Presentation on theme: "Structure and Style in Writing By Richelle Palmer K-12 Writing Facilitator Certified Instructor for Institute for Excellence in Writing"— Presentation transcript:
Structure and Style in Writing By Richelle Palmer K-12 Writing Facilitator Certified Instructor for Institute for Excellence in Writing firstname.lastname@example.org 509-520-3440
About Me… Currently K-12 Writing Faciilator for Wahluke School District Implement the K-12 District Road Map using Structure and Style Train buildings each week during Late Start Model Lessons for teachers with teams observing Train/Coach Administrators on implementation Prior Work Experience BERC Group (Research Associate) Bethel School District – ELL Instructional Coach/Trainer Walla Walla School District- Instructional Coach/Literacy Trainer Prescott SD – Literacy Specialist Richland School District – Title I LAP/1 st, 2 nd 3 rd grade Adjunct Professor EWU, WSU
Nine Units I. Note Making & Outlines II. Summarizing from Notes III. Summarizing Narrative Stories IV Summarizing a Reference V. Writing from Pictures VI Library Research Reports VII Paragraph Writing (Prompts) VIII. Formal Essay IX Formal Critique
The Syllabus in Style 1. To introduce style techniques gradually 2. To give students an assortment of tools that that will help them add variety and interest to their writing 3. To provide grammar instruction in the context of use. This Syllabus is taught throughout the Units.
Your Turn Brainstorm 7-10 verbs that your students overuse or that you would like to expand their vocabulary. Example: said With a partner, brainstorm all the words you can for ate
Let’s practice using a “Strong Verb” Original Sentence: The man ate the delicious porridge. Dress up this sentence by adding a strong verb Example: The man gobbled the delicious porridge.
Your turn Brainstorm 7-10 adjectives that your students overuse in their writing or those that you wish to expand their vocabulary. Example: nice
Pattern Writing using Quality Adjectives
Dress-Ups continued… “ly” adverbs Because clause www. Asia or When, While, Where, Since, As, If, Although Who/which Teachers should have anchor charts for each and posted in a writing center for reference
Let’s practice with “ly” adverb I danced all night. Dress-up this sentence by adding an adverb before or after the verb.
Student examples ”ly” adverb I danced gracefully all night. I continually danced all night. I foolishly danced all night. I danced beautifully all night.
Sentence Openers 1 Subject 2 Prepositional 3 “ly” adverb 4 “ing” 5 clausal 6 VSS Minimum Rule: Each one in every paragraph as possible Indicator: Number in margin
Unit I Key Word Outlines For children to develop the ability to choose and record key words which will help them remember a complete idea, and to use a basic outline format. For children to learn to communicate the main ideas from something they have read by using their own Key Word Outlines.
Unit I continued… For children to be able to choose selections, read them, create key word outlines independently and verbally retell the basic ideas to another person using only the outline. Note: Public speaking reinforced…
Unit II Summarizing from Notes For children to become independent in the processes of 1.Choosing a source and making a key word outline 2.Summarizing from their own notes (avoiding plagiarism) 3.“dressing-up” their summaries and rewriting a final draft.
Model Lesson Teacher activates or builds background knowledge through the use of pictures and/or relics. Teacher reads/Choral read Count sentences/circle periods Set up outline with Roman Numeral I Do sentence by sentence. Key words in order found in sentence (3 words max) Using key words put into a sentence and tell partner.
Vulture Bees I. S. America, scientists, discovered ME 1. O feed, pollen, nectar 2. gobbles, flesh, creatures WE 3. feed, spit, enzyme 4. ________,_______,_________ YOU 5. _____________,______,_______
Vulture Bees Using the rubric you are to write a summary from your key words. This rubric assumes that we have taught, modeled and practiced: Quality adjectives Strong verb “ly” adverb “ing” sentence opener (4) ‘ly” opener (3)
Common Core State Standards Style L.1,3,6 R.4 CCSS L1.4 Explain the function of nouns, pronouns, verbs, adjectives and adverbs in general and their functions in a particular sentence Units I, Units II W.2,4,7, 8,10 R.2, 10 SL.1,4,6 Summarizing & Notetaking 29-45 percentile gains (Marzano, Pickering & Pollock 2001)
Yearly Writing Plan Stylistic Chart” for each grade level Teachers yearly plan includes: Month/Unit CCSS Dress-ups Sentence Openers Decoration & Other Notes Text/Literature & Materials Assessment
Structure & Style WSD Road Map for each grade level Section on each unit specifically designed for each grade level on what the unit looks like and expectations Section on “Style” per grade level expectation Writing Plan – Individual CCSS CCSS Exemplars
Other Documents to Support Implementation Writing to Read Writing Next Reading Next NAEP 2011 Alliance for Excellent Education
Unit IV/VI See handout and Loon Poster CBA with fused outline