Clear, Concise Paragraphs—Guaranteed! · Write a paragraph explaining several facts ... Red means Stop and provide Supporting Details. These details are the supporting facts,

Clear, Concise

Paragraphs—Guaranteed!

June 23, 2015

Presented by:

Alice Greiner & Deb Lasse [email protected]

[email protected] 303-221-5301

Copyright © 2012 The Write Tools, LLC | The Write Tools for Common Core State Standards

115

Informative/Explanatory Paragraph Writing

The Write Tools Writing Routine™ Eight Strategies for Paragraph Writing

c Read and Analyze Prompt

c Stop and Think

c Brainstorm

c Pick and Choose

c Plan/Color-Code

c Topic Sentence(s)

c Turn and Talk

c Draft

Strategies Required in The Write Tools Writing Routine™

Read and Analyze the PromptWhen students are presented with a writing prompt or assignment, their first task is to read the prompt carefully.

After reading through the prompt the first time, they should ask themselves this question:

What am I being asked to write about?

This is referred to as the Topic, often indicated with the letter T = . We then ask students to reread the prompt. With the second reading, they should highlight or circle the key words or phrases from the prompt. Look at the following example:

Your class has just returned from a field trip

to the Denver Museum of Nature and Science.

Write a paragraph explaining several facts you

learned while you were there.

We ask students to complete the TAK chart to analyze their prompt:

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 (Highlighted words not already listed)

For the preceding example, it would look like this:

T = Facts learned on field trip

A = Classmates, teacher

K = paragraph, explaining, several


The Write Tools for Common Core State Standards | Copyright © 2012 The Write Tools, LLC

116

Suggested Times for Thinking

Level 1

30 seconds to 1 minute

Level 2

1 minute to 90 seconds

Level 3

90 seconds to 2 minutes

Stop and ThinkStudents sometimes come to the teacher right away, saying, “I don’t know what to write.” It is often because they have not given even one minute of thought to their topic!

The Write Tools suggests a very simple idea that we call Stop and Think. Teachers literally time their students while they stop and think about their topic. Teachers need to model Stop and Think so that students are clear what it looks like.

When beginning to practice Stop and Think with students, throw in comments like these to keep them going:

c “If you’ve thought of a few ideas, see if you can think of some more.”

c “Keep thinking—sometimes our best ideas come at the end.”

After multiple experiences, encourage Level 2 and 3 students to “time themselves” by looking up at the classroom clock while they think. This is an essential skill if we want them to Stop and Think when taking a writing assessment that does not allow any teacher input.

The Thinker, Auguste Rodin


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Oral brainstorming, done

as a class, in small groups,

or with a partner, will

help younger writers

generate ideas for content.

Some students need to

hear several ideas before

they are able to generate

their own.

BrainstormDuring brainstorming, students write down all the ideas they came up with during the Stop and Think time. In the beginning, we like to do whole-class brainstorms. That way we end up with many more ideas—and a great model of what brainstorming should look like.

The format for brainstorming is teacher/student preference. Webs, lists, and thinking maps all work. One middle school teacher in St. Charles, Louisiana, referred to her brainstorm as a “graffiti wall.”

Brainstorming for the topic of “Facts I Learned on Our Field Trip” might end up looking something like this:

Facts Learned on Field Trip

Ancient Egypt

fossils

solar system

planets

IMAX

mummies

pharaohsdiamonds stars

rocks and minerals

planetarium

pyramids

As students share ideas, try to list their ideas in as few words as possible. Begin to model the concept of words/phrases as you do your brainstorming. At times you may want to choose a better word that has a meaning similar to the word(s) they actually say (e.g., student says, “We learned about the mummies” and you say, “Let’s shrink that down to just ‘mummies.’”).



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Pick and ChooseAfter students generate as many ideas as possible, have them select the two to four ideas that interest them the most. These will become the Big Ideas in the plan that they will be generating next. Have students circle or highlight their choices in yellow if possible.

Questions to consider:c Are these ideas the most important ideas about the topic?

c Are they all different?

c Will I be able to elaborate on them?

In the beginning, students will need a lot of modeling. This will allow them to see the difference between the ideas that are most important, the Big Ideas, and those that tell more, or are the Supporting Details.

Big Ideas Supporting Details

Ancient Egypt

planetarium

rocks and minerals

Facts Learned on Field Trip

Ancient Egypt

fossils

solar system

planets

IMAX

mummies

pharaohsdiamonds stars

rocks and minerals

planetarium

pyramids

If organization is the

skeleton of a piece of

writing, then Big Ideas

are the heart of the

writing.


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Whichever method of

organization you decide to

introduce first to your

students, be sure to provide

many opportunities to

practice before considering

going on to another

organization method.

PlanWhy do students need to plan before they write?

c Planning makes your writing easier.

c Planning gives you a roadmap for organization of ideas.

c Planning makes your writing better.

The Write Tools trainers refer to planning as nonnegotiable! Teach students of all ages this important vocabulary word early in the year. Students will frequently ask if they need a plan—the answer is always yes!

Make a chart for your classroom that looks like this:

Rules for Planning

1. You have to!

2. Words and phrases only.

3. Don’t argue.

If you expect your students to plan their writing, without exception, it will soon be an automatic part of the Writing Routine.™

What kind of planner should be used?

We encourage the use of linear planners. Two of our favorites are the T-Chart Planner and the Number Notes Planner. We’ve also included the Umbrella Planner for Level 1 writers as another choice for some primary teachers.

CCSS: W.4.


Copyright © 2012 The Write Tools, LLC | The Write Tools for Common Core State Standards | Form, pg. 460

121

T-Chart Planner

Topic


Conclusion



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T-Chart Planner

Topic


Conclusion



128

Origins of Color Coding

This color-coding method

was originally developed by

Kay Tomsich, a high school

teacher in Douglas County,

Colorado. She taught her

students to use the colors of

a traffic signal to remember

how to organize their writing.

She shared her ideas at a

social studies/language arts

meeting in her district. Anne

Kitchen and Diane Hemulach

from Cresthill Middle School

heard about Kay’s ideas

and began to use them with

their own students. The

concept spread, as good

ideas do. A forerunner in

the dissemination of color

coding was Maureen Auman,

then a seventh-grade teacher

at Campus Middle School in

the Cherry Creek, Colorado,

school district. Thanks to

Kay and Maureen, the

concept of color coding now

helps teachers and students

all over the United States.

Color-Code*

Green means ➙ Go, start, begin.

Tell your reader what your paragraph is about.

The topic (T =) or topic sentence is indicated with green.

Yellow means ➙ Slow down and give a Big Idea.

The Big Ideas are indicated with yellow.

These are the Big Ideas you selected (Pick and Choose) from your brainstorm.

Red means ➙ Stop and provide Supporting Details.

These details are the supporting facts, quotations, examples, etc., that will elaborate on the Big Ideas.

Green means ➙ Go back.

The conclusion should remind the reader of what the paragraph was about.

Throughout our workshops, you will see color coding used with informational text. Teachers of all grade levels have found this a concrete tool for helping students remember how to ORGANIZE informative/explanatory writing. Color coding does not replace students’ understanding of the academic language they will use later. If students can learn the names of 25 dinosaurs, they are able to learn terminology like topic sentence, transition, and conclusion.



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Core Four Topic Sentences™

are part of TWT common

language.

Topic SentencesNow that students have an understanding of the overall organization of the paragraph, it’s time to model how to write the introduction. For the introduction of a stand-alone paragraph, we teach students to write a topic sentence.

The CCSS talk about students in kindergarten “naming what they are talking about.” In first grade they are expected to “name a topic.”

A topic sentence gives students a method to name what they are talking about! All teachers have had the experience of having students come to them with comments such as:

c “I don’t know how to start.”

c “I don’t know what to write.”

c “I‘m thinking.” (This is code for “I don’t know how to start” or “I don’t know what to write”!)

Eliminate these concerns by explicitly teaching all students how to write a clear, interesting topic sentence as the introduction of a paragraph.

The topic sentences that we begin with are called the CORE FOUR TOPIC SENTENCES,™ part of The Write Tools’ common language. They include:

1. Simple declarative sentence (SDS)

2. Number statement (NS)

3. Question (Q)

4. Situation, Stance (S,S)

CCSS: W.K.2., W.1.2., W.4.



134

Core Four Topic Sentences™

Before writing their own topic sentence, students should have had a number of topic sentences modeled for them. Students should hear the words topic sentence used many times during writing demonstrations.

1. Simple Declarative Sentence (SDS)

A simple declarative sentence should clearly state the topic and include key words from the prompt. It’s usually short, simple, and to the point.

Examples:

Bike safety is important.

Benjamin Franklin is known for important inventions.

The planet Earth is unique.

Teachers expect students to be good listeners.

Seahorses fascinate people.

Brushing everyday keeps your teeth healthy.

2. Number Statements (NS)*

A number statement is a declarative sentence that includes a number word. It tells how many Big Ideas are in the student’s plan. It helps the writer stay focused and provides a strong preview for the reader.

Examples:

Following three rules will keep you safe on your bike.

Benjamin Franklin is known for several important inventions.

The planet Earth has many unique characteristics.

Teachers expect students to become good listeners by following

these three rules.

Seahorses fascinate people for a variety of reasons.

Follow four steps for brushing and you’ll have healthy teeth.

* Adapted from Sparks (1982).

CCSS: W.4.



136

Students and busy teachers easily fall into the pattern of beginning number statements with the words “there are” or “here are.”

Do this: Not that:

Explorers visited the Southwest

for three reasons.

There are three reasons that

explorers visited the Southwest.

Explorers of the Southwest had

three reasons for visiting there.

Here are three reasons that

explorers visited the Southwest.

Notice that the Deadly Duo also automatically commit the writer to passive voice.

3. Question (Q)

Write a question that cannot be answered with “yes” or “no.” The whole paragraph will provide an answer to this question.

Examples:

How can you stay safe on your bike?

What are Benjamin Franklin’s most important inventions?

What characteristics make Earth a unique planet?

How can you show your teacher you’re a good listener?

Why are seahorses fascinating?

What steps should you follow when brushing your teeth?


137


Starter Words

after

although

as

as long as

as soon as

because

before

even if

even though

if *

in order to

once

since

so that

though

unless

until

when*

whenever

while

* Easy for first practices.

4. Situation, Stance Topic Sentences (S,S)

When students become more proficient writers, and understand the purpose of topic sentences, they will improve their sentence fluency by learning to write topic sentences with a complex sentence structure.

The situation broadly defines the topic. The stance narrows the topic and tells what the focus of the paragraph will be.

Examples:

If you want to stay safe on a bike, follow these safety rules.

Although our country has many examples of famous inventors,

Benjamin Franklin was one of our finest.

Even though our solar system has many planets, Earth has

characteristics that make it unique.

When I am sitting in class, my teacher expects me to be a

good listener.

After learning about seahorses, their fascinating characteristics

are evident.

In order to have a healthy mouth, follow these steps when

brushing your teeth.

Starter Words for S,S

Provide students with a list of “starter words” for situation, stance topic sentences. These starter words are called subordinate conjunctions. You’ll immediately notice students writing more sophisticated topic sentences.


143


CCSS specifically mention the use of transitional words, phrases, and clauses. Prior to grade 4, they are called linking words and phrases, but both terms mean the same thing.

We recommend using the term transitions from the very beginning. When students start writing opinion paragraphs, the term linking words and phrases has a completely different meaning. It may avoid confusion later if we just refer to them as transitions beginning in kindergarten.

Common Transitions

also* another because equally important finally* first*

for example furthermore however in addition in contrast

in fact initially next* on the one hand/on the other hand

one second* last* therefore moreover to begin

*Easy for first practices.

Level 1 writers will usually use a transition word or phrase at the beginning of a new Big Idea. The word or phrase is most often followed by a comma. Using first, second, and third in a row is acceptable for young writers who are learning ordinal numbers. These specific words also provide additional support for new English-language learners. While it is acceptable for these learners to use numerical transitions in their writing, teachers should model with other options as soon as possible.

Do not let students get into the habit of using these transitions in sequence.

WARNING! The Deadly Trio:

First Second Third

The Deadly Trio is part of

TWT common language.

CCSS: W.4.


153


ConclusionsBeginning in grade 1, the CCSS actually mention “providing some sense of closure.” A concluding statement or section should be related to the information or explanation presented in the paragraph. A conclusion lets the reader know that the writing is complete.

If students have no other instruction, how do they end a paragraph? In one of two ways. An all-time favorite is “The end.” Occasionally they’ll also include a fancy font or elaborate stylized printing.

Another option they favor is to conclude with one of these little gems:

Examples:

Now you know everything I wanted to tell you about the Olympics.

This was my paragraph about the Olympics.

That is all I have to say about the Olympics.

Mrs. Jones, I hope you like my paper.

Students should never be allowed to end a paragraph in these ways. No, no, a thousand times NO to these mind-numbing conclusions!

Conclusions have several purposes:

c A conclusion might summarize the information that was presented in the body of the paragraph.

c A conclusion might restate the topic, but use different words. Help student plan their conclusions by using synonyms for the key words or phrases that were in their topic sentences.

c A conclusion might be a “clincher” that encourages the reader to reflect on the topic or take a particular action.

CCSS: W.4.



154

Concluding Words

actually

as a result

certainly

clearly*

consequently

definitely

in fact

obviously

surely

truly*

* Easy for first practices.

Words That Signal a Conclusion

actually

definitely

as a result

in fact

certainly

obviously

clearly*

surely

consequently

truly*

*Easy for first practices.

When your students are ready—and only you can determine when that is—here’s an interesting alternative to the traditional conclusion. If students are pressed for time, their hands hurt, or they are clueless about how to conclude, try this TWT trick for writing a painless conclusion. Have students write all four types of topic sentences. Then have them choose one for their topic sentence and one for their conclusion. They may still add a signal word to their concluding sentence.

Simple Declarative

Sentence (SDS)

Number Statement

(NS)

The Olympic Games happen

every two years.

The Olympic Games are

entertaining for several reasons.

Question (Q) Situation, Stance (S,S)

Why do people enjoy watching

the Olympic Games?

Although watching weekly

sports on television is enjoyable,

the two weeks of the Olympic

Games are enthralling.

Topic =

The Olympic

Games



156

Turn and Talk is part of

TWT common language.

Turn and TalkWhen students are practicing their paragraphs out loud, a useful strategy uses colored cubes to help with the organization of their paragraphs.

Begin by choosing four students in the class to come up to the front, and assign them each a particular job:

Pointer Points to the color-coded plan, one line at a time.

Picker Upper Chooses the correct colored cube from a pile and hands it to the Builder.

Builder Builds a tower of blocks, always putting newest block (from Picker Upper) on the bottom of the stack.

Talker Actually says the paragraph out loud, turning each item from the plan into a complete sentence.

After doing this several times as a class, small groups can practice it independently. Before long, they’ll be able to Turn and Talk their paragraph out loud to a partner. This step makes writing the draft simple. It is particularly important for young writers, English-language learners, and students with special needs.

An important idea to think about:They have to say it before they can write it.

Do not skip this critical step in the writing routine.

Using the planner as a guide, have students, as a group, practice talking through each part of the paragraph. You will need to provide a great deal of support in the beginning, but as kids practice this, they become experts.

Point to the top of the plan. Help students read the topic sentence aloud, if you’ve written one. If not, help them come up with one.

CCSS: SL.K.4., SL.K.6., SL.1.4., SL.1.6.


157


Our class learned three facts about how to grow plants.

(Green cube)

Point to the first Big Idea and stretch it into a sentence using a transition.

To begin, plants need light to grow. (Yellow cube)

Point to the Supporting Detail and turn it into a complete sentence related to the Big Idea.

Light makes the leaves green. (Red cube)

Repeat with next Big Ideas and Supporting Details (alternate yellow/red cubes).

End with the concluding statement. Be sure to begin the sentence with the signal word.

Clearly, we are plant-growing experts! (Green cube)



187

Informative/Explanatory Paragraph: Writing to a Prompt

Prompt:

1. Read and analyze the prompt. Read it twice. Circle or highlight key words or phrases in the prompt. Identify the

Topic:

Audience:

Key Words:

2. Stop and think for at least one minute about your topic. Time yourself.

3. Brainstorm.

4. Pick and choose the best ideas from your brainstorm. Circle them on your paper.

5. Plan/color-code.

6. Topic sentence(s).

7. Turn and talk.

8. Draft.

Boldface type matches the steps in the Writing Routine.™

Iowa School Districts

Algona Community School District

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Documents

Clear, Concise Paragraphs—Guaranteed! · Write a paragraph explaining several facts ... Red means Stop and provide Supporting Details. These details are the supporting facts,