MonthlyTrainingWebinarUnit4:SummarizingaReference

AndrewPudewaDirector,InsCtuteforExcellenceinWriCng

Welcome! A few instructions for those new to an IEW webinar

¨  Q&A box: ¤  Only I and a few staff members will see what

you type. ¤  I’ll answer as I’m able.

¨  Chat box: ¤  All can see your comments. ¤  Use this area to “pass notes in class.” ¤  I’ll pretty much ignore this area, but our staff will

monitor and repost to me if deemed necessary. ¨  Links on the slides and in the chatbox are

“live.” ¨  If you can’t hear, try exiting and returning. ¨  Don’t worry, we can’t hear or see you. ¨  Yes, this webinar will be recorded and posted

at IEW.com/webinar-archive along with the PDF of the slides.

Have handy your Teaching Writing: Structure and Style Seminar Workbook.

First Edition: Pages 37–46 plus page 10 in Tips & Tricks Handout

Second Edition: Disc 4 plus 51–64 in the Seminar Workbook

Click here for more details about the new edition.

Tips & Tricks

1: Note Making and Outlines

2: Writing from Notes

3: Retelling Narrative Stories

5: Writing from Pictures

4: Summarizing a Reference

8: Formal Essay Models

9: Formal Critiques

7: Inventive Writing

6: Summarizing Multiple

References

An Overview of IEW’s Nine Structural Models

September

November Dec/Jan

February March

April

May

October

Tonight’s Outline

¨  Goals and recommended materials

¨  Define summarize ¨  Clinchers ¨  Teaching procedure

and practicum ¨  Student Samples ¨  Important Reminders ¨  Style ¨  FAQs

Goals for Unit 4

¨  To find reading material on a topic or topics, take notes, and write a summary.

¨  To create a KWO from interesting, important, or relevant facts pulled from one “too long” source text.

¨  To introduce the topic sentence* and paragraph clincher.

¨  To begin to document references and report orally or in writing what they found and where they found it.

Recommended Materials

¨  A variety of reference materials at or below the students’ reading level, with limited topics. ¤ Theme-Based, Writing

Source Packet, Etc. ¨  Reminder sign with

topic-clincher rule ¨  Highlighters

*Roman numeral now means topic sentence.

1.  Often harder than fiction, must be more “accurate.”

2.  1st key idea to teach: Topic-Clincher ¶ - memorize rule!

3.  Reports, but maybe not a finished product (think process).

4.  Assignments: Communicate # of topics (= #¶) and # of facts per paragraph.

5.  Assist students in finding appropriate source texts.

6.  Think about the “funnel” – gradually increase source sizes

Unit 4: Summarizing a Reference Overview

How to Summarize # of facts per topic (3 to 7) # Facts in Source Outline (target #) Difficulty

10 5-6 Easy 20 5-6 Moderate 30 6-7 Hard 50+ 6-7 Painful

How to choose? Interesting vs. Important (Relevant) “Summarize” – what does it mean? “Sum” in math-talk? “Some-a-rize” – Choose some; ignore the rest.

Clinchers

¨  Unit 2: Title Clincher ¤ Title repeats or reflects 2–3 key words from final

sentence. ¨  Unit 3: Story Clincher

¤ The last sentence in the story, the story clincher, should make the story feel finished. Use the story clincher to create the title.

¨  Unit 4: Topic-Clincher (next slide) ¤ The topic sentence and the clincher sentence

must repeat or reflect two or three key words.

1st key idea to teach: Topic-Clincher ¶ - memorize rule!

The Topic-Clincher Rule

I. Topic 1. 2. 3. 4. 5. 6. (7.) Clincher

Repeat or

Reflect 2-3

Key Words

Use examples to teach this; Dolphin or elephant Mini-books will work.

If children don’t get it at first, have them simply rewrite the topic sentence and change 1-2 words by using a thesaurus. Clincher can sometimes be combined with last detail in outline.

# determined by teacher; give an option of “or +1”

details

Indicator: highlight

Unit 4: Let’s try one together!

Kangaroo Rats Kangaroo rats are cute furry rodents who live in the desert. They have long hind legs and short forelegs. They hop instead of run. Their long tufted tail helps them keep their balance as they hop along. They are mostly white on the belly with brown or tan fur on their backs. They do not have any fur on their tiny rounded ears. Their shiny….

This source taken from the Writing Source Packet •  Included with your Premium

Subscription or •  Available at IEW.com/WSP-e

Kangaroo Rats

I. Topic_______________ 1. __________________ 2. __________________ 3. __________________ 4. __________________ 5. __________________ 6. __________________ 7. __________________ Clincher

You take notes on your own paper. I will do the same.

Kangaroo rats are cute furry rodents who live in the desert. They have long hind legs and short forelegs. They hop instead of run. Their long tufted tail helps them keep their balance as they hop along. They are mostly white on the belly with brown or tan fur on their backs. They do not have any fur on their tiny rounded ears. Their shiny black eyes help them see in the dark. Kangaroo rats are adorable animals.

The desert is the kangaroo rats’ habitat. They live in the dry regions of the Southwestern deserts in the United States. Sandy or rocky soil is perfect for digging underground homes. There is not much vegetation in this climate. Kangaroo rats survive on seeds, grasses, and small insects. They are so small that they do not require much food. This unfriendly habitat is perfect for them.

Kangaroo rats can live without drinking water. They are able to get water out of the seeds that they eat. They do not drink or store water at all. They do not sweat except on the bottom of their feet. They live in burrows underground where it is damp and cool to avoid the desert heat. They do not come out until late at night when the temperature is cool. Kangaroo rats do not need to drink water.

Kangaroo rats are not social at all. They keep to themselves and protect their burrows from others. They block the entrances to their homes with dirt during the day to keep the hot air and other animals out. There is so little food in the desert that they hide the seeds in their dens. Sometimes they growl and thump their hind feet to chase others away from their space. Kangaroo rats are not friendly.

Then Write from the KWO!

I. Topic_______________ 1. __________________ 2. __________________ 3. __________________ 4. __________________ 5. __________________ 6. __________________ 7. __________________ Clincher

Any questions so far?

STUDENT SAMPLES

WWW.MAGNUMOPUSMAGAZINE.COM/SUBSCRIBE/

•  Work samples based on the “Unit of the Month delivered to your inbox each month

•  A great place for your students to submit their best work

Where to Observe Whooping Cranes By: Alyssa, age 9 (enrolled in IEW Online Class)

Where to Observe Whooping Cranes Whooping cranes migrate to swampy or marshy places where they can find food to eat. They spend their summer in the North West Territories in Canada, and their winter is spent on the coast of Texas. In the summer they feast on small juicy plants, insects, frogs, and worms. In the winter they mostly dine on clams and crabs. One Whooper devoured 800 grasshoppers in 75 minutes! It will probably be easier to observe these Whoopers in their home, which will be in the wetlands of Canada and Texas because they will not be migrating.

“A Fortunate Discovery” By: Janae, age 12 (enrolled in IEW Online Class)

A Fortunate Discovery Many people have died due too much blood loss because of injury or surgery. Until the seventeenth century, doctors did not think about replacing blood. In 1665, Dr. Richard Lower had successfully performed many dog-to dog transfusions. However, many human-to-human transfusions often resulted in death. This confused doctors until 1901 when Dr. Karl Landsteiner discovered that there were different types of blood. Now we know there are four main types of blood which are A, B, O, and, AB. Some blood types are compatible; meanwhile, others are not. People have died because they have received blood from an incompatible donor. Once blood types were discovered, relieved physicians could now successfully replace lost blood. [1] Countless lives have been saved because of this very fortunate discovery.

“A National Poem” by Hunter (Age 16) (enrolled in IEW Online Class)

A National Poem [2] During the war of 1812, Francis Scott Key penned the Star Spangled Banner, an inspiring and meaningful poem which later became the national anthem. [1] Francis Scott Key boarded a British ship in an attempt to negotiate a prisoner exchange. [5] Since Key learned too much about a British plan to attack Fort McHenry, however, the British kept Key a prisoner. [3] Eagerly he anticipated the battle’s outcome as it took place while he was still prisoner. [6] The flag was still there. [4] Filled with intense joy, Key was inspired to write a poem on the back of a letter he had kept in his pocket. [4] Being a prisoner no longer, Key showed the poem to his brother-in-law, who proudly printed the poem titled “The Defense of Fort McHenry.” [5] As spring came in 1931 over a century after the poem was printed, Congress adopted the Star Spangled Banner as the national anthem. [1] Francis Scott Key, a prisoner while a patriot, wrote a poem which took flight to become the national anthem.

Unit 4 is a building block for:

¨  limiting details (Unit 6), ¨  paragraph organization (Unit 5, 6, 7, 8) ¨  discernment of topics (Unit 6, 7, 8) ¨  Basic difference between a unit 4 and unit 6

model: ¤ # of source texts

1.  Determine subject, as much as possible connected with interests of student or content areas of study

2.  Appropriate source text (reading level, # of facts) 3.  Length dictates structure!

Unit 4 options: One, Two, or Three Paragraphs # of facts per topic (3 to 7) 4.  Remember EZ+1

Components of an assignment:

EZ+1

EZ+1:TheBasicRuleoftheStyleChecklist

¨  OnlyintroduceanewstylisCctechniquewhenwhathasbeenlearnedhasbecome“easy”*

¨  Thestudent’schecklistshouldonlyconsistofthosetechniqueswhichareEASY,plusone…

¨  Ifastudentcomplainsthatthechecklistis“toohard,”thenhe’sreallysaying:“Youtaughttoomuchtoofast!”

*Easy means a student can do it without much help and it doesn't sound goofy most of the time.

EZ+1

EZ+1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Unit 9

-ly w/w bec. sv qa www.asia

#2 #3 #4 #5 #6 #1 simile quote.

Techniquesshouldbe“dripped”inastheybecome________.Example:

Stylistic Techniques Pacing

easy

The Syllabus in Style ¨  Level A

¤  -ly ¤  who/which ¤  (strong verb)

¨  Level B ¤  -ly ¤  who/which ¤  strong verb ¤  because ¤  (quality adj.) ¤  (www.asia clause)

¨  Level C ¤ -ly ¤ who/which ¤ strong verb ¤ quality adj. ¤ www.asia.b clause ¤ (Start sentence

openers)

(denotes only for advanced students) EZ+1

EZ+1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7I

Unit 8

Unit 9

-ly w/w bec. sv qa www.asia

#2 #3 #4 #5 #6 #1 simile quote.

Stylistic Techniques Pacing

Thereisnoschedule;youdon’thaveto“finish”thedress-upsbeforegoingontoUnit4.Techniquesshouldbe“dripped”inastheybecome________.Example:

Stylistic Techniques, cont. Anexampleofpacingforslower,younger,orlessexperiencedstudents:

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Unit 9

-ly w/w bec. sv qa www.asia #2 #3

EZ+1

Stylistic Techniques, cont. Anexampleofpacingforfaster,older,moreexperiencedstudents:

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Unit 9

-ly w/w bec.

sv qa www.asia

#2 #3 #4

#5 #6

#1 simile/metaphor quote.

3sss. allit. dramatic open/close.

Triples

EZ+1

Source Option Suggestions

Source options: 1) Writing Source Packet

Included with your Premium Subscription or Available at IEW.com/WSP-e

Source options: 2) Any theme-based products or Classroom Supplement

Benefits:•Lessonslaidout•Coversmost/allunits•Greatforco-opsandhybridschoolsParents/TeachersshouldbefamiliarwiththeTeachingWri,ng:Structure&Stylemethod

Benefits:•Lessonslaidout•Coversmost/allunits•GreatforfullCmeteachersTeachersshouldbefamiliarwiththeTeachingWri,ng:Structure&Stylemethod

Classroom Supplements

IEW.com/theme-based

OR

IEWSchools.com/CS

Source options: 3) Textbooks, or Magazine Articles, or Encyclopedias

Benefits:•ConnectswithotherEnglish,history,science,etc.•Improvescomprehension•LessexpensiveDifficulCes:•RequiresabitofresearchtovetauthenCcity(webespecially)

FAQs for Unit 4

See page 54 in Seminar Workbook ¨  At this point, can students choose more than

three facts for a line of detail? ¨  Can a topic sentence just be the first fact? ¨  Can my student use more than 3 words for the

KWO? ¨  Can a student rearrange the facts in the outline? ¨  Should students try to add dress-ups and

sentence openers while they write or wait until the end?

Any more questions?

A Few Announcements

¨ Have you heard about our TWSS2 Update and Upgrade Program?

¨ Check out our Weekly Podcast! IEW.com/Podcast

¨  Subscribe to our monthly email newsletter here.

¨  Sign up for the Magnum Opus Magazine!

A Few Announcements

¨ Have you heard about our TWSS2 Update and Upgrade Program?

¨ Check out our Weekly Podcast! IEW.com/Podcast

¨  Subscribe to our monthly email newsletter here.

¨  Sign up for the Magnum Opus Magazine!