“Writing taught once or twice a week is just frequently enough

to remind children that they can’t write, and teachers that

they can’t teach. They are both like athletes who never get in condition, yet have to play the

game before derisive spectators.”

-Donald GravesWrite Tools July 2011

Picture Activity

Take a couple of minutes and write a sentence about the picture.

Set the picture and sentence aside, we will return to them later.

What is “The Write Tools”?

An organized, step by step approach to writing Common strategies with a deliberate connection to 6+1

Traits of Writing Common tools for all levels of writers (Level 1, Level 2,

Level 3) with steps to scaffold writers (thinking made visible)

A common language for communicating about writing A common vision connecting writing, reading, and thinking

Common Strategies Common Language Common Vision +Explicit, Systematic Instruction=Success

Three Essential Components for Student Success in Writing Direct Instruction

Use of a variety of tools

Accessible to all learning styles Student Engaged in Writing

Daily opportunity to write

Opportunity to write in all subject areas

Exposure to a variety of text structures

Use of a common language Student Feedback

Individual and specific grounded by common language

On strengths and next steps based on formative assessments

Hearing feedback with a common language

Benefits of Explicitly Teaching Writing Strategies, Tools, and Genres Writing Next Research 90 /90 / 90 Research Common Language

(6 +1 Traits; Write Tools Language) Concrete Connections Connected to SLEs and Iowa Common

Core

Writing Next ResearchElements of Effective Writing

Write Tools Connection

Writing Strategies Consistent, systematic, explicit instruction

Study of Models (mentor text)

Focus on strong examples and analyze for 1 or 2 things

Summarization Best check of comprehension

Writing for Content Learning

Writing tools used across the curriculum

Collaborative Writing Students work together occasionally

Specific product goals Rubrics

Sentence combining Emphasis on varied sentence structure

Prewriting Brainstorming and then use of organized planner

Writing Process 5 Steps of Writing Process

90/90/90 Research~Doug Reeves Focus on academic achievement Clear curricular focus Frequent assessment of progress Emphasis on Non fiction writing Collaborative scoring of writing

6 +1 Trait Common Language Connections

Strategies Organization

Ideas Word Choice

SentenceFluency

Voice Conventions

Presentation

Free Response

X X X

Building Better Sentences

X X X X X

PrewriteOrganizer

X X X

Single Paragraph

X X X X X X

Multi Paragraph

X X X X X X X

Summary X X X X X

Revise, Edit, Publish

X X X X X X X

Write Tools Common Language Topic Sentence Big Idea Tell Me More Conclusion Transition Words Deadly Duo Deadly Trio USP Words Rule of 5 Oral/Verbal Rehearsal of Writing

Concrete Connections

Driver: GoWriter: Go (Topic Sentence)

Driver: Slow DownWriter: Slow Down (Give Me Big Ideas)

Driver: StopWriter: Stop (Tell Me More; 5 E’s)

Writer: Signal Conclusion (Go Back Green)

Roll out the tortilla (Topic)Put the “good stuff” in the middle (Big Ideas and TMM’s)Roll it up so nothing falls out (Conclusion)

Unifix Cubes to manipulate / build paragraph(s)

Writing Strategies and Tools

Free Response Building Better Sentences Organizers

Umbrella OrganizerNumber NotesT Chart

Organizer Tools Help Students in Genre and Response Writing: Connections to Core Expository Reading and Writing Advertising text Book Review Compare and Contrast Writing Directions / How to Genre Writing Persuasive Genre Writing Report Genre Writing Summary Writing Constructed Response Writing Cause and Effect Writing

Free Response

Strategy to connect reading comprehension and writing

Active student engagement ~ Rewarded for thinking

No right or wrong answers ~ Write without fear

Mechanics and conventions not emphasized

Encourages discussion Provides a practical tool to differentiate

Free Response

Protocol for Free Response

Select piece of text to read aloud to students

Identify 3-5 places for students to stop and respond

Can use name of person or subject matter to develop prediction / vocabulary brainstorm prior to reading

Read the selection aloud

When you come to the identified places say:

“Please respond” OR

“Tell me what you are thinking” OR

“Please draw / write your thoughts” Warn students you will not wait for everyone to finish When reading and writing cycle is completed ask

students to reread responses/share responses/confirm predictions

Reflection

Take a couple of post-it notes and answer this question:

How do I see myself using Free Response

in my classroom?

What Might Free Response Look Like In My Classroom? Drawing responses on sticky notes or in notebooks Writing responses on sticky notes or in response

notebooks Sharing responses with a partner or table group Responses based on connections (Text to Text,

Text to Self, Text to World) Responses based on reading strategies (Questions,

Predictions/Inferences, Synthesis) Responses about Author’s Purpose, Theme,

Character Analysis, Main Idea, Judgments Used with read aloud books, shared core text,

content area texts and activities, visual media clips (BHH turn and talk clip)

Example of Student Free Response

Example of Student Free Response

Example of Student Free Response

Example of Student Free Response

Free Response

Fold a piece of paper into 4 squares Number the boxes 1 to 4

1 2

3 4

How Can I Connect Free Response to Instruction? Formative Assessment for reading

strategies and skills Practice within grade level SLEs and I

Can expectations across multiple content areas

Tool for differentiation Formative Assessment of 6+1 Traits

(Ideas, Sentence Fluency, Voice)

Free Response Reflection

Free Response

Protocol for Using Organizer Tools Use a brainstorm web / map to generate and

list ideas about the topic Pick Two or Pick Three

(select two or three ideas to include in plan / writing)

Complete the organizer tool List the topic

Fill in the Big Ideas (categories for supporting information)

Fill in the Tell Me Mores (Follow the Rule of 5) Level 2 and Level 3

Write the Conclusion

Use the organizer to write a paragraph(s)

Brainstorm List ExamplePick Two or Three

clubsfriends

computerslibrary

Brainstorm and Number Notes Planner Example

friends

specials

lab

School

work

recess

lunchSchool is great!

Number Notes Level 1 Single Paragraph Example

Topic:

Big Idea:

Conclusion:

Big Idea

Big Idea

I like going to school

Work

Recess

Lunch

Going to school is great!

Example of Level 1 Paragraph Using Number Notes I like going to school. One thing we do is

our work. We also get to go to recess and play. Lunch is always fun because I talk with my friends. Going to school is great!

Number Notes Level 2 Single Paragraph Template

Topic:

Big Idea:

Big Idea:

Big Idea

Tell Me MoreTell Me More

Tell Me MoreTell Me More

Conclusion:

Number Notes Level 2 Single Paragraph Example

Topic Sentence::

Big Idea:

Big Idea:

Big Idea

Tell Me MoreTell Me More

Tell Me MoreTell Me More

Conclusion:

I like school.

Work

Recess

Lunch

Math

Reading and writing

Four Square

Talking with friends

Going to school is great!

Transition to Level 2 Paragraph Example I like going to school. One thing we do is

our work. I look forward to math time because I am good at solving problems. During reading I get to read in a small group with my teacher and write about what I read. Recess is fun. I rush out to play four square with my friends. Talking with my friends is great! The last thing I like about school is lunch time. Going to school is great!

Paragraph Activity

1. Brainstorm your topic2. Create a Plan (Number Notes)3. “Talk the Paragraph” using the colored

cubes4. Share your plan with a presenter5. Write your sentences on the colored

strips6. Tape strips together7. Share paragraph with the large group

Number Notes: Level 2 Single Paragraph Practice

Topic Sentence:

1 Big Idea:

1 Big Idea:

1 Big Idea

2 Tell Me More

2 Tell Me More

2 Tell Me More

2 Tell Me More

Conclusion:

Topics

1 – summer activities2 – favorite beverage3 – 1 thing you should do before you die4 – what makes a good teacher5 – best pets6 – favorite holiday

Student Examples of Single Paragraph

Reflect on Number Notes

Number Notes

Protocol for Building Better Sentences Provide students with a simple, interesting picture

Helps students “paint pictures with words”

Ask students to orally tell you what is happening in the picture

Record their responses

Examine the three parts of a sentence

Use chart to identify “who” (noun it), “action” (verb it), and “finish thought” of student responses

Expand sentences to enhance word choice, sentence fluency, and grammar

Building Better Sentences Example

The animals are laying beside each other.Two tigers rest lazily, side by side, in the grass.The tiger cub licks her paw as the other cub carefully watches over her.

Building Better Sentences ExampleName It (Noun It, Add an Adjective)

Action (Verb It, Add an adverb)

Finish The Thought

The animals are laying beside each other.

Two tigers rest lazily side by side in the grass.

The tiger cub

licks her paw as the other cub carefully watches over her.

The striped tiger cub

meticulously licks her paw

as her cub mate cautiously watches over her.

Building Better Sentences Example

Building Better Sentences PracticeName It (Noun It, Add adjectives)

Action (Verb It, Add an adverb)

Finish The Thought

Add details

Describe (What kind? How Many?)

Build Word Choice

What is happening?

What is “x” doing?

Where?

How?

What else can be said?

Building Better Sentences Practice

Building Better Sentences Examples

Building Better Sentences Templates

What Might Building Better Sentences Look Like In My Classroom? Whole group use of photo to develop more

descriptive, complex sentences Whole group use of Macmillan retelling card(s)/

talk about cards to develop more descriptive, specific, and complete sentences

Small group or one on one for revision of sentences in independent writing

Used as formative assessment to demonstrate content knowledge (BHH photo analysis, Academic Vocabulary in math and science)

How Can I Connect Building Better Sentences to Instruction?

Used to directly, explicitly teach grammar (explicitly name parts of speech during whole group model/practice; students identify parts of speech or generate specific parts of speech during practice)

Used to model and practice revision (word choice, sentence fluency, mechanics)

Used as formative assessment for grammar, mechanics, and / or spelling (generate sentences, label parts of speech, use of correct mechanics)

Used as formative assessment for content knowledge

Picture Activity

Go back to your picture and sentence from the beginning of the day.

Make your sentence a “better sentence” Share your sentence with your group

Reflect on Building Better

SentencesBuilding Better Sentences