1. Prewriting Stage Modules
Table of Contents
Prewriting Stage Modules
Sections are designed to be used separately and in any order, except for the Introduction which should be taught first.
Introduction: Writing Process & Prewriting Stage………
What-Why-How Strategy …………………………………………..
Essay Organizer ………………………………………………………….
Topic and Prompt …………………………………………..………….
No Prompt and Topic T-Chart Strategy ….…………..….….
Thesis Statement ……………………………………………………...
Handouts ………………………………………………………………….
What-Why-How Strategy Form ………………………..……
Essay Organizer Form …………………………………………….
Practice Writing Prompt ………………………………………...
What-Why-How Strategy Examples …………………………..
Language Arts ………………………………………………………..
Math ……………………………………………………………………..
Science ………………………………………………………………….
Six Writing Traits Rubric …...………………………………………
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Slide 77 – 78
Slide 79 – 80
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2. The Writing Process

3. What is the Writing Process?
It is …
a series of stages to help you write well;
like using a map to get to an unfamiliar place;
comprised of six stages - prewriting, drafting,
sharing, revising, editing, and publishing; and
a process that is enhanced by collaboration.
It is not …
a linear process; you may revisit any stage as
many times as needed.
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4. Why might you need a Writing Process?
Writing is not a natural talent; writing skills can be learned.
Writing takes practice and patience; with
practice your skills will improve.
Good writers follow a writing process.
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5. The First Stage is the Prewriting…
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6. Writing Process: Prewriting Stage
What is “prewriting?”
It is...
the first stage of the writing process;
an opportunity to discover ideas and write them
down; and
what you do before you start writing (drafting).
Planning
Writing
before
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7. Prewriting is a time to…
turn your brain on and think about the topic/prompt;
jot down a few quick ideas;
experiment with the ideas;
try out something new with only a little effort; and
warm up, like playing a sport or musical instrument,
with a good idea.
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8. Prewriting is about generating ideas for writing.
Prewriting is any activity that helps you…
decide on or clarify your topic;
brainstorm ideas on the subject;
find your voice;
organize your ideas; and
list places you can research information.
Tools that help with prewriting:
Graphic organizers;
Charts;
Story webs; and
Word lists.
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9. Prewriting – Developing your Ideas
Remember to keep these two things in mind as you begin to develop your ideas.
Purpose – Why are you writing this?
Audience – Why is it important to the audience?
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10. This Prewriting Stage lesson is about…
Strategies
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11. Prewriting Strategies What-Why-How Strategy Prewriting Strategies
helps to clarify your opinion, identify reasons to support your opinion, and develop evidence to support each reason
What-Why-How
assists you to generate topics to write about
Topic T-Chart
assists in develop your main idea, identify reasons to support your opinion, and identify examples to support each reason
Graphic Organizers
I didn’t know that.
Did You Know?
The more time spent on prewriting, the higher the quality of the writing.
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Source: The Writing Teacher’s Strategy Guide by Steve Peha at

12. What-Why-How Strategy
Prewriting – Develop Your Idea
What-Why-How Strategy
This is a strategy to support any opinion you might have about your topic.
What do you think?
Why do you think it?
How do you know?
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Source: The Writing Teacher’s Strategy Guide by Steve Peha at

13. What-Why-How Strategy
What do you think?
One sentence stating your opinion. It can also be your main idea.
Why do you think it?
The reasons you have to support your opinion.
How do you know?
The evidence, examples, or proof you have to support each reason.
National RtI Writing Demonstration Project
Source: The Writing Teacher’s Strategy Guide by Steve Peha at

14. What – Why – How Strategy Form
Name _______________________________ Class _________ Date ___________ Period ____
What – Why – How Strategy Form
What do you think?
Write one sentence that tells what you think.
What is the main idea of the paragraph?
How do you know this?
Give examples to support each reason.
What details describe what you think?
What examples prove your thought?
Why do you think it?
Give reasons that tell why you think what you think.
What reasons support the main idea? 1. 2. 3.

15. What-Why-How Strategy Form
The purpose of this form is to help you develop and
record your ideas about your topic.
All your ideas will be helpful when you start drafting your paper.
Locate the “What” column on the form.
This is the column you fill out first.
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Source: The Writing Teacher’s Strategy Guide by Steve Peha at

16. One sentence stating your opinion about your topic.
What do you think?
One sentence stating your opinion about your topic.
This may also be your main idea.
For example, consider a topic about the “dog” character.
What is your opinion about the dog?
The dog is the most amazing animal in the whole world.
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Source: The Writing Teacher’s Strategy Guide by Steve Peha at

17. What – Why – How Strategy Form
Name _______________________________ Class _________ Date ___________ Period ____
What – Why – How Strategy Form
What do you think?
Write one sentence that tells what you think..
What is the main idea of the paragraph?
Why do you think it?
Give reasons that tell why you think what you think.
What reasons support the main idea?
How do you know this?
Give examples to support each reason.
What details describe what you think?
What examples prove your thought? 1. 2. 3.
The dog is the most amazing animal in the whole world.

18. What-Why-How Strategy
“Why do you think it?”
The reasons you have to support your opinion.
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Source: The Writing Teacher’s Strategy Guide by Steve Peha at

19. What-Why-How Strategy Brainstorm reasons that supports your opinion.
Why do you think it?
Brainstorm reasons that supports your opinion.
The dog is the most amazing animal in the whole world.
What:
Why – list of reasons
He protects Sam (main character).
He plays with Sam.
He does homework for Sam.
He makes money for Sam.
Select the three most important reasons and write in “why” column.
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Source: The Writing Teacher’s Strategy Guide by Steve Peha at

20. What – Why – How Strategy Form
Name _______________________________ Class _________ Date ___________ Period ____
What – Why – How Strategy Form
What do you think?
Write one sentence that tells what you think.
What is the main idea of the paragraph?
Why do you think it?
Give reasons that tell why you think what you think.
What reasons support the main idea?
How do you know this?
Give examples to support each reason.
What details describe what you think?
What examples prove your thought?
The dog is the most amazing animal in the whole world. 1. 2. 3.
He protects Sam (main
character).
He plays with Sam.
He does homework
for Sam.

21. What-Why-How Strategy
How do you know?
The evidence, examples, or proof you have to support each reason.
Identifying evidence can be challenging.
You may need to keep asking questions about each reason to uncover the “how.”
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Source: The Writing Teacher’s Strategy Guide by Steve Peha at

22. What-Why-How Strategy
Examples, evidence, or descriptions are important as your readers need proof to understand your opinion.
How do you know?
Example: The “dog”
Why
How
He protects Sam.
Whenever someone comes to the
door he barks to let Sam know.
He plays with Sam.
At the park he plays Frisbee. He
catches it in his mouth and brings
it back.
He does homework
for Sam.
He’s great with math. He has a
little trouble holding the pencil,
though.
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Source: The Writing Teacher’s Strategy Guide by Steve Peha at

23. What – Why – How Strategy Form
Name _______________________________ Class _________ Date ___________ Period ____
What – Why – How Strategy Form
What do you think?
Write one sentence that tells what you think.
What is the main idea of the paragraph?
Why do you think it?
Give reasons that tell why you think what you think.
What reasons support the main idea?
How do you know this?
Give examples to support each reason.
What details describe what you think?
What examples prove your thought?
The dog is the most amazing animal in the whole world. 1. 2. 3.
He protects Sam (main
character).
Whenever someone
comes to the door he
barks to let Sam know.
At the park he plays
Frisbee.
He catches it in his
mouth and brings it
back.
He plays with Sam.
He does homework
for Sam.
He’s great with math.
He has a little trouble
holding the pencil,
though.

24. What-Why-How Strategy
Let’s look at one more example
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25. What – Why – How Strategy Form
Name _______________________________ Class _________ Date ___________ Period ____
What – Why – How Strategy Form
What do you think?
Write one sentence that tells what you think.
What is the main idea of the paragraph? 1.
Why do you think it?
Give reasons that tell why you think what you think.
What reasons support the main idea?
How do you know this?
Give examples to support each reason.
What details describe what you think?
What examples prove your thought?
Queen Kapi‘olani’s Summer home is in Waimanalo.
She spent her leisure time at her summer home in Waimanalo
She went there to have tea and share stories with people of the area.
She entertained other royal families and special guest.
Waimanalo is a sacred and special place to live. 2.
We have one of the world’s beautiful beaches.
I learned to pole fish for Oio, and fish of the area.
Learned to body and bogie board and surf in the waves.
All our family gatherings and special occasions were spent in Waimanalo. 3.
Prince Jonah Kuhio Kalanianole had designated Waimanalo as a Hawaiian Homestead.
Majority of the population is Native Hawaiian
It allowed the Native Hawaiian people to live off the land.
Helped maintain a strong Ohana system.

26. What-Why-How Strategy
Review
What-Why-How Strategy
You identify:
What you think about the topic. Your opinion.
Why you think it. Reasons that support your opinion.
How you know it. Examples, evidence, proof
to support your opinion.
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Source: The Writing Teacher’s Strategy Guide by Steve Peha at

27. + + What-Why-How Strategy
Use the information on the What-Why-How Strategy
to write the body
(3 paragraphs)
of your essay. + +
Introduction
(First paragraph)
Body
(3 paragraphs)
Conclusion
(last paragraph)
The Essay Organizer form
is one way to do this.
National RtI Writing Demonstration Project
Source: The Writing Teacher’s Strategy Guide by Steve Peha at

28. What information goes here from (What-Why-How Strategy)
Essay Organizer Form – 5 Paragraph Essay
Hook:
Introduce issue (prompt):
INTRODUCTION
WHAT/Thesis statement:
What information goes here from
(What-Why-How Strategy)
Explanation of Thesis:
Lead in (transition to body):
WHY #1/Main Idea – Reason (topic sentence):
HOW #1: For instance, (evidence, examples, descriptions):
Quote and explanation of quote and refers back to thesis:
Transition sentence:
WHY #2/Main Idea – Reason (topic sentence):
BODY – 3 PARAGRAPHS
HOW #2: For instance, (evidence, examples, descriptions):
Quote and explanation of quote and refers back to thesis:
Transition sentence:
Why and How information goes here
from (What-Why-How Strategy)
WHY #3/Main Idea – Reason (topic sentence):
HOW #3: For instance, (evidence, examples, descriptions):
Quote and explanation of quote and refers back to thesis:
Transition sentence:
Restate Thesis:
Summary of reasons (optional)
Final thoughts (conclude with a “clincher” or a “call to action”)
CONCLU-
SION
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29. The Prewriting Stage is about…
Essay Organizer
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30. WHAT: The essay organizer helps you arrange the ideas
you generated in the prewriting stage.
HOW: Use the What-Why-How Strategy form you filled
out and arrange your ideas/sentences on the
essay organizer.
Topic
What-Why-How
Strategy
Essay Organizer
Prompt No
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31. What information goes here from (What-Why-How Strategy)
Essay Organizer Form – 5 Paragraph Essay
Hook:
Introduce issue (prompt):
INTRODUCTION
WHAT/Thesis statement:
What information goes here from
(What-Why-How Strategy)
Explanation of Thesis:
Lead in (transition to body):
WHY #1/Main Idea – Reason (topic sentence):
HOW #1: For instance, (evidence, examples, descriptions):
Quote and explanation of quote and refers back to thesis:
Transition sentence:
WHY #2/Main Idea – Reason (topic sentence):
BODY – 3 PARAGRAPHS
HOW #2: For instance, (evidence, examples, descriptions):
Quote and explanation of quote and refers back to thesis:
Transition sentence:
Why and How information goes here
from (What-Why-How Strategy)
WHY #3/Main Idea – Reason (topic sentence):
HOW #3: For instance, (evidence, examples, descriptions):
Quote and explanation of quote and refers back to thesis:
Transition sentence:
Restate Thesis:
Summary of reasons (optional)
Final thoughts (conclude with a “clincher” or a “call to action”)
CONCLU-
SION
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32. Now you are ready for the “Drafting Stage.”
Essay Organizer
Your Turn
Step 1: Locate your completed What-Why-How Strategy and
Essay Organizer.
Step 2: Fill in the information you have for the “Introduction” on
the Essay Organizer.
Step 3: Decide on the order of your main ideas (#1, #2, and #3).
Step 4: Fill in the “Why” and “How” for each paragraph.
Step 5: Write the information you have for the “Conclusion.”
Now you are ready for the “Drafting Stage.”
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33. Let’s look at writing to a prompt…
Topic
Prompt
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34. For example, a prompt might instruct you to write about…
What is a Prompt?
Basically, a prompt is a question or an instruction that tells you what you're supposed to write.
For example, a prompt might instruct you to write about…
a story you have read;
your opinion on a topic;
something you have experienced; or
a research topic.
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35. Deconstructing a Prompt
Constructing means to build and deconstructing means to take apart
How do I do that?
To deconstruct a prompt:
1. Read it.
2. Take it apart.
3. Understand what you need to do.
4. Determine how to respond to the prompt correctly.
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36. Identifying Key Parts of a Written Prompt
Does the prompt give you suggestions to get started?
Hints
Pay careful attention to the wording of the prompt.
Look for suggestions in the prompt to get you
started (ideas to think about, verbs that tell
you what to do).
Use key words from the prompt to construct
your thesis statement.
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37. Identifying Key Parts of a Written Prompt
You can use the word RAFTS to help you remember how to deconstruct a prompt.
What role do you take as the writer? (student, citizen, expert)
Role
Who is your audience? (class, parent, teacher, friend)
Audience
What kind of response are you writing?
(essay, letter, descriptive)
Format
What are the verbs in the prompt asking you to do?
(advise your classmate, justify your opinion, explain why…)
Task
What are the key words that you need to include in your response?
Hint: Use these words to construct your thesis statement.
Strong key words

38. Example of Deconstructing a Prompt
Doing a Good Job
Select a person you know who does a good job in his or her profession. This person may be an
entertainer, an athlete, a character in a story, or simply a successful family member.
Write a multi-paragraph essay describing why you think this individual is so good at his or her
job. Include specific examples and details to support your response.
What role do you take as the writer? (student, citizen, expert)
I am writing this as a student.
Role
Who is your audience? (class, parent, teacher, friend)
My audience will be the teacher.
Audience
What kind of response are you writing?
I am writing a descriptive multi-paragraph essay.
Format
What are the verbs in the prompt asking you to do?
Select a person, write an essay describing why he/she is good at his/her job, include examples and details
Task
What are the key words that you need to include in your response?
Strong key words
Profession, successful

39. Re-read the prompt and deconstruct it by writing your response for:
Your Turn
Prompt:
Lots of people try to give us advice—parents, friends, brothers or sisters, teachers, etc. Tell a true story about a time you were given or gave advice. Tell if the advice was followed or not and the results.
Form Pairs
Re-read the prompt and deconstruct it by writing your response for:
Strong
Key Words
Role
Audience
Format
Task
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40. Practice Writing Prompt
Lots of people try to give us advice—parents, friends, brothers, or sisters, teachers, etc. Tell a true story about a time you were given or gave advice. Tell if the advice was followed or not and the results.
Role
Audience
Format
Task
Strong key words

41. clarifying the topic/deconstructing the prompt;
The most important prewriting activity is to think about what you are going to write about.
Good writing is about…
clarifying the topic/deconstructing the prompt;
identifying strong feelings about the topic; and
forming an opinion about the topic.
icon
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42. Write one to two complete sentences describing
Writing to a Prompt
Review
Write one to two complete sentences describing
how to deconstruct a prompt.
Read your sentences to a partner.
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43. This Prewriting Stage lesson is about…
Topic
Prompt
No Prompt
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44. What are you going to write about?
PROMPT
Sometimes you are given the topic or prompt.
NO PROMPT
Sometimes you might choose a topic.
icon
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45. Let’s look at developing your own topic…
No Prompt
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46. Prewriting Strategies Prewriting Strategies
Topic T-Chart
Prewriting Strategies
helps to clarify your opinion, identify reasons to support your opinion, and develop evidence to support each reason
What-Why-How
assists you to generate topics to write about
Topic T-Chart
assists in develop your main idea, identify reasons to support your opinion, and identify examples to support each reason
Graphic Organizers
I didn’t know that.
Did You Know?
The more time spent on prewriting, the higher the quality of the writing.
Source: The Writing Teacher’s Strategy Guide by Steve Peha at
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47. Topic T-Chart No Prompt
Sometimes you have a choice about what to write about.
How do you find things you care and feel strongly about?
One helpful strategy is to use a
Topic T-Chart
brainstorm ideas of things
you care about
make a list on a T-Chart
Let’s try it together!
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48. Topic T-Chart Strategy
Your Turn: Make a T-Chart on a piece of paper and brainstorm a list of ideas.
Write things you “like” and things you “hate.”
Like
Hate
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49. Share your “likes” and “hates” with a partner.
Identify which “like” and “hate” on your list
do you feel strongest about?
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50. Typical life experiences and unusual life experiences.
Let’s try another one.
Typical life experiences and unusual life experiences.
Typical
Unusual
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51. Share your “typical” and “unusual” life experiences with a partner.
Identify which experience you feel strongest about.
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52. Other things you might explore for topic ideas…
Important/Not Important
Things that are very important to you and
things that are not important.
Change/Stay the Same
Things you might want to change and
things you want to stay the same.
Regret/Proud of
Things you regret and things you are proud of
Fun/Required
Thing you do for fun and
things you do because you have to do them.
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53. Select one topic from your list.
Prewriting Stage – Pick Your Topic
After you have made a list of possible ideas, it is time to pick your topic.
Pick something that you…
__ have strong feelings about;
__ know a lot about;
__ can describe in great detail;
__ think will interest your audience; and
__ think will be worth reading for your audience.
Select one topic from your list.
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54. Share your topic with a partner.
State why you believe your topic meets all the criteria below.
__know a lot about the topic
__can describe in great detail
__think will interest your audience
__think will be worth reading for
your audience
__have strong feelings about the topic
Now you have your topic and one that you care about.
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55. The most important prewriting activity is to think about what you are going to write about.
Good writing is about…
clarifying the topic/deconstructing the prompt;
identifying strong feelings about the topic; and
forming an opinion about the topic.
“Voice” is choice!
icon
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56. This Prewriting Stage lesson is about…
Thesis Statement
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57. WHAT: A thesis statement is the:
main point of your essay;
basic stand you take;.
opinion you express; and/or
central point you wish to make.
WHY: The primary purpose of a thesis statement is to persuade the reader that your “thesis” is valid.
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58. PARTS: It must contain two parts:
Thesis Statement
PARTS: It must contain two parts:
subject (also called a topic); and
opinion or assertion about that subject.
EXAMPLE:
Elvis Presley (subject) was an extremely influential musician and public figure (opinion about the subject) before his death.
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59. Five General Rules for an Effective Thesis Statement
An effective thesis statement makes an assertion, is a main idea, takes a stand, narrows the topic, and is specific.
A thesis statement makes an assertion;
it is NOT a simple statement or observation.
2. A thesis is a main idea; it is NOT a title.
3. A thesis takes a stand; it is NOT an announcement.
A thesis statement narrows the topic;
it is NOT a broad statement.
5. A thesis statement is specific; it is NOT vague.

60. Example of an Effective Thesis Statement:
Swimming (subject) is great way to improve physical and mental health (opinion about the subject).
Compare the effective thesis statement above with ineffective statements below.
A thesis statement makes an assertion; it is NOT a simple
statement or observation.
Simple statement: Kids swim in the ocean.
A thesis is a main idea; it is NOT a title.
Title: Swimming is fun.

61. Example of an Effective Thesis Statement:
Swimming (subject) is great way to improve physical and mental health (opinion about the subject).
Compare the effective thesis statement above with ineffective statements below.
A thesis takes a stand; it is NOT an announcement.
Announcement: This paper is about the benefits of swimming.
A thesis statement narrows the topic; it is NOT a broad statement.
Broad statement: There are many reasons to go swimming.
A thesis statement is specific; it is NOT vague.
Vague: Swimming has many benefits.

62. Example of improving a thesis statement:
Simple thesis statement: I believe eating the right foods is very important.
Better thesis statement: Eating the right foods can improve one’s physical appearance, ability to learn, and capability to think critically.
Your Turn: Rewrite the thesis statement.
Simple thesis statement: I think a stronger bullying policy at school is needed.
Better thesis statement:
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63. Share the “better” thesis statement with a partner.
Share a few as a whole class.
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64. A thesis statement does not need to be perfect before
Keep in mind:
A thesis statement does not need to be perfect before
you start writing your essay.
As your ideas evolve, you may revise your thesis statement.
Nothing in your thesis should be left out of your essay,
and nothing in your essay should be left out of your
thesis.
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65. Share your answer with a partner. Share a few answers as a class.
Review
Thesis Statement
What do you know now about writing a thesis statement that you did not know before?
Share your answer with a partner.
Share a few answers as a class.
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66. Handouts
Prewriting
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67. What – Why – How Strategy Form
Name _______________________________ Class _________ Date ___________ Period ____
What – Why – How Strategy Form
What do you think?
Write one sentence that tells what you think.
What is the main idea of the paragraph? 1.
Why do you think it?
Give reasons that tell why you think what you think.
What reasons support the main idea?
How do you know this?
Give examples to support each reason.
What details describe what you think?
What examples prove your thought? 2. 3.

68. What-Why-How Strategy Form
(evidence, examples, descriptions, quotes)
Main Idea – reason to support your opinion
Paragraph
What: Ask yourself
What will my thesis statement be?
What is my overall opinion?
My opinion:
My thesis statement:
Name _______________________________ Date: __________________ Period: _______
What-Why-How Strategy Form
IDEAS
VOICE
Why: Ask yourself
What are the reasons that support my opinion?
Why do I think this way?
How: Ask yourself
What is the evidence that proves your opinion?
How do I know this?
ORGANIZATION
Adapted from The Writing Teacher’s Strategy Guide by Steve Peha at
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69. Essay Organizer Form – 5 Paragraph Essay
Hook:
Introduce issue (prompt):
INTRODUCTION
WHAT/Thesis statement:
Explanation of Thesis:
Lead in (transition to body):
WHY #1/Main Idea – Reason (topic sentence):
HOW: For instance, (evidence, examples, descriptions):
Quote and explanation of quote and refers back to thesis:
Transition sentence:
WHY #2/Main Idea – Reason (topic sentence):
BODY – 3 PARAGRAPHS
HOW: For instance, (evidence, examples, descriptions):
Quote and explanation of quote and refers back to thesis:
Transition sentence:
WHY #3/Main Idea – Reason (topic sentence):
HOW: For instance, (evidence, examples, descriptions):
Quote and explanation of quote and refers back to thesis:
Transition sentence:
Restate Thesis:
Summary of reasons (optional)
Final thoughts (conclude with a “clincher” or a “call to action”)
CONCLU-
SION 6

70. Practice Writing Prompt
Role
Audience
Format
Task
Strong key words

71. What-Why-How Strategy
Examples of
What-Why-How Strategy
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72. What – Why – How Strategy Form – Descriptive Essay Example
Name _______________________________ Class _________ Date ___________ Period ____
What – Why – How Strategy Form – Descriptive Essay Example
What do you think?
Write one sentence that tells what you think.
What is the main idea of the paragraph? 1.
Why do you think it?
Give reasons that tell why you think what you think.
What reasons support the main idea?
How do you know this?
Give examples to support each reason.
What details describe what you think?
What examples prove your thought?
My Mom and Dad have tattoos.
Dad said his tattoo signifies our family genealogy.
Dad was in the army when he got his first tattoo.
My mom loved butterflies when she was in high school.
The adults in my ‘ohana have tattoos. 2.
My Uncles and Aunties have tattoos.
Uncle said his friend did it for free.
Aunty put Uncle’s name when they got married.
Uncle put grandpa and grandma’s name in memory of them after they died.
Uncle has all my cousins names to signify their birth.. 3.
My older siblings and cousins have tattoos.
My cousin put our zip code and said, ”that’s where I’m from.”
My brother put his girlfriends name.
My sister put her Hawaiian Name.
My cousin put a Chicken cause he like to chicken fight.

73. What – Why – How Strategy Form – Descriptive Essay Example
Name _______________________________ Class _________ Date ___________ Period ____
What – Why – How Strategy Form – Descriptive Essay Example
What do you think?
Write one sentence that tells what you think.
What is the main idea of the paragraph? 1.
Why do you think it?
Give reasons that tell why you think what you think.
What reasons support the main idea?
How do you know this?
Give examples to support each reason.
What details describe what you think?
What examples prove your thought?
Queen Kapi‘olani’s Summer home is in Waimanalo.
She spent her leisure time at her summer home in Waimanalo
She went there to have tea and share stories with people of the area.
She entertained other royal families and special guest.
Waimanalo is a sacred and special place to live. 2.
We have one of the world’s beautiful beaches.
I learned to pole fish for Oio, and fish of the area.
Learned to body and bogie board and surf in the waves.
All our family gatherings and special occasions were spent in Waimanalo. 3.
Prince Jonah Kuhio Kalanianole had designated Waimanalo as a Hawaiian Homestead.
Majority of the population is Native Hawaiian
It allowed the Native Hawaiian people to live off the land.
Helped maintain a strong Ohana system.

74. What – Why – How Strategy Form: Persuasive Essay Example
Name _______________________________ Class _________ Date ___________ Period ____
What – Why – How Strategy Form: Persuasive Essay Example
What do you think?
Write one sentence that tells what you think.
What is the main idea of the paragraph? 1.
Why do you think it?
Give reasons that tell why you think what you think.
What reasons support the main idea?
How do you know this?
Give examples to support each reason.
What details describe what you think?
What examples prove your thought?
Child labor is banned in America .
200 million children world-wide work
full time in conditions not fit for an
animal.
Pakistan and India use child laborers as
young as four years old.
Child labor banned in USA but not other countries.
You should think before buying something made in a country that uses child labor to make cheap items for Americans and other people to buy.
“Bonded labor” systems force children
to work for a single employer for many
years.
13% of the workforce in Honduras is
between 12 and 15 years old.
Children may work 14 hours a day with
no break. 2.
Young children in other countries are forced to work. 3.
Children are not paid in full for the work they do.
Children are not paid minimum pay.
Children in Haiti are paid 28 cents per
hour on average and 18 cents in Sri
Lanka.
Children in Viet Nam and China do not
make more than 11 cents.

75. What – Why – How Strategy Form: Persuasive Essay Example
Name _______________________________ Class _________ Date ___________ Period ____
What – Why – How Strategy Form: Persuasive Essay Example
What do you think?
Write one sentence that tells what you think.
What is the main idea of the paragraph? 1.
Why do you think it?
Give reasons that tell why you think what you think.
What reasons support the main idea?
How do you know this?
Give examples to support each reason.
What details describe what you think?
What examples prove your thought?
My mom was in the army.
She joined the army when men laughed
at women in the service.
She survived wilderness tests most
men could not do.
She is in the World Book of records.
She received a metal.
My mother is my hero. 2.
My mom got a diploma from the University of Hawaii.
She wanted to learn about managing
peoples money.
She started school after we were born.
She studied after we went to bed.
She graduated with high grades. 3.
My mom started her own business.
She wanted to be her own boss.
She helps people make money.
She employs two other people.

76. What – Why – How Strategy Form: Expository Essay Example
Name _______________________________ Class _________ Date ___________ Period ____
What – Why – How Strategy Form: Expository Essay Example
What do you think?
Write one sentence that tells what you think..
What is the main idea of the paragraph? 1.
Why do you think it?
Give reasons that tell why you think what you think.
What reasons support the main idea?
How do you know this?
Give examples to support each reason.
What details describe what you think?
What examples prove your thought?
My dog is the most amazing animal in the whole world.
He protects me.
Whenever someone comes to the
door he barks to let me know.
When we take a walk, he growls at
strangers. 2.
He plays with me.
At the park we play Frisbee.
He catches it in his mouth and brings
it back. 3.
He does my homework for me.
He’s great with math.
He has a little trouble holding the
pencil, though.

77. What – Why – How Strategy Form: Math Example
Name _______________________________ Class _________ Date ___________ Period ____
What – Why – How Strategy Form: Math Example
What do you think?
Write one sentence that tells what you think..
What is the main idea of the paragraph? 1.
Why do you think it?
Give reasons that tell why you think what you think.
What reasons support the main idea?
How do you know this?
Give examples to support each reason.
What details describe what you think?
What examples prove your thought?
A square is also a rectangle, a parallelogram, and a rhombus.
The definition of a rectangle fits a square.
A rectangle has two sets of congruent
parallel sides.
A rectangle has four right angles. 2.
The definition of a parallelogram fits a square.
A parallelogram has opposite sides that
are congruent.
The opposite sides of a parallelogram
are parallel. 3.
A square fits the definition of a rhombus.
A rhombus has four sides.
All the sides of a rhombus are
congruent.

78. What – Why – How Strategy Form: Math Example
Name _______________________________ Class _________ Date ___________ Period ____
What – Why – How Strategy Form: Math Example
What do you think?
Write one sentence that tells what you think..
What is the main idea of the paragraph? 1.
Why do you think it?
Give reasons that tell why you think what you think.
What reasons support the main idea?
How do you know this?
Give examples to support each reason.
What details describe what you think?
What examples prove your thought?
Jun Ken Po is a fair game.
Everybody has the same three choices: rock, paper, scissors.
Each player has a 1/3 probability of
selecting rock, paper or scissors.
Each choice only beats one of the other
choices. 2.
The definition of fair applies to the game.
Everybody has the same chance of
winning.
The player has a 50/50 chance of
There are 9 possible outcomes in the
game.
Rock wins in two of the outcomes,
scissors wins in two of the outcomes,
and paper wins in two of the outcomes.
Three of the outcomes are draws. 3.
A tree diagram show the game is fair.

79. What – Why – How Strategy Form – Science Example
Name _______________________________ Class _________ Date ___________ Period ____
What – Why – How Strategy Form – Science Example
What do you think?
Write one sentence that tells what you think..
What is the main idea of the paragraph? 1.
Why do you think it?
Give reasons that tell why you think what you think.
What reasons support the main idea?
How do you know this?
Give examples to support each reason.
What details describe what you think?
What examples prove your thought?
Energy is not created it is transferred.
Fast wind has more energy to transfer to the waves.
The speed of the wind is wind velocity.
Faster wind means bigger waves.
The energy in storms is what creates ocean swells. 2.
Fetch is the surface area affected by the storm.
Bigger storms cover more surface area on the ocean transferring more energy.
When waves slam together they combine their energy to make swells that can travel great distances.
Bigger storms produce bigger swells.
The amount of time the wind blows is called duration.
Longer storms transfer more energy to the ocean.
Long, strong storms make the best swells. 3.
The amount of time the wind blows over a spot in the ocean affects the size of the swell.

80. What – Why – How Strategy Form – Science Example
Name _______________________________ Class _________ Date ___________ Period ____
What – Why – How Strategy Form – Science Example
What do you think?
Write one sentence that tells what you think.
What is the main idea of the paragraph? 1.
Why do you think it?
Give reasons that tell why you think what you think.
What reasons support the main idea?
How do you know this?
Give examples to support each reason.
What details describe what you think?
What examples prove your thought?
Fungi and bacteria are examples of decomposers.
Decomposers break down unused dead material and turn them in to nutrients for the soil.
The nutrients in the soil help plants grow.
Decomposers make nutrients that are used by producers.
Food chains are made up of three different types of living things that depend on each other.
Plants are producers.
They make their own food through photosynthesis.
Photosynthesis uses the energy from the sun, carbon dioxide from the air, and nutrients from the soil to make food for the plants. 2.
Producers rely on the decomposers for nutrients and are eaten by some consumers.
Consumers eat plants and other animals for energy.
There are three types of consumers, herbivores, carnivores, and omnivores.
When consumers die, their bodies are used by the decomposers to make nutrients for the soil. 3.
Consumers eat producers and are broken down by decomposers when they die.

81. Six Writing Traits Rubric
National RtI Writing Demonstration Project

82. Six Writing Traits Rubric
Ideas
5 – Focused, clear, specific. Holds reader’s attention. Effective and appropriate details.
__ Main idea clear and important
__ Interesting details
__“Showing” and telling
__ Purpose is clear and meaningful
__Surprising or unusual approach that
works
3 – Focus on topic is somewhat defined. Holds reader’s attention. Effective and appropriate details.
__ Main idea somewhat clear
__ Somewhat interesting details
__Telling and no “showing”
__Purpose is somewhat clear
__ Fresh approach to topic, yet lacks
support to aid understanding
1 – Focus is unclear, has disconnected details and a common approach.
__ Main idea is not clearly defined
__Limited or disconnected details
__ Telling does not help understanding
__ Purpose is unclear
__ Common approach
Organization
5 – Clear and compelling. Cohesive and unified structure with an engaging introduction and strong conclusion.
__Introduction catches the audience’s
attention
__Feels finished at the end
__Parts arranged in the best order
__ Parts well paced
__Easy to follow from part to part
__Effective transitions
3 – Generally unified structure with a noticeable introduction and ending; inconsistent use of transitions.
__Introduction attempts to establish focus
__Feels somewhat finished at the end
__Parts not arranged in the best order
__Most parts paced adequately
__ Somewhat easy to follow from part to
part
__Inconsistent use of transitions
1 – Demonstrates no evidence of a unified structure with no introduction or conclusion; transitional devices not used.
__No real introduction
__Does not feel finished at the end
__Parts were missing or hard to follow
__ Parts unevenly paced or missing
__ Difficult to follow from part to part
__No use of transitions
Voice
5 – Writer’s personality is expressed; confidence and feeling are apparent; connection to topic and audience is strong.
__Author cares strongly about the topic
__Strong feelings; honest statements
__Individual, authentic, and original
__Well developed personality
__Writing evokes strong connection in
the reader
3 – Individuality fades in and out; result is personable, but not compelling.
__Author cares somewhat about the topic
__Pleasant, but cautious statements
__ Individuality shows up sometimes
__ Personality shows through sometimes
__ Writing evokes limited emotion in the
reader
1 – Writer lacks commitment to topic and connection to audience; evokes minimal emotion in the reader.
__Author lacks caring or involvement
with topic
__Lacks feelings or honesty in statements
__ Individuality is not evident
__ Personality is not evident
__ Writing evokes minimal emotion in the
Six Writing Traits Rubric
Meets criteria
Approaches criteria
Does not meet criteria
National RtI Writing Demonstration Project

83. Six Writing Traits Rubric
Sentence Fluency
Word Choice
Conventions
5 – Words convey the intended message in a precise, vivid, and natural way. The words are effective and engaging.
__ Strong verbs that inform actions
__ Effective adjectives and adverbs
__Memorable words and phrases
__Accurate and effective words & phrases
__Effective and engaging language for
purpose and audience
3 – Functional language; verbs, nouns, adjective, and phrases are adequate; message is clear.
__ Ordinary verb choice
__ Adequate adjectives and adverbs
__Basic words and phrases
__Somewhat accurate and effective
words and phrases
__Somewhat effective language for
1 – Limited vocabulary searches for words to create meaning; word choice & phrasing is inappropriate or repetitive.
__ Limited verb choice
__ Ineffective adjectives and adverbs
__Uninspiring words and phrases
__Inaccurate or ineffective words and
phrases
__Unclear or inappropriate language for
5 – Writing has an easy flow, rhythm, and cadence; varied, natural, and well built sentences.
__ Variety in sentence beginnings
__ Variety in sentence length & structure
__Sentences are easy to read aloud
expressively
__Sentences alternate in length to create
rhythm and flow
__ Sentences are easy to understand
5 – Good grasps of standard writing conventions; uses conventions appropriately to enhance readability.
__ Punctuation is smooth and enhances
meaning (inside and ending)
__ Capitalization is accurate
__Paragraphing enhances organization
__Spelling is correct
__ Grammar is correct
3 – Basic grasp of the standard writing conventions; conventions are sometimes effective and enhance readability.
__ Punctuation sometimes causes the
reader to stumble and pause
__ Capitalization is mostly accurate
__Paragraphing is present
__Spelling is mostly correct
__ Grammar is mostly correct
1 – Minimal grasp of the standard writing conventions; numerous errors in conventions distract and/or confuse the reader.
__ Punctuation frequently causes reader
to stumble and pause
__ Capitalization is frequently inaccurate
__Paragraphing distracts the reader
__Spelling is often incorrect
__ Grammar is often incorrect
3 – Rhythm and flow is routine and functional; sentences are clear but some are choppy and awkward.
__Some variety in sentence beginnings
__Some variety in sentence length and
structure
__ Some sentences are smooth and
others are halting
__Sentences follow a predictable pattern
__ Most sentences are understandable
1 – Rhythm and flow is lacking; sentences are unclear and patterns are repetitive.
__Little or no variety in sentence
beginnings
__Lacks variety in length and structure
__ Sentences lack pattern when read
aloud
__Sentences lack rhythm and flow
__ Sentences are not easy to understand
Six Writing Traits Rubric
Meets criteria
Approaches criteria
Does not meet criteria
National RtI Writing Demonstration Project