Copyright 2007 Washington OSPI All rights reserved. Elaboration: Strategic Teaching To Improve Student Writing in Grades 3 - 5 OSPI Elementary Instructional

Copyright 2007 Washington OSPI All rights reserved.

Elaboration: Strategic TeachingTo Improve Student Writing

in Grades 3 - 5

OSPI Elementary Instructional Support Materials for Writing

These materials were developed by

Washington teachers to help students improve their writing.

On the OSPI Website

Version 1 – February 2007


To the Teacher Slides 1-11 are for teacher use. They include alignment with the GLEs, links to

the WASL, and purpose of the units. Thereafter, the slides are meant for the students. The teacher directions are in the notes. You must download this PowerPoint to print notes.

To use any unit, you must print and review the notes pages for the unit. This is done in the print menu. It is different for PCs and Macs, but you will need to find “Notes Pages” or “Notes” respectively in the print menu.The notes pages contain crucial instructions and supplementary materials for successful implementation.

Most of these units include partner and/or group work. A system needs to be in place for partner and group work (e.g., what are the rules and expectations). Units in these modules need to have extended practice. They are not meant to be individual, one day lessons.


OSPI Writing Instructional Support MaterialsElementary Core Development Team

Nikki Elliott-Schuman - OSPI, Project Director

Charlotte Carr - Retired Seattle SD, Facilitator

Tanya Cicero - Auburn SD

Lydia-Laquatra Fesler - Spokane SD

Sharon Schilperoort - OSPI, Writing Assessment TOSA

Cec Carmack - Selah SD

Nancy Spane - Puyallup SD

Karen Kearns - Seattle SD


Purpose To share teaching strategies that will

help students develop writing that elaborates a single idea and addresses the needs and interests of a particular audience.

Elaboration is critical for clear and effective writing.


Alignment with GLEs - WritingEALR 3. The student writes clearly and effectively.

Component 3.1.1 Develops ideas and organizes writing.

GLE 3.1.1 - 3rd Grade GLE 3.1.1 - 4th Grade GLE 3.1.1 - 5th Grade

Analyzes ideas, selects topic, adds detail, and elaborates.

Selects from a wide range of topics (e.g., friendship, volcanoes).Maintains focus on specific topic. Provides details and/or support (e.g., examples, descriptions, reasons).Uses personal experience and observation to support ideas.Develops characters, setting, and events in narratives.•Selects appropriate title for a piece of writing.

Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples.

Narrows topic (e.g., from general topic, such as “pets,” to specific topic, such as “My dog is smart.”).Selects details relevant to the topic to elaborate (e.g., adds detail to each main point using more than one sentence; uses specific words and phrases, reasons, anecdotes, facts, descriptions, and examples). Uses personal experiences, observations, and/or research to support opinions and ideas (e.g., collects, organizes, and uses data to support conclusions in math, science, or social studies).Develops character, setting, and events within plot when writing a narrative.

Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples

•Narrows topic with controlling idea (e.g., from general topic, such as baseball, to specific topic, such as “The Mariners are my favorite baseball team.”).Selects details relevant to the topic to extend ideas and develop elaboration (e.g., specific words and phrases, reasons, anecdotes, facts, descriptions, examples).Uses personal experiences, observations, and research to support opinions and ideas (e.g., data relevant to the topic to support conclusions in math, science, or social studies; appropriate anecdotes to explain or persuade).•Varies method of developing character (e.g., dialogue) and setting (e.g., through the eyes of a character) in narratives.


Alignment with GLEs – Writing continued

EALR 3. The student writes clearly and effectively.

Component 3.2 Uses appropriate style.

GLE 3.2.2 - 3rd grade GLE 3.2.2 - 4th grade GLE 3.2.2 - 5th grade

Uses language appropriate for a specific audience and purpose.

• Selects specific words (e.g., hollered vs. said) and specialized vocabulary (e.g., transparent vs. clear).

• Selects interesting and effective words from various sources (e.g., multicultural literature, television, environmental print, cultural background).

• Uses literary devices (e.g., onomatopoeia, alliteration).


• Uses precise words (e.g., vivid verbs — screeched, hovered, absorbed; specific nouns — granite, longhouse, cedar).

• Uses specialized vocabulary in informational writing (e.g., tessellate, parallelogram, butte, carbohydrate).

• Uses literary and sound devices (e.g., similes, personification, alliteration).


Uses precise language (e.g., powerful verbs, specific descriptors).

Uses formal, informal, and specialized language (e.g., photosynthesis, ratio, expedition) appropriate for audience and purpose.

Uses literary and sound devices (e.g., similes, personification, rhythm).

Selects words for effect.


Alignment with GLEsAcross the Curriculum

Reading2.2.1 Understands sequence in informational/expository text and literary/narrative text. (3rd/4th)

2.2.1 Applies understanding to time, order, and/or sequence to comprehend text. (5th)

2.2.3 Understands story elements. (3rd)

2.2.3 Understands and analyze story elements. (4th/5th)

2.4.5 Understands how to generalize from a text. (3rd/4th)

2.4.5 Understands how to extend information beyond the text to another text or to a broader idea or concept by generalizing. (5th)


Alignment with GLEsAcross the Curriculum

Math2.1.1 Analyzes a situation to define a problem.

3.1.1 Analyzes information presented in familiar situations.

3.2.2 Applies the skills of drawing conclusions and supports the conclusions with evidence.

Science2.1.3 Understands how to conduct a reasonable explanation using evidence.

2.1.5 Understands how to report investigations and

explanations of objects, events, systems, and

processes.

3.1.3 Analyzes how well a design or a product solves a problem.


Elaboration during Science


Link to the WASL The quality of elaboration is directly related to scores on

the Content, Organization, and Style portion of the Writing WASL. The best writing has multiple layers of relevant elaboration.

When WASL papers were analyzed, specific layered elaboration was the most critical element that differentiated between scores of “2” and “3” and scores of “3” and “4.”

Thoughtful elaboration is guided by the needs of the audience. Top scoring WASL papers show clear audience awareness.

Source: WASL scoring team, OSPI Standards Review Committee report


Bibliography

Calkins, L. Units of Study for Teaching Writing, Grades 3-5, Heinemann, 2006.

Gere, A., Christenbury, L., Sassi, K. Writing on Demand, Heinemann, 2005.

Graves, D. A Fresh Look at Writing, Heinemann, 1998.

Routman, R. Writing Essentials, Heinemann, 2005.

Zemelman, S., Daniels, H., Hyde, A. Best Practice: New Standards for Teaching and Learning in America’s Schools, Third edition, Heinemann, 2005.

OSPI website – Grade 4 Writing Anchor Set Annotations www.k12.wa.us/curriculuminstruct/writing/annotations/4gradAnnotations.aspx


Elaboration UnitsTable of Contents

Defining Elaboration - slides 13-17

Using Questions to Elaborate - slides 18-29

Layering vs. Listing - slides 30-40


DEFINING ELABORATION


Definition of ElaborationElaboration means to tell the reader more about an idea using

Answers to a reader’s questions Specific words Onion-like layering of detail Specific strategies, such as reasons,

examples, definitions, descriptions, and anecdotes


To Elaborate, You Need To

Dig,

Dig,

Dig!


Elaboration - example one

This paragraph has little elaboration. These are the things you need to knowabout being in fourth grade. First the work will be a lot harder. You will have to name solids and do lots of math work. Next you will have to do writing assignments.


Elaboration - example twoThis paragraph has interesting elaboration.

I want to tell you about what type of projects you’ll have to do. Two things are dissecting a salmon and an owl pellet. An owl pellet is mostly like a fur ball. It’s something an owl chokes up after eating a large meal. You get my drift?


Using Questions to Elaborate


Questions the Audience (Reader) Might Ask

All kids have problems.

What problems?



All kids have problems. For example, kids don’t always get what they want.

Hmmm . . .what do kids want?



All kids have problems. For example, kids don’t always get what they want, like staying up late.

Oh…now I understand. Kids want to stay up late. Why is not being able to stay up late a problem?


Using Questions for Elaboration

Think of ways to answer the question, “Why is not being able to stay up as late as you want a problem for you?”

Discuss with a partner possible answers.


Reader’s Questions

Did this writer answer the reader’s questions?

I have nice friends. They make me laugh and they teach me things at recess. My friends are Jay, Emily, Ann, and Andy. They taught me how to do tricks on the bars.


Questions Asked by the Writer I have nice friends.

What makes them nice?

They make me laugh and they teach me things at recess.

Who are your friends and what do they teach you?

My friends are Jay, Emily, Ann, and Andy. They taught me how to do tricks on the bars.


Reader’s QuestionsDid this writer answer the reader’s questions?

When I learned how to roller skate, I was only five years old. My mom taught me how to roller skate, but she kept on falling down. Soon I was the best roller skater in my family. And when I went on a field trip in second grade to Roller Valley, almost everyone was falling down.


Questions Not Answered by the WriterWhen I learned how to roller skate, I was only five years old. My mom taught me how to roller skate, but she kept on falling down.

Then how did you learn?

Soon I was the best roller skater in my family.

So how did this happen?

And when I went on a field trip in second grade to Roller Valley, almost everyone was falling down.

What does this have to do with learning? How does it tie to your learning to skate?



I like it when it rains.

Let’s finish writing this paragraph together by thinking about what the reader would ask and answering the reader’s questions.



I like when it snows.

You are now going to get a chance to finish writing this paragraph with a partner. Think about what the reader would ask and then answer the reader’s questions.


Using Questions for Elaboration - your turn

_____ makes a good pet.

Using this statement, think about what questions the audience might ask.

Write several sentences that elaborate and answer the questions you think the audience might ask.


LAYERING vs. LISTING


Layering Elaboration

A thoughtful writer layers one sentence after another.

Each new sentence adds to or develops the thought like rings around a bull’s-eye.



Each idea is carefully

stacked on the next

like bricks in a wall

or rings on a tall tree.



Every sentence and detail fits with the rest of the topic like a set of nesting dolls.


Layering vs. Listing

You and a partner will receive an envelope.

Take the yellow sentence strips out of the envelope and put them in the order you think they should be arranged.


Layering vs. Listing

Now take the red sentence strips out of the envelope and put them in the order you think they should be arranged.


Listing

My bracelet is special to me. The bracelet means a lot to me because it gives me good memories of my friend. And because it is very special to me. It’s special in another way. It gives me good luck. That’s why my bracelet is special to me.


LayeringMy bracelet is the object that means the most to me. It means a lot because my bracelet brings me good luck. It brought me luck on the first day I went to my new school. When I entered my classroom I saw a girl with a bracelet just like mine. Her name was Talli. Now we are best friends and we wear our bracelets wherever we go. When I wear it, I think of all of fun times Talli and I have had and it reminds me that I have a great friend.


Layering

Read the following topic sentence. Together we will add sentences that

develop the topic by layering. Remember that each sentence must

build on the previous one.

The field trip was fantastic.


Layering

Read the following topic sentence. With a partner take turns adding

sentences that develop the topic by

layering.

Dessert is my favorite part of the meal.


Layering - your turn Read the following topic sentence.

Write a paragraph and practice adding sentences that develop the main idea by layering. The subject (in the “blank”) can be anything (rain, homework, my pet, commercials, etc.), but it can’t be a person.

________is very annoying.


Coming Soon ~ 2007 Summer Institutes Elaboration Module

Using Precise Language to Elaborate Using Reasons to Elaborate Using Examples to Elaborate Using Definitions to Elaborate Using Description to Elaborate Using Anecdotes to Elaborate Show, Don't Tell Recognizing Elaboration Criteria for Assessment

Prewriting Module


Feedback, please

We welcome your comments. Please feel free to try these lessons and send feedback to Nikki Elliott-Schuman at [email protected]. We appreciate your labeling the subject line as Feedback: OSPI Instructional Support Materials.

Documents

Copyright 2007 Washington OSPI All rights reserved. Elaboration: Strategic Teaching To Improve Student Writing in Grades 3 - 5 OSPI Elementary Instructional