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Explicit Instruction for Writing inGrades 1 - 8

Effective and EfficientInstruction

Webinar SeriesSession 2

Anita L. Archer, Ph.D.Author and Consultant

archerteach@aol.com

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ScheduleFebruary 7, 2013Topics: Sentence Writing

February 21, 2013Topics: Big Ideas-WritingInstruction; Scaffolding withWriting Frames; Scaffolding withStrategies, Think Sheets(Summary, Compare andContrast)

March 7, 2013Topics: Think Sheets forProducts that Inform, Convince,and Convey an Experience

• Time3:45 to 5:45 (Alaska)

• Materials needed– PowerPoint Handout– Paper– Writing Tools

• Follow-up Resources– Examples– Articles

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Participation1. Structured Choral Responses:

If the answer is short and the same, you will say an answer together.

2. Structured Partner Responses:If you are viewing this with fellow educators, divide into partners andgive each partner a number (either #1 or #2).

3. Written Responses:Record written responses on the handout or on plain paper.

4. Recorder: Select one person in your group to be the recorder of“best answers” when asked. Type into “Chat Box.”

5. Best Practices: On a separate piece of paper, maintain a list of bestpractices.

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Participation

• Passage Reading– Choral Reading– Cloze Reading– Partner Reading

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Questions

If you have a question, type it into the “ChatBox”. At intervals during the session, I willrespond to the questions.

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Topics• Overview of Foundation Skills• Sentence Refinement

– Sentence Formation - Patterns– Sentence Expansion– Sentence Combining– Word Choice– Sentence Starters

• What Why How

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Teaching Skills and Strategies

Design of InstructionModeling - I do it.Guided Practice - We do it.Check Understanding - You do it.

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Sentence Instruction

1. Structured initial instructionModel I do itGuided Practice We do itCheck Understanding You do it

2. Judicious practice3. Transfer skill to daily writing and editing

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Sentence Formation - PatternsWhat

- Students generate sentences that match aspecific pattern

Why- Students gain:

- Sentence sense- Ability to manipulate words within sentences- “Sentence Vocabulary” allowing discussion of sentences and feedback on sentences 10

Sentence Formation - Patterns

How -1) Teacher presents pattern and explains the

sentence parts2) Teacher models generation of parallel

sentences using stem3) Students generate sentences by supplying

missing element to stem4) On subsequent days, students practice the

same pattern with new stems5) (Repeat with other other sentence stems.)

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Sentence Formation -Patterns

a movie.watchedMy friends

WhatActionWho

watchedMy friendswatchedMy friendswatchedMy friends

a play.watchedMy friends

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Sentence Formation -Patterns

a movie.watchedMy friends

WhatActionWho

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Sentence Formation - Patterns(See Examples for additional sentence stems)

Additional sentence stems

cleanedThechildren

bakedMr. KingfixedThomasdrewPaulineliftedMs. Jones

createdMaxWhatActionWho

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Sentence ExpansionWhat• Students add words or phrases to sentences

expressing time (when), place (where), manner (how)or reason (why).

• Students add adjectives to modify nouns.Why• Useful if students sentences are short, incomplete, or

stilted (Moats, 2001)

• Students gain:– Sentence sense– Greater precision in sentences (Cudd & Roberts, 1993)– Sentences rich in vocabulary and detail

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Sentence Expansion

How1. Teacher models how to add words or phrases to

sentence stem to answer one or more of thefollowing questions: who, what, when, where,how,why.

2. Teacher guides students in adding words orphrases to sentence stem to answer.

3. Students edit sentences in the same manner.

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Sentence ExpansionExample - Focus on when and whereSusan scampered.Susan scampered down the forest trail.After lunch, Susan scampered down the forest trail.

Susan scampered.Susan scampered into class.As the bell rang, Susan scampered into class.

Susan scampered.

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Sentence Expansion -Writing “meaningful sentences” for vocabulary

how

why√

where

when√

what

who √relievedMaria was relieved.

Maria was relieved when the musiccontest was over and her worrying could end.

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Sentence Combining

WhatStudents make one smoother, moredetailed sentence out of two or moreshorter sentences.

Why???????

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Sentence Combining

Why– students gain

• increased sentence sense• ability to write more sophisticated

sentences– when writing text, sentence combining reduces

repetition and monotony

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Sentence Combining

Why– Recommended in Writing Next

(Graham & Perin, 2007)

– Has positive effect on students’ writing.(Evans, Venotozzi, Bundrick, & McWilliams, 1988; Howie, 1979;Kanellas, Carifio & Dagostino, 1998; Pedersen, 1977; Saddler &Graham, 2005; Stoddard, 1982)

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Sentence Combining

1. Teacher provides a series of shortsentences.

2. Teacher models sentence combiningprocess.

3. Students practice combining shortsentences into longer, more effectivesentence.

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Sentence Combining

Students ask themselves:(clarity) Is the sentence clear?(meaning) Does it express the desired

meaning?(coherence)Do the parts of the sentence fit

together?

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Sentence Combining

• Sentence-Combining Activities (Rewards Writing -Sentence Refinement published by Sopris Learning )

• Students start with a stem sentence and combine itwith one to four other sentences.

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Sentence Combining

(Examples from REWARDS Writing -Sentence Refinementpublished by Sopris Learning)

• Start: Linda grabbed a seat.• Add: Bobby grabbed a seat.• Add: The seats were adjoining.• Add: The seats were on the bus.• Add: The bus was crowded.• Create:

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Sentence Combining

• Start: As the cubs grow fur, they spend periods of time outside the den.

• Add: The fur is thicker.• Add: The periods of time are short.• Add: The den is warm.• Add: The den is protective.• Create:

___________________________________

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Sentence Combining

• Start: Jared will finish shopping for school supplies.

• Add: He will shop this afternoon.• Add: He will shop at the mall.• Create:

________________________________

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Sentence Combining

• Start: Everyone ate birthday cake.• Add: The birthday cake was chocolate.• Add: Everyone ate vanilla ice cream.• Add: Everyone ate candy.• Create:

____________________________________

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• Porcupine caribou are large mammals.• Add: Porcupine caribou are hoofed

mammals.• Add: They live in northern Canada.• Add: They live in eastern Alaska.• (Use that to make one sentence.)• Create:

____________________________________

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Word Choice

WhatStudents replace overused words withstronger, more precise words that betterconvey meaning. .

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Word Choice

• He walked into the big building.

• (Better)He wandered into an enormousdepartment store.

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Word Choice

• We had a nice holiday. Our nice relativescame to visit. We did a lot of nice thingsincluding eating at three nice restaurants. Itwas a really nice vacation.

• (Better)My family had an incredible holiday. Fiveclose relatives arrived Thursday for anextended visit. We enjoyed many adventuresincluding feasting at three gourmetrestaurants. It was the most memorablevacation of my life.

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Word Choice

Why?????????

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Word Choice

WhyWord choice is the most important toolfor expressive power. (Scott and Nagy, 2009)

Students will– reduce use of “overused words”– increase use of alternative words in their lexicon– use a greater variety of words– increase the quality of their writing

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Word Choice

HowStudents edit sentences replacingcommon, overused verbs.

made, liked, walked, ran, ate, took, grew, got,went, saw, knew, used, gave, let, said, had,lived, talked, found, stayed, wanted, put,helped, build, thought

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Word Choice

Jamie ran down the hall.Alternative Words (From Sentence Refinement - Help Book published by

Sopris Learning)

jogged dashedsprinted dartedhurried fledrushed gallopedscampered ambled

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Word Choice

Students edit sentences, replacingcommon, overused adjectives.

nice, big, bad, pretty, hot, little, smart,cold, good, happy, terrible, funny, dirty,wonderful, scared, sad, old, clean,mean, hard

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Sentence Starters

What- The teacher provides the initial portionof a sentence that students thencomplete in response to a question.

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Sentence Starters

Why- Students

- initiate answers with more ease- respond in complete sentences- are more likely to have accurate answers- embed more “academic language”

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Sentence Starters

1. Ask a question

2. Give students thinking time

3. Provide a verbal or written sentence starter

4. Have students share answers with their partners using the sentence starter

5. Call on a student to give answer

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settlements

settlesettlements

Visual Learning: What can you conclude aboutthe houses in early African settlements?

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technique

Elementary Example

• This batik artist uses many specialtechniques as she creates. Howmight an artist acquire thesetechniques?

• Begin by saying:An artist might acquire thesetechniques by……….

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Reading Check page 335

Reading Check (Middle School)

Why were Adams and Clay accused of makinga “corrupt bargain” (stealing the election)?

Begin your answer with:

Adams and Clay were accused of making a“corrupt bargain” because ________________

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Reading Check page 335

Scaffolding QuestionsHow many political parties were there in 1824?

Four men in the party ran for president. Did Andrew Jackson get amajority of votes?

Which of the 4 candidates received the most votes?

Who did the House of Representatives select as president?

Who helped Adams to be elected as president?

What position in the government was Clay given?

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ethnic group n

(high school social studies)

An ethnic group is a group of people who share thesame ancestors, culture, language, religion, andcustoms.

Africa has hundreds of ethnic group.

Visual Learning: What are some the differencesbetween these ethnic groups?

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ethnic groups

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ethnic groups

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ethnic group

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What are some the differences betweenthese ethnic groups?

Begin your answer with:Some of the differences between theseethnic groups include:

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settlements

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settlements

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settlements

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Best Practice List

Share your best practice list with your partner. Tell your partner two practices thatyou intend to implement in your classroom.

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Thank You

May we always remember :

How well we teach =How well they learn