThe first - The second

One - Then - AnotherOne - Then - Another

One - AlsoOne - Also

One example – One example – Another exampleAnother example

A good - A better - The bestA good - A better - The best

One - Another - FinallyOne - Another - Finally

First of all - Second - LastFirst of all - Second - Last

First of all - Next - The finalFirst of all - Next - The final

First of all - In addition - FinallyFirst of all - In addition - Finally

One - One other - Along with - LastOne - One other - Along with - Last

First - In addition – First - In addition – Equally importantEqually important

2-42 (2.65)2-42 (2.65)2-42 (2.65)2-42 (2.65)

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At first - AfterAt first - After

One - Equally importantOne - Equally important

The first - The secondThe first - The second

To begin - Then consequentlyTo begin - Then consequently

It started when - As a result - Then -ThereafterIt started when - As a result - Then -Thereafter

At the beginning - Then - Following this - FinallyAt the beginning - Then - Following this - Finally

One important - Another important - The most importantOne important - Another important - The most important

Initially - Then - After thatInitially - Then - After that

As soon as - Next - Later - In the endAs soon as - Next - Later - In the end

To begin - At the same time - FinallyTo begin - At the same time - Finally

To start - Furthermore - Additionally - LastTo start - Furthermore - Additionally - Last

More Transition SetsMore Transition Sets

2-43 (2.66)2-43 (2.66)2-43 (2.66)2-43 (2.66)

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Vary Your TransitionsVary Your Transitions

First, a new teacher should get organized.First, a new teacher should get organized.

One important idea is for a new teacher to One important idea is for a new teacher to

get organized.get organized.

Change it to:Change it to:

2-43 (2.62)2-43 (2.62)2-43 (2.62)2-43 (2.62)

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Instead of:Instead of:

Second, a new teacher should get Second, a new teacher should get a mentor.a mentor.

Bury Your TransitionsBury Your Transitions

Try:Try:

Getting a mentor is a second key to Getting a mentor is a second key to success.success.

Or: Vary and BuryOr: Vary and Bury

Finding a mentor is another key to Finding a mentor is another key to success.success.

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Transition Word WheelsTransition Word Wheels

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Strategy Nine: Planning Guides for Strategy Nine: Planning Guides for Organizing an Accordion ParagraphOrganizing an Accordion Paragraph

• Students need to plan before writing in Students need to plan before writing in order to develop and improve their order to develop and improve their organizational skills. organizational skills.

• Planning guides serve the same function as Planning guides serve the same function as informal outlines. informal outlines.

• Use the one that best supports the needs of Use the one that best supports the needs of your studentsyour students


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Strategy Ten: “Train of Thought” Other Strategy Ten: “Train of Thought” Other Practice Guides for Writing Accordion Practice Guides for Writing Accordion ParagraphsParagraphs

• Using a practice guide will help students Using a practice guide will help students see the organization of a paragraph, see the organization of a paragraph, sentence by sentence. sentence by sentence.

• Use the image of a train to help students Use the image of a train to help students organize their ideas for writing.organize their ideas for writing.

• Use this strategy until your students are Use this strategy until your students are comfortable writing Accordion Paragraphscomfortable writing Accordion Paragraphs

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Train of Thought Paragraphs—Train of Thought Paragraphs—Teaching This StrategyTeaching This Strategy

• Compare train to traffic signalCompare train to traffic signal• Provide students with the topic sentence and Provide students with the topic sentence and

conclusion.conclusion.• Students decide which boxcar ideas he/ she will Students decide which boxcar ideas he/ she will

use, then draws a picture below the boxcars.use, then draws a picture below the boxcars.• Students then color the train (with appropriate Students then color the train (with appropriate

colors)colors)• Students share their “Train” paragraphs.Students share their “Train” paragraphs.

Page 88-97 Primary StepsPage 88-97 Primary Steps

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Train of Thought ActivitiesTrain of Thought Activities

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Train of ThoughtTrain of Thought

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Train of ThoughtTrain of Thought

Classroom ReproduciblesClassroom ReproduciblesClassroom ReproduciblesClassroom Reproducibles

Classroom Reproducibles (2.22)Classroom Reproducibles (2.22)Classroom Reproducibles (2.22)Classroom Reproducibles (2.22)

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Using Colored Paper Strips for Informal Using Colored Paper Strips for Informal Outlines and ParagraphsOutlines and Paragraphs

• Colored strips provide a tactile and Colored strips provide a tactile and visual was to help students visual was to help students understand the organization in understand the organization in expository writing. expository writing.

• Use this activity throughout the year Use this activity throughout the year when students work in pairs or small when students work in pairs or small groups.groups.

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An Additional Idea: Color Coded Half-An Additional Idea: Color Coded Half-Page BooksPage Books

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Color Coded Half-Page BooksColor Coded Half-Page Books

Page 85 Primary Steps

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Color-Coded Half-Page BooksColor-Coded Half-Page Books

• Cut green and yellow paper in half cross Cut green and yellow paper in half cross wise (8 ½ x 5 ½ )wise (8 ½ x 5 ½ )

• Arrange the pages in the appropriate order Arrange the pages in the appropriate order as per previous slideas per previous slide

• Staple them like a bookStaple them like a book• When students are ready– they can add When students are ready– they can add

reds.reds.• Students can add pictures to illustrate their Students can add pictures to illustrate their

writingswritings

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Informal Outlines and Matching Informal Outlines and Matching ParagraphsParagraphs

• Create lots of “visual Create lots of “visual pieces”pieces”

• Model informal outlinesModel informal outlines• Think aloudThink aloud• Check off the words Check off the words

• Page 86 and 87 Primary StepsPage 86 and 87 Primary Steps

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Strategy Eleven: Organization with Strategy Eleven: Organization with Framed ParagraphsFramed Paragraphs

• Using writing frames to support skill Using writing frames to support skill development and give students early development and give students early success in paragraph, essay, and success in paragraph, essay, and report writing. report writing.

• This strategy is a visual means of This strategy is a visual means of helping students quickly see the parts helping students quickly see the parts of a paper and recognize the of a paper and recognize the organization of essays and reportsorganization of essays and reports

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Framed Topic Sentence and BoxesFramed Topic Sentence and Boxes

• Great for reviewing Great for reviewing lessons or units of lessons or units of studystudy

• Excellent model for Excellent model for paragraph writingparagraph writing

Page 71 Primary Steps

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Framed Paragraphs..Framed Paragraphs..

• Good bridge between Good bridge between the “picture only” the “picture only” reasons, details, or reasons, details, or facts and the “written facts and the “written only” formats.only” formats.

• The nice aspect is that The nice aspect is that it looks like a real it looks like a real paragraph!!paragraph!!

• This serves as a great This serves as a great model and a super model and a super teaching tool!! teaching tool!!

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More Framed ParagraphsMore Framed Paragraphs• This can be used with a This can be used with a

variety of subject areas.variety of subject areas.• This format can be used over This format can be used over

and over.and over.• Remember to start with tons Remember to start with tons

and tons of modeling.and tons of modeling.• Once students have learned Once students have learned

the parts, start to pull back. the parts, start to pull back. • Maybe the teacher writes the Maybe the teacher writes the

topic and the students write topic and the students write the “transition” (yellows) the “transition” (yellows) independently.independently.

• Don’t forget to have kids Don’t forget to have kids share his or her work.share his or her work.

Pages 73-84 Primary Steps

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A Caution in Framed A Caution in Framed Paragraphs….Paragraphs….

– Don’t move too fastDon’t move too fast

– Framed paragraphs give kids Framed paragraphs give kids confidence to expand and add reds, confidence to expand and add reds, varied transitions, and thoughtful word varied transitions, and thoughtful word choice….all critical skills for choice….all critical skills for accomplished writing.accomplished writing.

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2 Steps for Framing a Paragraph2 Steps for Framing a Paragraph

1.1. Create a topic sentenceCreate a topic sentence2.2. Add transitions.Add transitions.

• Try the ones in this book Try the ones in this book first.first.

• Weave transitions.Weave transitions.• If you use framed If you use framed

paragraphs for reading, paragraphs for reading, students do not recopy the students do not recopy the paragraphparagraph

• If you use the framed If you use the framed paragraph for writing paragraph for writing practice, have the students practice, have the students rewrite. (They will get the rewrite. (They will get the feel of a paragraph.)feel of a paragraph.)

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For Framed Paragraphs For Framed Paragraphs

1.1. Best topics are subjects you studyBest topics are subjects you study2.2. Handy for subsHandy for subs3.3. Great for weekly letters home. (This Great for weekly letters home. (This

week we learned so many week we learned so many things…… or I had a great time at things…… or I had a great time at school and I want to tell you about school and I want to tell you about two of the special…..)two of the special…..)


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Strategy Twelve: Accordion RacesStrategy Twelve: Accordion Races

• Students find Accordion Races to be a Students find Accordion Races to be a fun way to learn to recognize and fun way to learn to recognize and analyze the organization of expository analyze the organization of expository paragraphs,paragraphs,


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After the Race: Questions for After the Race: Questions for DiscussionDiscussion

• Were the topic sentences easy to find? Why?Were the topic sentences easy to find? Why?• How quickly could your group find the key/ star How quickly could your group find the key/ star

ideas? Why?ideas? Why?• What were the transitions in each paragraph? Did What were the transitions in each paragraph? Did

the transitions in the sentences help with the transitions in the sentences help with organization or reading? Why? How?organization or reading? Why? How?

• Did this activity take careful reading? Why?Did this activity take careful reading? Why?• Could the sentences for either paragraph be Could the sentences for either paragraph be

arranged differently and still make sense?arranged differently and still make sense?

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Writing Great Topic SentencesWriting Great Topic Sentences

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Great Expository ParagraphsGreat Expository Paragraphs

Topic sentences and thesis Topic sentences and thesis statements are the heart.statements are the heart.

2-20 (2.36)2-20 (2.36)2-20 (2.36)2-20 (2.36)

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Power (Number) StatementsPower (Number) Statements

Helpful Number WordsHelpful Number Words

Two, three, four, several, many, some, a few, Two, three, four, several, many, some, a few, numerous, a couple of, a number of, a myriad, numerous, a couple of, a number of, a myriad, various, plenty ofvarious, plenty of

1. The new recruits learned 1. The new recruits learned fourfour important procedures.important procedures.

2. In the winter I enjoy watching 2. In the winter I enjoy watching severalseveral high school sports.high school sports.

2-24 (2.44)2-24 (2.44)2-24 (2.44)2-24 (2.44)

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Power StatementsPower Statements• Must contain a number that indicates the Must contain a number that indicates the

number of points for items to follow. number of points for items to follow.

I love yoga for I love yoga for threethree reasons. reasons.

• The number may be explicit or implied.The number may be explicit or implied.

I love yoga for I love yoga for severalseveral reasons. reasons.

• New teachers should follow these two New teachers should follow these two suggestions for a successful first year.suggestions for a successful first year.

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Power StatementsPower Statements

• However, not just any number However, not just any number in a sentence will work.in a sentence will work.

Forty thousandForty thousand people in people in Detroit practice yoga.Detroit practice yoga.

Do you want to have Do you want to have 40,000 yellow sentences?40,000 yellow sentences?

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Avoiding “There Are”Avoiding “There Are”

• Start Power Statements Start Power Statements

with a:with a:– WhoWho– WhatWhat– WhereWhere– WhenWhen

There Are

There Are

2-252-252-252-25

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Occasion/Position Topic SentencesOccasion/Position Topic Sentences

• A topic sentence that is a complex A topic sentence that is a complex sentence structure and one that will sentence structure and one that will add sentence variety and more add sentence variety and more syntactic sophistication.syntactic sophistication.

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Literature Selections with Literature Selections with Occasion/Position SentencesOccasion/Position Sentences

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Occasion/Position StatementsOccasion/Position Statements

The Occasion:The Occasion:• Is the Is the first partfirst part of the topic sentence of the topic sentence• Introduces your Introduces your reasonreason for writing for writing• Can be any Can be any eventevent, , problemproblem, , ideaidea, ,

solutionsolution, or , or circumstancecircumstance that gives that gives you a reason to writeyou a reason to write

• Is the dependent clause in the Is the dependent clause in the complex sentence complex sentence 2-212-21

If the 50’s If the 50’s party was party was going to be going to be successful/successful/

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Occasion/Position Statement cont.Occasion/Position Statement cont.

The position:The position:

• Is the second part of the topic Is the second part of the topic sentencesentence

• States what you States what you plan to proveplan to prove or or explain in your paragraphexplain in your paragraph

• Is the independent clause in the Is the independent clause in the complex sentencecomplex sentence

TT

//the committee the committee would need to would need to do a lot of do a lot of research.research.

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• Use a physical prompt Use a physical prompt to help students to to help students to sense the dependent sense the dependent clause is not complete:clause is not complete:– Stamp footStamp foot

– Clap handsClap hands

– Use voice intonation Use voice intonation

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Occasion/Position Topic SentencesOccasion/Position Topic SentencesComplex SentenceComplex Sentence

Although my family and I have Although my family and I have taken many wonderful vacations,taken many wonderful vacations,

none was more fun and exciting none was more fun and exciting than our camping trip to the than our camping trip to the Grand Canyon.Grand Canyon.

2-21 (2.39)2-21 (2.39)2-21 (2.39)2-21 (2.39)

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1. Before you make the decision to light up a cigarette,Before you make the decision to light up a cigarette,


consider the problems caused by smoking.consider the problems caused by smoking.

2. 2. Even though bike helmets are sometimes Even though bike helmets are sometimes unfashionable and uncomfortable, unfashionable and uncomfortable,

3. If students use chemicals to do science experiments,If students use chemicals to do science experiments,

it is important that they learn the proper way to it is important that they learn the proper way to dispose of them.dispose of them.

2-2 (2.39)2-2 (2.39)2-2 (2.39)2-2 (2.39)

all cyclists.all cyclists.

should wear them.should wear them.

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Before you make the decision to Before you make the decision to light up a cigarette,light up a cigarette,


Lung cancerLung cancer

EmphysemaEmphysema

High risk of strokeHigh risk of stroke

2-21 (2.39)2-21 (2.39)2-21 (2.39)2-21 (2.39)

consider the problemsconsider the problems

caused by smoking.caused by smoking.

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Even though bike helmets are sometimes Even though bike helmets are sometimes unfashionable and uncomfortable,unfashionable and uncomfortable, all cyclists all cyclists should wear them.should wear them.

______________________

______________________

______________________

Occasion/Position Topic SentencesOccasion/Position Topic Sentences Complex Sentence Complex Sentence

2-21 (2.39)2-21 (2.39)2-21 (2.39)2-21 (2.39)

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Since he is Since he is naughtynaughty

Tom gets into many Tom gets into many misadventures.misadventures.,

(2.39)(2.39)(2.39)(2.39)

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An Occasion/Position Statement is a complex sentenceAn Occasion/Position Statement is a complex sentenceand begins with one of these words or phrases.and begins with one of these words or phrases.

In order thatIn order that AsAs WhetherWhether

UntilUntil

AfterAfter WhereWhere

UnlessUnless ThoughThough

BeforeBefore WhileWhile Even ifEven if

So thatSo that WhenWhen

WheneverWhenever EvenEven WhereverWherever

As long asAs long as As if As if As soon asAs soon as

Occasion/Position SentencesOccasion/Position Sentences

2-21 (2.39)2-21 (2.39)2-21 (2.39)2-21 (2.39)

If

Since

Even though

Although

Because

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Although George Washington was president,Although George Washington was president,

Occasion/Position SentencesOccasion/Position Sentences

he was also famous.he was also famous.

Although George Washington was president,Although George Washington was president,

he was also a farmer.he was also a farmer.

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Power Statement:Power Statement: New teachers should follow New teachers should follow

these these two two suggestions for a suggestions for a successful first year.successful first year.

Power Statements vs.Power Statements vs.Occasion/Position StatementsOccasion/Position Statements

O/P Statement:O/P Statement: Although new teachers Although new teachers have received many years have received many years of college training,of college training, a newa new teacher can benefit from teacher can benefit from these simple suggestions.these simple suggestions.

2-21 (2.58)2-21 (2.58)2-21 (2.58)2-21 (2.58)

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However StatementsHowever Statements

• Creates a compound sentenceCreates a compound sentence

• Independent clauses are joined byIndependent clauses are joined bya conjunctive adverba conjunctive adverb

2-262-262-262-26

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• The “however” is preceded by a semicolon The “however” is preceded by a semicolon and followed by a comma.and followed by a comma.

however,however,My father is very strict; My father is very strict; he has good reasons for all his rules.he has good reasons for all his rules.

2-262-262-262-26


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My father is very strict;My father is very strict;

Teach responsible behaviorTeach responsible behavior

Teach personal integrityTeach personal integrity

he has good reasons for allhe has good reasons for allhis rules.his rules.

however,however,

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However StatementsHowever StatementsOther Conjunctive AdverbsOther Conjunctive Adverbs

• as a resultas a result

• consequentlyconsequently

• furthermorefurthermore

• in factin fact

• meanwhilemeanwhile

• likewiselikewise

Pre-service teachers are well-schooled in Pre-service teachers are well-schooled in theory;theory; meanwhile, the practical aspects meanwhile, the practical aspects of teaching are ignored.of teaching are ignored.

2-272-272-272-27

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Topic Sentence OptionsTopic Sentence Options

• And, But, OrAnd, But, Or• PrepositionsPrepositions• To plus a VerbTo plus a Verb• List StatementsList Statements

• Get Their AttentionGet Their Attention

• Side-by-SideSide-by-Side• SemicolonSemicolon• Noun, Two Comas Noun, Two Comas • Using a QuotationUsing a Quotation

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Writing Compound Topic Sentences Writing Compound Topic Sentences With And, But, and Or StatementsWith And, But, and Or Statements

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Where/When + What’s Where/When + What’s Happening Topic SentencesHappening Topic Sentences

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Better: Better: As I read about Ben Franklin, As I read about Ben Franklin, I learnedI learned

““Things” TrapThings” Trap

2-382-382-382-38

Weak: Weak: As I read about Ben Franklin,As I read about Ben Franklin,I learned two things.I learned two things.

that his life was that his life was filled with challenges.filled with challenges.

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Better Word ChoicesBetter Word Choices

• ActionsActions

• BenefitsBenefits

• FeaturesFeatures

• ReasonsReasons

• ImprovementsImprovements

• IdeasIdeas

• ItemsItems

• ChoicesChoices

• QualitiesQualities

• ThoughtsThoughts

2-382-382-382-38

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Practice Writing Topic SentencesPractice Writing Topic Sentences

Family petsFamily pets

O/P:O/P:

Although he smells,Although he smells, Bud is a great dogBud is a great dog..

Side-by-Side:Side-by-Side:

Bud stinks, drools, and sheds all over the Bud stinks, drools, and sheds all over the

house. He’s also my best companion.house. He’s also my best companion.

Demonstration Lesson for Framed Demonstration Lesson for Framed ParagraphsParagraphs

Rachael WallerRachael Waller

Roy High SchoolRoy High School

[email protected]@weber.k12k.ut.us

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Next TrainingNext Training

• Novenmber 17Novenmber 17thth , 2009 , 2009

• Sentence WritingSentence Writing

• Vocabulary DevelopmentVocabulary Development

• RubricsRubrics

• Summary ParagraphSummary Paragraph

• The BluesThe Blues

Thanks for your participation!!!Thanks for your participation!!!

Documents

Step Up To Writing Training 2 Elementary and Secondary Teachers October 13, 2009 Weber School District Lil Sedgwick and Kathy DeVries, Step Up Trainers