expository writing
TRANSCRIPT
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Step up to WritingStep up to WritingStep up to WritingStep up to Writing
Training WorkshopTraining Workshop
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Step Up to Writing Is About the Writing Process• Prewriting and Planning
• Drafting, Revising, and Editing
• Creating a Final Copy, Proofreading, and Sharing
(1.6)
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Step Up to Writing is About Promoting the Traits of Good Writing
• Content• Organization• Style• Idea
• Vocabulary• Sentence
Structure• Conventions• Presentation
(1.6-1.7)
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Find an “elbow partner.”
• #1 Partner becomes the person whose birthday is closest yours.
(Past or future…just closest!)• #2 Partner is the other one.• Read the following paragraph and
comment on it to your partner. What is good? What could be better?
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Golf is a great sport to play. It’s fun to pound a golf ball around for nine to eighteen holes. However, to become good you need lots of practice and mental toughness. Practice is easy to come by, but we need toughness too. Personally, I need a lot of mental toughness. Golf can be really fun if you are playing well, but if you are playing badly, it can cause frustration.
Refer to (1-33,34)
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Why do we need to teach expository writing to all students at all grade levels?1. Most school writing will be expository
writing.2. Expository writing teaches clear and
logical thinking.3. Expository writing helps students learn
content.4. Expository writing prepares for the
working world.
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The keys to an effective paragraph:Expository paragraphs need:• A title• A topic sentence• Transitions• Good explanations and examples• A conclusion
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Let’s say we will be writing about gangs.
•What can we do to get ideas for our paragraph?
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Mom
Yikes! Gang
Movies
Gangs
Bunch of People
Bad Gang Songs
I wouldn’t
joinStay Away
What if m
y friends
joined?
Cause Problems
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Gangs are just a bunch of people with nothing better to do. Gangs cause problems. I would not join a gang. Well, maybe if I was with my friends but probably not. My mom is against gangs. The movies are filled with gangs and there are a lot of songs about gangs. Stay away from gangs they are bad for you.
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Mom
Yikes! Gang
Movies
Gangs
Bunch of People
Bad Gang Songs
I wouldn’t
joinStay Away
What if m
y friends
joined?
Cause Problems
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What’s missing?
ORGANIZATION
Refer to (1-8,11,12)
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The keys to an effective paragraph:Expository paragraphs need:• A title• A topic sentence• Transitions• Good explanations and examples• A conclusion
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The Five Elements of Expository Writing
• Organization is the key.• Topic sentences and thesis
statements are the heart.• Transitions are the glue.• Examples, evidence, and
explanations are the meat.• Conclusions tie it all together.
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Great Expository Paragraphs
Organization
is the key.
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Using Colors to Teach Organization
GoBack!
Stop!
SlowDown
Go! Write a topic sentence
Give a reason, detail, or fact. Use a transition.
Explain. Give an example.
Remind the reader of your topic.
2.11
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Topic Sentence:• Green means “go.”• Green asks the writer to decide—
– “What am I going to prove?” (reason)
– “What am I going to explain?” (detail)
– “What information will I share?” (fact)
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Reasons/Details/Facts:• Yellow means “slow down.”• Introduce key concepts to support the
topic sentence.• The main supporting ideas (reasons,
details or facts) for the topic sentence.• Look for common patterns or categories
in the brainstorming.
2.11
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Explain:• Red means “stop and explain.”• Present evidence.• Provide explanation and
examples.
2.11
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Conclusion:• Green means “go back to your
topic.”• Restate the topic and the position.• Do not introduce new information.• Use synonyms and leave your
reader with something to remember.
2.11
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ACTIVITY ONE
Cats…
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Informal Outlines
R/D/F (First) Can get away from their
enemies
R/D/F (Next) Good
fighters
Run fastClimb trees
Sharp clawsSharp incisors
Topic= Cats can protect themselves.
1-18 a,b,c
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Brainstorm: Ways cats protect themselves
Ways cats protectthemselves
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ACTIVITY 2Practice Categorizing
• To get students to select the yellows, they must be able to look at the exmaples (reds) and pick categories that the reds will fit into.
• Practice categorizing “games.”
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Activity 3 Informal Outline
•Create an informal outline of your ideas using “cave man talk.”
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Accordion Paragraph
Increase paragraph length by adding more supporting main ideas and/or details.
• Eight Sentence Paragraph• Nine Sentence Paragraph• Eleven Paragraph
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Activity 4Accordion Paragraph
Begin at 2nd grade
• When teaching, even to older students, keep the concept simple the first time.
• Fold paper (hamburger, & again)• Add colored dots• Fill in complete sentences.
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TOPIC
REASON/DETAIL/FACT
EXPLAIN
EXPLAIN
1-24
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REASON/DETAIL/FACT
EXPLAIN
EXPLAIN
CONCLUSION
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TOPICCats protect themselves in two ways.
REASON/DETAIL/FACTFirst, they are able to get away quickly from their enemies.
EXPLAINCat are fast runners.
EXPLAINThey can climb trees, too.
2.8
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REASON/DETAIL/FACTNext, cats are good fighters.
EXPLAINCats’ sharp claws can inflict pain and discourage attackers.
EXPLAINThey can also use their pointed incisors to bite their enemies when necessary.
CONCLUSIONFelines can take care of themselves.
2.8
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Informal Outlines: Kindergarten
Sun
Water
Soil
Topic= Plants
1-18, 1-30
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Other Kinds of Outlines:Decimal
• Topic=________________1.0____________________ 1.1___________________ 1.1.1________________ 1.1.2_______________
1.2___________________ 1.2.1________________
1.2.2________________
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Other Kinds of Outlines:Shapes
Topic=____________________ _______________________
_______________________
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Other Kinds of Outlines:Numbers
Topic=_____________________1_________________________ 2_______________________ 3_____________________
3_____________________ 2_______________________
3____________________ 3____________________
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Other Kinds of Outlines:Letters
Topic=____________________R (reason)_________________ e (explain)_______________
e ______________________R (reason)_________________
e (explain)________________ e ______________________
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Other Kinds of Outlines:
Traditional FormalTopic = _____________________I.__________________________ A._______________________
1._____________________ 2._____________________
a. _________________ b. _________________
B.
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Informal Outlines
Topic= Fun ways to spend a million dollars
2.9-2.13
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Informal Outlines
Shopping
Travel
Topic= Fun ways to spend a million dollars
2.9-2.13
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Informal Outlines
Shopping
Travel
New wardrobe, Nordstroms
Paris
Topic= Fun ways to spend a million dollars
2.9-2.13
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Activity 5Write on colored strips
Write each sentence from the outline on the corresponding colored strip.
Green= topic and conclusionYellow= main supporting ideas (R/D/F)Red= examples, explanations,
evidence
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Outline to Paragraph
If I had a million dollars, I would have a goodIf I had a million dollars, I would have a good time spending it.time spending it.
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Outline to Paragraph
If I had a million dollars, I would have a goodIf I had a million dollars, I would have a good time spending it.time spending it.
First, I would go shopping.First, I would go shopping.
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Outline to Paragraph
If I had a million dollars, I would have a goodIf I had a million dollars, I would have a good time spending it.time spending it.
First, I would go shopping.First, I would go shopping.
A new wardrobe from Nordstroms is a must.A new wardrobe from Nordstroms is a must.
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Outline to Paragraph
If I had a million dollars, I would have a goodIf I had a million dollars, I would have a good time spending it.time spending it.
First, I would go shopping.First, I would go shopping.
A new wardrobe from Nordstroms is a must.A new wardrobe from Nordstroms is a must.
Next, I would travel.Next, I would travel.
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Outline to Paragraph
If I had a million dollars, I would have a goodIf I had a million dollars, I would have a good time spending it.time spending it.
First, I would go shopping.First, I would go shopping.
A new wardrobe from Nordstrom is a must.A new wardrobe from Nordstrom is a must.
Next, I would travel.Next, I would travel.
Visiting Paris has always been a dream.Visiting Paris has always been a dream.
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Outline to Paragraph
If I had a million dollars, I would have a goodIf I had a million dollars, I would have a good time spending it.time spending it.
First, I would go shopping.First, I would go shopping.
A new wardrobe from Nordstrom is a must.A new wardrobe from Nordstrom is a must.
Next, I would travel.Next, I would travel.
Visiting Paris has always been a dream.Visiting Paris has always been a dream.
Being wealthy would clearly provide many interesting Being wealthy would clearly provide many interesting benefits.benefits.
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Fun Being Rich
If I had a million dollars, I would have a good time spending it. First, I would go shopping.First, I would go shopping. A new wardrobe from Nordstroms is a must. Next, I would travelNext, I would travel. Visiting Paris has always been a dream. Being wealthy would clearly provide many interesting benefits.
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Reasons Outline
Safety reasons
Social reasons
Help yourself Save others
PartiesVacationsSummertime
Topic= Reasons for Learning to Swim
2.15
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Details Outline
Beautiful Bride
Clever table decorations
Wonderful food
Simple and elegant
Cages with birds
Ethnic
Topic= The Wedding
2.15
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Facts Outline
Andes Mountains
Rocky Mountains
4,500 miles In South AmericaLongest mountain
chainHeight 10,000 ft.
3,000 milesMexico to AlaskaMade by volcanic activity
Topic= Mountain Ranges
2.15
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Fold paper: hotdog then hamburger fold =
4 parts• Create an informal outline of your
own for the following ideas.• Remember, write quickly in “cave
man talk.”• Topic= in green• Main ideas Reasons/Details/Facts=
yellow• Examples/explanations/evidence=
red
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Differentiation Idea Example
Same assignment:• Give students with disabilities a frame
outline asking for 1 yellow and 2 red• Give students who need a challenge 3
yellow and 7 red• To begin, tell students how many yellow
and red you want. Or you could have a minimum number. Later, they may decide.
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Reasons Outline
Reason
Reason
Topic= 2 reasons to send students to our school
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Details Outline
Detail
Detail
Detail
Topic= Description of _________school.
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Facts Outline
Fact
Fact
Topic= Information about ______school.
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Great Expository Paragraphs
Topic sentences and thesis statements are the heart
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My father is very strict; however, he has good reasons for all his rules.
3. However Statements
• Creates a compound sentence• Independent clauses are joined by
a conjunctive adverb• The “however” is preceded by a
semicolon and followed by a comma.
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However Statements
• Conjunctive Adverbs– As a result -However– Consequently -Therefore– Furthermore -Nevertheless– In fact– Meanwhile– Likewise
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“Things Trap”
• Weak:As I read about Ben Franklin, I learned two things.
• Better:As I read about Ben Franklin, I learned that his life was filled with challenges.
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Better Word Choices
• Actions• Benefits• Features• Reasons• Improvements
• Ideas• Items• Choices• Qualities• Thoughts
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Expository Paragraphs Need Transitions
Transitions are the glue for the key ideas
Transitions
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Expository Paragraphs Need Transitions
• Transitions: (Direct attention like a ringmaster of the circus)
• Without them, it is like beginning to drive a stick shift…jerky!– Introduce new key ideas– Connect reasons, details, or facts– Help the writer and the reader
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Placement of Transitions
• The transition goes with each yellow idea.
• On your outline, include the transition in the yellow section.
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Topic= Advice to a new teacher
4-5,6,7,8,9
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(First) Get Organized
(Second) Get a mentor
First, a new teacher should get organized. Second, a new teacher should get a mentor.
Topic= Advice to a new teacher
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Common Transition Sets-List AGive students a copy.
• One way-Another way
• First-Another-Next• First-Second-Third• The first-The second• One-Then-Another• One-Also• One example-
Another example
• A good-A better-The best
• One-Another-Finally• First of all-Second-
Last• First of all-Next-The
final• First of all-in
addition-Finally• First-In addition-
Equally important
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More Transition Sets
• At first-After• One-Equally important• The first-The second• To begin-Then consequently• It started when-As a result-Then-Thereafter• At the beginning-Then-Following this-Finally• One important-Another important-The most
important• Initially-Then-After that• As soon as-Next-Later-In the end• To begin-At the same time-Finally• To start-Furthermore-Additionally-Last
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Vary Your Transitions
First, a new teacher should get organized.
Change to:
One important idea is for a new teacher to get organized.
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Bury Your Transitions
• Instead of:Second, a new teacher should get a mentor.
• Try:Getting a mentor is a second key to
success.
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Vary and Bury Your Transitions
• Instead of:Second, a new teacher should get a mentor.
• Instead of:Getting a mentor is a second key to
success.– Try: Finding a mentor is another key to
success.
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Transitional Expressions
• Transitions for a specific text structure– To explain a cause or an effect
•Because of•As a result•Since•Consequently
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Great Expository Paragraphs
•Examples, evidence, and explanations are the meat.–Information to back up your reasons, details, or facts.
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The “E”s
• The E’s support your topic sentence.• E’s make your writing interesting
and believable:-Examples -Events-Explanations -Experiences-Elaborations -Expert opinions-Evidence -Effective Illustrations-Everyday life
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Guided Highlighting
A good way to have students check their writing for sufficient detail is to have them highlight their paragraphs. If there is not enough red, there is not enough E’s, and the development is
lacking.
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Guided HighlightingCreatures 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 from biting. Smaller animals like 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.
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Guided HighlightingCreatures 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 from biting. Smaller animals like 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.
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Writing Great Conclusions
Conclusions tie it all together.
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Tips for Writing Conclusions
Restate the position using different words. Use the same idea as the topic sentence, but state it differently.
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Tips for Writing Conclusions
Avoid: (Weakens statement)
As I have saidAs I have provedAs you can see
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Tips for Writing Conclusions
6. Vary the sentence structure
7. Use a quotation
8. Imitate the professionals (Use literature for examples)
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Group Activity: Summing it up
T= Wyoming, a great place to live.
Get in groups of 6. (One note card for each.)
#1- Write topic sentence (Remember to use one of the 3 types)
#2 1st yellow with transition#3 Red for 1st yellow idea#4 2nd yellow with transition#5 Red for 2nd yellow idea#6 Writes concluding sentence
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Share with a partner
Within the content and grade level that you teach, in what way could you have students write each of these types of paragraphs that follow?
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Different Kinds of Paragraphs
• Summaries• Process
paragraph• List paragraph• Compare &
Contrast• Persuasive
• Information• Cause & effect• Problem/solution• Entertaining• Current events• Math processes• Descriptive
Use the Accordion method for writing:Use the Accordion method for writing:
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Writing SummariesReflects the yellows
1. A summary is a shortened, condensed version.
2. The purpose of a summary is to share the main ideas.
3. Summaries keep the same tone as the original piece and do not contain opinion.
4. Summaries do not require a formal conclusion.
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A Four-Step Summary Paragraph
• Step 1 Write a topic sentence using the three-part topic sentence
method (the burrito fold).Identify the item Select a verb Finish your
thought
• Step 2 Copy this sentence to look like a real sentence. Fix spelling and
capitalization errors.• Step 3 Create a fact outline (three
yellows).• Step 4 Use your fact outline to write the
summary paragraph.1-33
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Step 1
• Write a topic sentence using the three part topic sentence method. (The burrito fold)
Identify the item Select a verb Finish your thought
Chapter 2 of The Adventures of Tom Sawyer by Mark Twain
describes how Tom got others to do his work.
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Verb Reference List for Summaries
Acknowledges
Evaluates Classifies Adds
Defends Asserts Features Depicts
Identifies Entertains Confirms Names
Considers Offers Judges Contrasts
Praises Demonstrates
Provides Recommends
Endorses Asks Suggests entices
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Step 2- Copy this sentence to look like a real sentence.
Chapter two of The Adventures of Tom Sawyer by Mark Twain describes how Tom got others to do his work for him.• Step 3- Create a fact outline
(YellowsYellows) -whitewash fence as punishment
-plan to make the whitewashing look fun-buddies come by & beg for a turn-work gets done with no effort byTom
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ElementaryCharlotte’s Web
WHO ACTION FINISH
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ElementaryCharlotte’s Web
WHO ACTION FINISH
Charlotte helps Wilber
Templeton eats leftovers
Wilber sleeps in the straw
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ElementaryCharlotte’s Web
WHO ACTION FINISH
Charlotte helps Wilbera brilliant
spider,enables, rescues,
befriendscomforts,
encourages
to have hope.
Templeton eats leftoversa fat, greedy
ratconsumes,
devoursat the fair.
Wilber sleeps in the straw
an innocent pig,
slumbers, snoozes
all day long.
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Read a story or piece of text
Do together:T=_________________________Brainstorm the details in random
order.Create an outline with a title and
color coded items.Write about the main ideas of
narrative or expository writing.
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Compare and Contrast
Title = ShoesStep 2: List 12 descriptors for each
pair
First Pair Second PairBrown BlackLoafers Lace upRubber soles New
3.25
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Compare and Contrast
Step 4:Create Categories (These will be the yellows)
Age Decoration SafetyBrand Fasteners SizeColor Heels SoleComfort Height StyleCondition Material UseCost Purpose
3.25
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Compare and Contrast
Step 5: Write a Topic Sentence
You may use any of these pairs of words or another pair like them.
Alike – Different Compare – Differences Opposite – Varied In common - Unlike
3.25
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Sample Topic Sentences
• Power number with a “compare” word:___ and ___are wearing shoes that are alike in
three noticeable ways.• Occasion/position with a “contrast” wordWhile ___and ___are both wearing black shoes,
their footwear is significantly different.• However topic sentence with a “contrast”
word___and ____are both wearing black shoes;
however, their footwear differs significantly.
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Compare and Contrast
Step 6: Do an informal outline of your paragraph.
Step 7: Add transitions next to the categories you
selected.Step 8: Write draftStep 9: Revise and editStep 10: Final copy
3.25
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Persuading or Convincing Paragraphs
Yellows are the arguments or reasons
• A clear topic sentence• Obvious organization• Strong transitions• Specific examples & evidence• A memorable and very strong • conclusion
3.30
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Persuade or Convince
• Who is my audience?• What will my reader need to
know?• What emotions do I want my
reader to feel?• What do I want my reader to do?
3.31
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Persuade or Convince
• Start with a strong point.• Transition into a weaker point.• End with your strongest point.• If writer begins with a weak point
or ends with a weak point, they will lose their audience.
3.31
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Other kinds of organizers
There are a variety of ways to helps students organize their thinking that may be used in
many different content areas.
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Writing in Math
Q=
Step 1 Ex.
Step 2 Ex.
Step 3 Ex.
3.53-3.55; 9.9-9.11
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Content Learning Logs
• Adding fractions is easy if you just follow these four instructions.
• _______, the main character in ______, is involved in two conflicts.
• The Civil War occurred for three reasons.
• The water cycle has three parts.
3.56-3.57
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Framed Paragraphs
Framed paragraphs are great. You can use them for science, history, art, and social studies. You can even leave them with a substitute teacher. Try them!
You will like them!
3.59
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Sample Framed Paragraph
Name________________ Date_____After completing my reading this week, there are several things I want to tell you about the book, _______, by ________. First, ___________________. Second, _______________. Then, ___________ ________________. Finally, I predict __ _______________________________________________________________.
3.59
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A Thesis Statement (Step 2)
• Is the heart of your paper• Gives the main idea of an essay• Contains key words• Presents a general idea that will
be supported• Might be called your position
statement
4.17-4.31
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Steps 2-4(thesis) Even though Ben Franklin was seventy years old at the time of the Revolution, he still had a lot to do with the independence of the colonies. (plan) Helping the colonists, informing people of the world about the revolution, and serving on many committees were some of the important things that he did.
InformingInformingHelpingHelping ServingServing ConclusionConclusion
4.20
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Expository Vs. Narrative
• Purposes and processes are different in these two kinds of writing.
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Baseball and football require similar skills; however, the goals of
each game are different.
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Quick Sketch Stories
• Step 1 Title• Step 2 Quick Sketch• Step 3 Quick Notes• Step 4 Get the Story Rolling• Step 5 Story transitions• Step 6 Smooth stop• Step 7 Revise, Edit, Proofread
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Narrative Outline
Beginning
Middle
End
Topic= Narrative
2.15
Setting
•Time
•Place
Meet Characters
Glimpse of problem
Learn more about problem
Conflict developed
Solve problem
Conflict resolution
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Planning a Short StoryStep 1 Title___________
Step 2 Quick sketch your plan for your story in pictures. (May use sticky notes)
Step 3 Jot ideas, descriptions, and plans for your story
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Quick Sketch Method
•Sara fakes sick
•Beach
•Decides to skip school
•Parents leave for work
•Rides bike to beach
•Swims
•Sunburned
•Trouble with parents and school
•Stay home next day
•Sick from sunburn
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Quick Sketch OrganizerTitle:_______________
Who:
Where: Problem:
BeginningMiddle End
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OK, so I have my story sketched out. How do I begin
writing?
•Try one of these ideas to hook your reader into reading on.
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Get the Story RollingProvide a Where
• Step 4– Near the park…– Below the surface of the water…– In Chicago…– Behind the old shed near mother’s
rake…– Beyond the city limits…– Throughout the crowded room…
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Get the Story RollingProvide a When
• Step 4– Just as the bell rang…– After we left the movie…– Before I turned six…– Before my eighth birthday…- When the alarm went off…– When the firefighters arrived…
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Get the Story RollingOther Options
• Step 4– Provide an Action Verb (Run. That’s all I could
think—run for your life!)
– Introduce a Character (Uncle Charlie tops the list of weird folks I know. As a matter of fact, he is WAY at the top!)
– Interesting Comment (I glanced up and saw Death staring me in the face. )
– Dialogue ( with younger students limit this) (“Mom, I think I’m going to be sick,” Timmy whined from the back seat.)
– Sound effect (Br-r-r-ring!)
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Step 5Story Transitions Move the Story
Along
• The next day• At dusk• In between times• Some time later• In the afternoon
• When we arrived• Immediately• Hours went by• After we walked a
mile
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Writing the Story of Goldilocks
Once upon a time there were three bears, Papa Bear, Mama Bear, and Baby Bear, who lived in a house in the woods.
Each morning Mama Bear would make wonderful porridge, Papa Bear had a big bowl of porridge, Mama Bear had a medium–sized bowl, Baby Bear had a little bowl for his porridge.
One morning Mama said the porridge was too hot to eat, so the bears decided to go for a walk and let the porridge cool off.
While they were gone, a little girl by the name of Goldilocks came to the house, She knocked on the door and looked in the window, but no one was home. She tried the door and it opened. She went in and she saw the bowls of porridge on the table.
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Writing the Story of Goldilocks
Once upon a time there were three bears, Papa Bear, Mama Bear, and Baby Bear, who lived in a house in the woods.
Each morning Mama Bear would make wonderful porridge, Papa Bear had a big bowl of porridge, Mama Bear had a medium–sized bowl, Baby Bear had a little bowl for his porridge.
One morning Mama said the porridge was too hot to eat, so the bears decided to go for a walk and let the porridge cool off.
While they were gone, a little girl by the name of Goldilocks came to the house, She knocked on the door and looked in the window, but no one was home. She tried the door and it opened. She went in and she saw the bowls of porridge on the table.
6.8
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Planning a Short StoryStep 1 Title___________
Each morning
Just as she
About that time
10-46
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Step 6:Come to a Smooth StopDon’t write “THE END.” Instead, finish with
a strong sentence that will help your reader
• Feel a feeling ending– Tori lived in Mobridge for the next fifteen years, and she never
forgot the kindness that the children shared that first day.
• Remember a character ending– No one spoke up, but everyone knew that it was Edgar, the class
clown, who gave Mrs. Anderson the flowers and the thank-you card.
• Get your point ending– The children finally understood what the police officer said about hitchhiking.
• Think about the story ending– Sometimes it pays to help someone, even if they don’t appreciate
it! 6.9; 10-47
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Editing with CUPS
• Capitalization• Usage• Punctuation• Spelling