Presentation on theme: "Structure and Style in Writing"— Presentation transcript:
1 Structure and Style in Writing By Richelle PalmerK-12 Writing FacilitatorCertified Instructor for Institute for Excellence in Writing
2 Currently K-12 Writing Faciilator for Wahluke School District About Me…Currently K-12 Writing Faciilator for Wahluke School DistrictPrior Work ExperienceBERC Group (Research Associate)Bethel School District – ELL Instructional Coach/TrainerWalla Walla School District- Instructional Coach/Literacy TrainerPrescott SD – Literacy SpecialistRichland School District – Title I LAP/1st, 2nd 3rd gradeAdjunct Professor EWU, WSUImplement the K-12 District Road Map using Structure and StyleTrain buildings each week during Late StartModel Lessons for teachers with teams observingTrain/Coach Administrators on implementationAbout You. Get a feel for the audience.
3 Nine UnitsI. 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 CritiqueFirst seven units are expected K-12. What changes is the materials being used but not the process.
4 Style Who/which “ly” adverb Strong verb Quality adjective wwwasia Dress-UpsSentence OpenersWho/which“ly” adverbStrong verbQuality adjectivewwwasia(because)Subject 1Prepositional 2“ly” adverb 3“ing” 4Clausual 5V.S.S. (2-5 words)Example of a students writing on the blue piece of paper.
5 This Syllabus is taught throughout the Units. The Syllabus in Style1. To introduce style techniques gradually2. To give students an assortment of tools that that will help them add variety and interest to their writing3. To provide grammar instruction in the context of use.This Syllabus is taught throughout the Units.You have a copy of the High School Checklist for teaching Style.
6 Teacher has class anchor charts posted but students should also have some regarding device in their writing folder as well.
7 Your TurnBrainstorm 7-10 verbs that your students overuse or that you would like to expand their vocabulary.Example: saidWith a partner, brainstorm all the words you can for ateGive 1 minute…Shout outs. Then click for last line…
8 Let’s practice using a “Strong Verb” Original Sentence: The man ate the delicious porridge.Dress up this sentence by adding a strong verbExample: The man gobbled the delicious porridge.After this slide show mine for “grow”
13 Your turnBrainstorm 7-10 adjectives that your students overuse in their writing or those that you wish to expand their vocabulary.Example: niceRecord on your recording sheet. GLAD color coded.Red=AdjectivesGreen= VerbsBlue=AdverbsHave teachers shout out. Show my examples on the roll out.
18 www. Asia or When, While, Where, Since, As, If, Although Who/which Dress-Ups continued…“ly” adverbsBecause clausewww. Asia or When, While, Where, Since, As, If, AlthoughWho/whichTeachers should have anchor charts for each and posted in a writing center for referenceExplicitly teach the dress ups. Assume nothing, teaching everything.
19 Because clauseSentence extending using a because clause
20 Who/whichThe boy who wore the striped shirt played soccer.The cat which lived next door to me, spied the mouse.
21 Let’s practice with “ly” adverb I danced all night.Dress-up this sentence by adding an adverb before or after the verb.M
22 Student examples ”ly” adverb I danced gracefully all night. I continually danced all night. I foolishly danced all night. I danced beautifully all night.
32 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.
33 Note: Public speaking reinforced… 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…
34 Unit II Summarizing from Notes For children to become independent in the processes ofChoosing a source and making a key word outlineSummarizing from their own notes (avoiding plagiarism)“dressing-up” their summaries and rewriting a final draft.
35 Model LessonTeacher activates or builds background knowledge through the use of pictures and/or relics.Teacher reads/Choral readCount sentences/circle periodsSet up outline with Roman Numeral IDo sentence by sentence. Key words in order found in sentence (3 words max)Using key words put into a sentence and tell partner.Teachers will read Vulture Bees and do key word outline. Save for when we do rewrite.Discuss adjective building right from article (STRANGE: unusual, unique, different, special) and EAT: gobbles, devours, etc.
36 Vulture Bees 1. O feed, pollen, nectar 2. gobbles, flesh, creatures WE I. S. America, scientists, discovered ME1. O feed, pollen, nectar2. gobbles, flesh, creatures WE3. feed, spit, enzyme4. ________,_______,_________ YOU5. _____________,______,_______
37 Vulture BeesUsing 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)Rubric in packet
41 I use key words for everything including my guided reading groups
42 Common Core State Standards StyleL.1,3,6R.4CCSS L1.4 Explain the function of nouns, pronouns, verbs, adjectives and adverbs in general and their functions in a particular sentenceUnits I, Units IIW.2,4,7, 8,10R.2, 10SL.1,4,6Summarizing & Notetaking percentile gains (Marzano, Pickering & Pollock 2001)Also: Meta-analyses by researchers such as Marzano, Pickering and Pollock (2001) have begun to quantify the average effects of specific instructional strategies. When implemented can result in percentile gains of points in student achievement one of which is summarizing and note taking.
43 Stylistic Chart” for each grade level Teachers yearly plan includes: Yearly Writing PlanStylistic Chart” for each grade levelTeachers yearly plan includes:Month/UnitCCSSDress-upsSentence OpenersDecoration & Other NotesText/Literature & MaterialsAssessmentPart of my job is to sit with teams of teachers to develop their writing plan and show them what it looks like at each grade level with samples, models.
44 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 expectationsSection on “Style” per grade level expectationWriting Plan – IndividualCCSSCCSS Exemplars
45 Other Documents to Support Implementation Writing to ReadWriting NextReading NextNAEP 2011Alliance for Excellent Education
46 See handout and Loon Poster CBA with fused outline Unit IV/VISee handout and Loon Poster CBA with fused outlineRefer to CBA template Part I
47 Thank you for your time today Questions???Thank you for your time today