ISBE ELA Content Specialists – Writing Strategies  

Which Silverware is the Best?  Targeted Standards: W.K.1 – Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is…). W.1.1 – Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. W.2.1 ‐  Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. 

Spoon is the story of a little spoon that begins to fret that his friends, Knife, Fork, and Chopsticks, have it so much better than him.  His friends think he is the lucky one, but he can only see the things that they can do–until his mom reminds him of all of the things that make him special.  For one option on how to use this book in the classroom, follow the procedure below. Procedure:

1. Read aloud the story Spoon by Amy Krouse Rosenthal and Scott Ragoon.  Talk about what makes a spoon special. 

2. Talk about what makes the knife, fork and chopsticks special.   3. Have students choose which piece of silverware is the most special to them. 4. Have students complete the graphic organizer (see below). 5. Using the graphic organizer, share with a partner, or the whole class, the reasons why 

their piece of silverware is the most special.  

Attachment/Resources:  Graphic Organizer: http://firstgradebuddies2.blogspot.com/2013/05/mentor‐text‐linky‐5513.html  Spoon Video Clip: Scholastic DVD trailer based on the book Spoon can be found at the following link. (3min. 57 sec)  http://www.youtube.com/watch?v=uoLg4GGgCSY  Nonfiction Example: Use the above lesson plan with the book Cats vs Dogs by Elizabeth Carney, 2011 National Geographic.  

Reference/Research:  Rosenthal, A. K., & Magoon, S. (2009). Spoon. New York: Hyperion Books for Children.  

 

ISBE ELA Content Specialists – Writing Strategies  

 

Sketch‐to‐StretchTargeted Standards: W.K.2 – Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. W.1.2 – Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. W.2.2 – Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. 

Sketch‐to‐Stretch is an instructional strategy (Harste, Short, & Burke, 1988), where students draw quick sketches to stretch their thinking and understanding of concepts. This technique can be used in a variety of ways. Procedure:  

1. Read or listen to a text or chunk of text. 2. Tell students to think about what they read. Think about questions and ideas they have 

about the text. 3. Students should sketch those ideas. 

Variations: 

As a pre‐reading activity, Sketch‐to‐Stretch is a strategy that can help students connect with prior knowledge. Students sketch ideas that show what they know about a topic featured in an upcoming selection. 

Invite students to write captions (words, phrases, or sentences) for sketches. 

When students work in small groups, Sketch‐to‐Stretch can be used to illustrate a series of events. For example, each person in a group sketches a different phase in the life cycle of a monarch butterfly. 

Put all the sketches in a booklet or on display so that students can examine all of them for new insights. 

If a text has few, none, or very poor illustrations, it may not be necessary to tell the readers to put away their texts before sketching. In fact leaving the text open in such cases encourages readers to reread as they devise their sketches. 

With content materials, give readers copies of a passage minus the pictures, drawings, graphs. Then ask them to sketch. Readers can then compare their sketches with one another and the author.  

Attachment/Resources: http://www.youtube.com/watch?v=qHohm42Vg5U – Video ‐ Teacher uses sketch to stretch while students listen to a read aloud. http://www.readwritethink.org/files/resources/lesson_images/lesson229/sketch.pdf Sketch to Stretch template http://www.scholastic.com/content/collateral_resources/pdf/11/0545296811_e022.pdf Comprehension Lesson for nonfiction 

Reference/Research: 

Short, K. G., & Harste, J. C. (1996). Creating classrooms for authors and inquirers (2nd ed.).

Portsmouth, NH: Heinemann.

ISBE ELA Content Specialists – Writing Strategies  

 

Start to FinishTargeted Standards: W.K.3 ‐ Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. W.1.3 ‐ Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. W.2.3 ‐ Write narratives in which they recount a well‐elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. 

The beginning writer will often use formulaic writing, such as “I love…” or “I like…” and call this a story. The teacher must help students understand that all stories have a beginning, middle, and an end so they can assist them in expanding their sense of story. This strategy introduces the writer to more complex story language through real books and invites the writer to experiment with this language in his/her own writing. By using a graphic organizer, the writer will be able to organize the story parts of a favorite story, and then use this organizer to expand his/her own writing. Procedure 

1. Use books that are read aloud to discuss the parts of the story. Use this time to think aloud about what words are used to make this story move along. 

2. Read to the students a story that has a distinct beginning, middle, and end. Draw three boxes on chart paper, and label them “Beginning,” “Middle,” and “End.” Have the students retell the story while focusing on what happened first, next, and last. Record their sentences in the appropriate boxes. 

3. Extend the strategy to show the sequence of the story, using appropriate transition language, such as first, next, last, finally, second, or at last. 

4. Ask students to write their own stories, using the graphic organizer and sequencing words. Have the students ask themselves, “Does my story have a beginning, middle, and an end?” If it doesn’t, encourage the students to write a sentence that will fill in that part of the story.  Students could then exchange stories and peer review. 

Attachment/Resources: 

Using mentor texts to teach writing:  2nd grade http://www.youtube.com/watch?v=ecaschenaeA 

Mentor texts for Personal Narratives http://creativeliteracy.blogspot.com/2009/09/mentor‐texts‐for‐personal‐narrative.html 

Reference/Research: Calkins, L. (1994). The art of teaching writing (New ed.). Portsmouth, N.H.: Heinemann. Fletcher, R. J., & Portalupi, J. (2007). Craft lessons teaching writing K-8 (2nd ed.). Portland, Me.: Stenhouse Pub.  

ISBE ELA Content Specialists – Writing Strategies

Color Coding an Opinion Targeted Standards: W.3.1 – Write opinion pieces on topics or texts, supporting a point of view with reasons. W.4.1 -- Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.5.1 – Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Procedure: The following strategy is helpful to use prior to having students write an opinion piece. Students need to see samples of opinion writing as well as modeled examples before they are equipped to write opinion pieces.

1. Provide students with a sample piece of writing where an opinion is stated. 2. Establish a color coding system such as:

Blue: Opinion statement Yellow: Reasons supporting opinion

3. Guide students to highlight the sample using the above coding system. 4. If color coding is not possible, consider circling, underlining, numbering, or using

annotation symbols. (Students can star* the opinion and number the reasons, etc…) 5. This process will help students identify structures of opinion writing.

Attachments/Resources: Samples of student writing can be found at: http://www.thewritesource.com/ - Click on Student Models http://www.corestandards.org/assets/Appendix_C.pdf

Reference/Research: Adapted from Zwiers, J. (2004). Developing academic thinking skills in grades 6-12. Newark, DE: International Reading Association.

ISBE ELA Content Specialists – Writing Strategies

Postcard: Mini-Narratives Targeted Standards:

W.3.3 – Write narratives to develop real or imagined experiences or events using effective

technique, descriptive details, and clear event sequences.

W.4.3 – Write narratives to develop real or imagined experiences or events using effective

technique, descriptive details, and clear event sequences.

W.5.3 -- Write narratives to develop real or imagined experiences or events using effective

technique, descriptive details, and clear event sequences.

This strategy gives students practice in organizing narratives in clear sequences. Students will

write mini-narratives from picture postcards.

Procedure:

Postcards can be written from real experiences such as recounting an event in school or

vacation or weekend. Students could make their own using a photo or drawing of that

experience.

The following is an idea to use postcards to narrate an imagined experience.

1. Distribute postcards to students. (One postcard per student is ideal.)

2. Have students locate the caption on the postcard.

3. Teacher should model how to write a postcard message and how to address a postcard.

4. Ask students to rough-draft three or four sentences (on scrap paper) for the “postcard

message” that narrate in sequence an event related to the picture on the postcard.

5. Have students take the edited sentences and write on the actual postcard.

6. Students may address and send the postcards.

Variations:

Use the book The Jolly Postman by Janet & Allan Ahlberg to give

examples of what postcards are and how they are structured

Students may create a postcard based on a unit of study. Some

examples include regions, planets, cultural celebrations, historical

landmarks, etc.

Attachment/Resources:

Reference/Research:

Adapted from McCarthy, T. (1998). Narrative writing: mini-lessons, strategies, activities. New

York: Scholastic Professional Books.

ISBE ELA Content Specialists – Writing Strategies

SPAR

Targeted Standards: W.6.1 – Write arguments to support claims with clear reasons and relevant evidence. W.7.1 – Write arguments to support claims with clear reasons and relevant evidence. W.8.1 – Write arguments to support claims with clear reasons and relevant evidence.

SPAR (Spontaneous Argumentation) is a strategy that helps students practice using evidence and examples to defend a position. Because students are not given much preparation time, SPAR is most effective when students already have background information about a topic. Procedure:

1. Place students in groups of 6-8. . Assign half of the group to support one position and the other half to support the other position. Have students move their desks so they are sitting opposite an opponent.

2. Give students one to two minutes to write down their opinion with evidence for their position.

3. Provide each side an opportunity to talk together to add to their evidence. This will help weaker students be prepared to comment.

4. The students will be “SPARing” with the person sitting across from them. Each student

presents a one-minute opening statement making his/her case while the other listens quietly and takes notes.

5. Give students 30 seconds to prepare ideas for what they want to say to their opponent.

Invite each side to engage in a three-minute discussion during which they may question their opponent’s reasoning or examples or put forth new ones of their own.

6. Give students 30 seconds or one minute to prepare a closing statement. Each student

presents, a one-minute closing statement while the other listens quietly, and then the roles reverse.

Note: SPAR can be modified to include time for students to gather more evidence to support their positions. Research can be as informal as giving students time to look through their notes (possibly as a homework assignment the night before) or can be as extensive as a formal research project.

Attachments/Resources: N/A

Reference/Research: Adapted and retrieved from https://www.facinghistory.org/for-educators/educator-resources/teaching-strategies/spar-spontaneous-argumentatio

Model this strategy before having students participate in SPAR.

ISBE ELA Content Specialists – Writing Strategies

SDQR Chart Targeted Standards: W.6.2 - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. W.7.2 - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. W.8.2 - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

This strategy can be used to capture thinking from a lecture or from reading a nonfiction passage. Students are asked to complete the chart below. Procedure:

1. Model how to use this strategy before having students use it. 2. Allow small groups to complete the organizer before students use it independently. 3. Once students are comfortable with completing the organizer, students can use it as a

springboard to more formal writing. 4.

Name: John Smith Chunk: Chapter 3

Says Doesn’t Say Questions Reflections

Students record:

Fact learned

Facts confirmed

Students record:

What is not said/omitted

Inferential thinking

Students record:

Questions that arise

Students record:

Thoughts

Connections

What is the author’s purpose? Or Construct a summary of the text read.

Attachment/Resources: NA

Reference/Research: Gallagher, K. (2006). Teaching adolescent writers. Portland, Me: Stenhouse Publishers.

ISBE ELA Content Specialists – Writing Strategies

Write-Alouds Targeted Standards: W.6.3 -- Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. W.7.3 – Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. W.8.3 -- Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Write-aloud is taught to small groups or a whole class in briskly paced, 10- to 15-minute lessons. Model your own writing of a short text, generally choosing one particular aspect of a genre to write-aloud (such as an opening or closing paragraph of a longer essay or a dialogue between characters). Procedure:

1. Plan write-aloud lessons for types of writing that present particular challenges to your students. Prepare for the lesson by writing your own short texts and developing awareness of your own decision-making while you write. (See example below.)

2. Tell students that you will be verbalizing your own thinking for them as you write. Ask students to pay attention to the decisions you make as you write, and remind them that they will be producing this same type of text themselves.

3. Explain to students what kind of text you will be writing and what you want to accomplish as you write this text. For example, if you are writing for narrative dialogue, point out that characters' talk should explain the main problem of the story.

4. As you write (using chart paper or a document viewer), make verbal statements that describe your own decision-making processes:

“Now I need to summarize my main points. I think I should look back at my outline of points that I made in the rest of the essay.”

“Hmm, what can I have this character say now in order to show how upset she is?”

“How can I spell this word? It will help if I say the word slowly to myself first.” 5. After you have completed the write-aloud for a short text, ask students to comment on

what they noticed about your thinking during the activity. You may want to ask students to talk about what seemed to be most important to accomplish as you were writing. You might also ask students to describe what you were thinking about as you wrote a challenging part of the writing.

6. It may also be useful to ask students to talk about their own thinking and decision-making used while they are writing this same kind of text or to work with a partner to write their own example.

Attachment/Resources: NA

Reference/Research:

Adapted from http://www.readwritethink.org/professional-development/strategy-guides/write-alouds-30687.html

ISBE ELA Content Specialists – Writing Strategies

Modeling an Argument: The Toulmin Method Targeted Standards: WHST.6-8.1 – Write arguments focused on discipline-specific content. WHST.9-10.1 – Write arguments focused on discipline-specific content. WHST.11-12.1 - Write arguments focused on discipline-specific content.

The Toulmin Method of argumentation was developed by Stephen Toulmin. His method is designed to assist in analyzing or constructing the logic of an argument, whether it is spoken or written. The strategy below is a way to introduce the basic structure of an argument. The teacher can use the graphic organizer attached below to model for students how an argument is constructed. It is important that the teacher makes sure students know and understand the vocabulary used in an argument. The following words are integral to understanding the components of an argument.

claim, evidence, counterclaim, warrant, reasons Procedure:

1. The teacher should model how to structure an argument by enlarging the attached graphic organizer. Each student can also have a copy in order to take notes.The graphic organizer (attachment) becomes a note-taking device for students as they think through the argumentation process.

2. Read aloud an argument. See samples below. Fill out the graphic organizer after reading. This will show students how the writer did or did not do the following:

Take a stand.

Develop a position or claim.

Convince the reader. What convinced the reader to agree with the claim? Were reasons why, data, evidence, and facts given?

3. After discussing the article shared above, discuss the strengths and limitations of the claims and counterclaims. What might have made a better argument?

Attachments/Resources: Argument Sample from Toulmin: http://blog.wsd.net/gllewis/2011/01/31/argumentation-graphic-organizer/

Graphic Organizer: https://mwmsteacherweb.wikispaces.hcpss.org/Ms.+Cohen Scroll down to find the graphic organizer.

Reference/Research: Toulmin, S. (1958). The uses of argument. Cambridge, UK: Cambridge University Press.

*All five text structures are tested on Kansas Reading Assessment C.Simoneau, K.Orcutt, T.Konrade © ESSDACK Side 1

Structure Definition Signal Words Graphic Organizers Summary Questions Paragraph Frames Description

The author explains a topic, idea, person, place, or thing by listing characteristics, features, and examples. Focus is on one thing and its components.

For example Characteristics are Such as Looks like Consists of For instance Most important *Look for topic word (or synonym) to be repeated throughout the text.

Concept Map

What specific person, place, thing, event, or concept is being described? How is the topic described? (How does it work? What does it do? What does it look like? Etc.) What are the most important attributes or characteristics? How can the topic be classified? (For example, a robin can be classified as a type of bird.)

A ________ is a type of _________. It is made

up of ____________ and looks like

___________. Some ________ have

_________ such as _________. For example,

_____________.

______ has several characteristics. One characteristic is _______. Another is ___, which is important because ___________.

Sequence

The author lists items or events in numerical or chronological order. Describes the order of events or how to do or make something.

First, second, third Next Then, after Before, prior to Not long after While, meanwhile Simultaneously At the same time Following Finally At last In the end On (date) At (time) Directions

Timeline 1 2 3 4 5 Steps/Directions Cycle/Circle

What sequence of events is being described? What are the major events or incidents that occur? What are the steps, directions, or procedures to follow? (What must be done first, second, etc.?) What is the beginning event? What other events or steps are included? What is the final outcome, event, or step?

Here is how a _________ is made. First,

_________. Next, ____________. Then,

______________. Finally, ____________.

On (date) _________ happened. Prior to that

_________ was ________. Then __________.

After that _____________. In the end,

____________________.

Compare and Contrast

The author explains how two or more things are alike and/or how they are different.

Differs from Similar to In contrast Alike Same as As well as On the other hand Both Either , or Not only, but also Yet, although, but, However On the other hand * Also look for “-est” words: best, fewest, tallest, etc.

Venn Diagram T-Chart Alike Different

What items are being compared? What is it about them that is being compared? What characteristics of items form the basis of the comparison? What characteristics do they have in common; how are these items alike? In what way are these items different?

_____________ and ___________ are alike in

several ways. Both ________ and __________

have similar ___________. Both also ________

as well as _________. On the other hand, one

way they differ is _________. Another

difference is ___________. Although they share

_____, only ____ is the _____-est.

Step 1 Step 2

Step 3

*All five text structures are tested on Kansas Reading Assessment C.Simoneau, K.Orcutt, T.Konrade © ESSDACK Side 2

Structure Description Signal Words Graphic Organizers Summary Questions Paragraph Frames Cause and Effect

The author lists one or more causes or events and the resulting consequences or effects. Effect = What happened? Cause = What made it happen? Purpose is to explain why or how something happened, exists, or works. *Often there will be an “if/then” pattern

Reasons why Reasons for If…then As a result of Therefore Because of So Since In order to Leads or leads to Effects of Caused by Result Outcome Impact Influenced by Brought about by

Effect #1 Cause Effect #2 Effect #3

What happened? Why did it happen? What was the reason for…? What was the effect(s) of the event? What happened as a result of….? What were the results or outcomes caused by the event? In what ways did prior event(s) cause or influence the main event? Will this result always happen from these causes?

The reason why ________ happened was

because of __________. If ________ hadn’t

happened, then _________. Due to _________

occurring, ______. This explains why _______.

The cause of ___________is not easy to define.

Some people think the cause is ____________.

Others believe the main cause is ___________.

Understanding the cause of _____________ is

important because _____________________.

The effects of ________ are significant because

_______. One effect of ______ is __________.

Another result is ________________________.

Because of these outcomes, it important that

________________________________.

Problem and Solution

The author states a problem and lists one or more possible solutions to the problem. May also include the pros and cons for the solutions.

Problem is… Dilemma is… Puzzle is… Solved Question Answer Because Since This led to The main difficulty One possible solution is… One challenge… Therefore, This led to, so that If…then, thus

Fishbone Problem Solutions

What is the problem(s)? Who had the problem? What is causing the problem? Why is this a problem? What is wrong and how can it be taken care of? What solutions are recommended or attempted? What can be improved, changed, fixed, or remedied? What are the pros and cons of the solutions offered?

____________ had/is a problem because

________________. One possible solution is

____________. This answer is good because

____________. Therefore, _______________.

As a result, ____________.

The problem of __________ really boils down to

the issue of ______________. In the past, the

common solution was to_________________.

However, this was only effective in terms of

__________________. There are now

other solutions that might work. One option

would be to ______________________.

Problem #2 Solution

Problem #2

Problem #2

Cause #1

Cause #2

Cause #3

Effect