The Write Tools K-3 by Hq0YCs5


									The Writing Routine

    What is a paragraph?
The Write Tools

   4-7 Workshop
   September 21, 2012
   The Write Tools Committee
The Basics

 Who: ALL K-12 teachers in ALL subject areas
  What: The Write Tools Writing Routine
        Where: HERE and NOW
   When: Essays, reports, paragraphs,
         letters, charts, OAAs, etc.
       Why: Consistency= Success
What is The Write Tools?

    The Write Tools is a writing routine
 that enables students to systematically see
       the big picture of where they are
    heading, and therefore the individual
      skills will make more sense as they
             begin to practice them
Why Write?

           Reading is Thinking
   You get better at reading by reading
   You get better at reading by writing
      Writing is thinking out loud!
  Today you will participate in activities that
   illustrate The Write Tools Writing Routine. You will
   realize it is a model for similar activities that you
   do many times with your students throughout the
  Our goal is to implement The Write Tools district-
   wide in ALL grade levels and ALL content areas.
Entrance Slip Question

       What is a paragraph?
      What makes a well written
What is a paragraph?

  A paragraph is a group of sentences that
    are all about one topic. A paragraph
     has three parts: an introduction, a
           body, and a conclusion.
Why "The Write Tools?”

            Common Strategies+
            Common Language+
             Common Vision+
Consistent, Systematic, Explicit Instruction=
The Write Tools

       The Writing Routine
Step 1 Analyze the Prompt
 Example Prompt
 One of the highlights of elementary school was school lunch.
   Reflect on several of your favorites from elementary
   lunch, and write a paragraph describing them.
   T = stands for topic, what is the main topic of your writing?

   A =stands for audience, who will be reading the writing?

   K =stands for key words, highlight words not already listed
    Step 1 Analyze the Prompt
Example Prompt
One of the highlights of school was school lunch. Reflect on
  several of your favorites from school lunch, and write a
  paragraph describing them.

   T

   A

   K
     Step 2 Stop and Think

Model Stop & Think so that students know
 what it looks like

   Time your students and encourage them:
     “even if you have thought of a few, think of a
      few more!”
     “ keep thinking, sometimes our best ideas come
      at the end”                                Stop &
                                                 Think time
                                                at this level:
                                                  1 minute
       Step 3 Brainstorm

   Students write down all the ideas they came
    up with during Stop & Think time.

   Webs, lists, thinking maps, graffiti walls all
Step 3 Brainstorm

 French Fries       Topic:     Pizza Stuffed
                  Favorite     Breadstick
                school lunch
Step 4 Pick and Choose

 Select and Circle 3 Big Ideas

          Favorite elementary
             school lunch
        Step 5 Make a Plan

   Planning makes writing easier

   Planning provides a roadmap for
    organization of ideas

   Planning makes writing better
   Step 5 Make a Plan

Rules   for Planning:
 Youhave to!
 Words and phrases only

 Don’t argue
            Umbrella Planner (K-3)

                                    Favorite elementary
                                      school lunches

Use left side of umbrella
is for students to
preselect the transitions                      Pizza
they will either say or
write before they turn                         French Fries
their plan into a
paragraph                                      Ice Cream

                            Favorite Elementary School Lunches
                      Step 5 T-Chart Planner
                               Topic: Favorite school lunches
                                                                           The CCSS uses
       Big Ideas                       Tell Me More (supporting   details) the terminology
                                                                           “supporting details”

                                           •Eat with hands

                  •French Fries

                  •Ice Cream
                                           •Chocolate swirls
Conclusions at this                        •Good on a hot day
 level should be
 a sentence that
restates the topic.    Conclusion: Favorite elementary school lunches
  Step 6 Create a Topic Sentence

At this level, topic sentences are often provided by the teacher. Modeling
    the “Core Four” topic sentences provide an opportunity for students to
    develop good habits.

                   The “Core Four”
                   Simple Declarative
                   Number Statement
 Step 6 Create A Topic Sentence

Simple Declarative: clearly states the
  topic and includes key words from the
  prompt. It is usually short, simple and to
  the point.

“Elementary lunches are delicious.”
 Step 6 Create a Topic Sentence
Number Statement is a declarative
   sentence that includes a number word.
   It ells how many Big Ideas are in the
“I have three ultimate favorite elementary
   school lunches.”
                    of the
                                  There are
                                  Here are
 Step 6 Create a Topic Sentence

A Question topic sentence cannot be
  answered with a yes or no answer. The
  whole paragraph will provide an answer
  to the question.

“Which elementary school lunches were
  your favorites?”
  Step 6 Create a Topic Sentence
Situation-Stance are sentences that define
  the topic. The stance narrows the topic and
  tells what the focus of the paragraph will be
  (independent/dependent clauses)
“Even though it was a while ago, I remember
  some of my favorite elementary schools
  lunches.”                        Give students a
                                       list of “starter
                                       words” for ss
                                     topic sentences.
                                       From pg 137
      Step 7 Turn & Talk

Using the planner as a guide, have students, as a
  group, practice talking through each part of the

After doing this several times as a class, small groups
  can practice it independently. This step makes
  writing the draft simple!
                                Think about it!
                                 They have to
                                 say it before
                                they can write
    Step 8 Rough Draft

   Body Sentences
     Introduce Big Ideas
     “Tell me more” supporting details
   Step 8 Rough Draft-Transitions

Transitions are words, phrases, clauses or sometime even
   sentences that connect Big Ideas.
Transitions serve as a bridge from one Big Idea to the next.

                  Another favorite is

      Pizza                             French Fries
Using first, second and third in a row is acceptable for young
  writers, but teachers should model other options as soon as
                                                        Look for a list of
                                                         starter words,
                                                     transition words and
                                                      words that signal a
                                                      conclusion on page
                                                     155 of the reference
Step 8 Rough Draft
         Topic Sentence
       Big Idea (transition)
        Supporting details
       Big Idea (transition)
        Supporting details
       Big Idea (transition)
        Supporting details
How does this look DISTRICT-WIDE?
The Write Tools K-3 Continuum
Kindergarten     1st Grade                   2nd Grade                   3rd Grade
Topic Given      Topic Given                 Analyze Topic               Analyze Topic
Stop & Think     Stop & Think                Stop & Think                Stop & Think
Brainstorm       Brainstorm                  Brainstorm                  Brainstorm
Pick & Choose    Pick & Choose               Pick & Choose               Pick & Choose
Plan             Plan                        Plan                        Plan
T-Chart         T-chart                    T-Chart                    T-Chart
UmbrellaChart   Numbers   Chart
Numbers Chart

Topic Sentence   Topic Sentence              Topic Sentence              Topic     Sentence
SDS             SDS   & Number Sentences   4 Core Sentences           4 Core Sentences
Big Idea        Big Ideas                  Big Ideas                  BigIdeas
Transitions     Transitions                Transitions                Transitions
Tell Me More    Tell Me More               Tell Me More (Supporting   Supporting Details
 Conclusion     Conclusion                 Details                     Conclusion
                                             Conclusion                 Multi-paragraph
                                             Multi-paragraph essays
                      The Write Tools 4-7
4th - 7th Grade
                                      As students progress through the grade levels in all
Analyze Topic
                                      content areas, text complexity increases as the
Stop & Think                          writing routine is applied to :
Pick & Choose                         -Opinion
                                      -Informative/ Explanatory
Plan and Color Code                   -Narrative
Transition   from Umbrella to   T-
Chart                                 - Argumentative
                                      -Research Projects
Topic Sentence
4 Core Sentences
Supporting Details                   *As required by the Common Core Standards

Rough Draft
The Write Tools Tips
    Start small, don’t try to teach all components the same
     day, or even the same week. Practice and model,
     model, model.

    Stay consistent with the routine, as your students
     master each component, expand their expertise by
     adding different prompts, new transitions, types of
     planning, types of numbers words, etc.

    Remember that this is a routine focused on creating a
     ROUGH DRAFT FOR a well written paragraph only.
The Write Tools

 “Learning is complex interaction
   with and multiple exposures to
The Write Tools

 The District “L” drive contains all the
  resources used in today’s presentations.
  For additional lesson planning, questions
  or coaching support contact:

            THANK YOU!
Rest of the Morning- Common Planning Time

4th grade- Plan implementation schedule for your grade
   level and develop prompts in the library

5th grade- Same as 4th but meet in the cafeteria (the
   computer lab is next door)

6th & 7th meet in PLCs to come up with at least 1 lesson
   based on your curriculum

By this afternoon be prepared to share what
 you came up with by department 4-12

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