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Structure and Style in Writing

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Presentation on theme: "Structure and Style in Writing"— Presentation transcript:

1 Structure and Style in Writing
By Richelle Palmer K-12 Writing Facilitator Certified 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 District 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/1st, 2nd 3rd grade Adjunct Professor EWU, WSU 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 About You. Get a feel for the audience.

3 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 First 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-Ups Sentence Openers Who/which “ly” adverb Strong verb Quality adjective wwwasia (because) Subject 1 Prepositional 2 “ly” adverb 3 “ing” 4 Clausual 5 V.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 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. 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 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 Give 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 verb Example: The man gobbled the delicious porridge. After this slide show mine for “grow”




12 Show my list for “grow”

13 Your turn Brainstorm 7-10 adjectives that your students overuse in their writing or those that you wish to expand their vocabulary. Example: nice Record on your recording sheet. GLAD color coded. Red=Adjectives Green= Verbs Blue=Adverbs Have teachers shout out. Show my examples on the roll out.




17 Pattern Writing using Quality Adjectives

18 www. Asia or When, While, Where, Since, As, If, Although Who/which
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 Explicitly teach the dress ups. Assume nothing, teaching everything.

19 Because clause Sentence extending using a because clause

20 Who/which The 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.




26 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 Do: Was It Too Late?






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 of Choosing a source and making a key word outline Summarizing from their own notes (avoiding plagiarism) “dressing-up” their summaries and rewriting a final draft.

35 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. 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 ME 1. O feed, pollen, nectar 2. gobbles, flesh, creatures WE 3. feed, spit, enzyme 4. ________,_______,_________ YOU 5. _____________,______,_______

37 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) Rubric in packet




41 I use key words for everything including my guided reading groups

42 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 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 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 Part 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 expectations Section on “Style” per grade level expectation Writing Plan – Individual CCSS CCSS Exemplars

45 Other Documents to Support Implementation
Writing to Read Writing Next Reading Next NAEP 2011 Alliance for Excellent Education

46 See handout and Loon Poster CBA with fused outline
Unit IV/VI See handout and Loon Poster CBA with fused outline Refer to CBA template Part I

47 Thank you for your time today
Questions??? Thank you for your time today

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