1 Explicit Instruction for Writing in Grades Effective and Efficient Instruction Webinar Series Session 2 Anita L. Archer, Ph.D. Author and Consultant

2 Schedule February 7, 2013 Topics: Sentence Writing February 21, 2013 Topics: Big Ideas-Writing Instruction; Scaffolding with Writing Frames; Scaffolding with Strategies, Think Sheets (Summary, Compare and Contrast) March 7, 2013 Topics: Think Sheets for Products that Inform, Convince, and Convey an Experience Time 3:45 to 5:45 (Alaska) Materials needed –PowerPoint Handout –Paper –Writing Tools Follow-up Resources –Examples –Articles

3 Participation 1.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 and give 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 best practices.

4 Participation Passage Reading – Choral Reading – Cloze Reading – Partner Reading

5 Questions If you have a question, type it into the “Chat Box”. At intervals during the session, I will respond to the questions.

6 Topics Overview of Foundation Skills Sentence Refinement –Sentence Formation - Patterns – Sentence Expansion –Sentence Combining –Word Choice –Sentence Starters What Why How

7 Teaching Skills and Strategies Design of Instruction Modeling - I do it. Guided Practice - We do it. Check Understanding - You do it.

8 Sentence Instruction 1.Structured initial instruction Model I do it Guided PracticeWe do it Check UnderstandingYou do it 2.Judicious practice 3.Transfer skill to daily writing and editing

9 Sentence Formation - Patterns What - Students generate sentences that match a specific 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 parts 2)Teacher models generation of parallel sentences using stem 3)Students generate sentences by supplying missing element to stem 4)On subsequent days, students practice the same pattern with new stems 5) (Repeat with other other sentence stems.)

11 Sentence Formation -Patterns WhoActionWhat My friendswatcheda movie. My friendswatched a play. My friendswatched My friendswatched My friendswatched

12 Sentence Formation -Patterns WhoActionWhat My friendswatcheda movie.

13 Sentence Formation - Patterns (See Examples for additional sentence stems) Additional sentence stems WhoActionWhat Maxcreated Ms. Joneslifted Paulinedrew Thomasfixed Mr. Kingbaked The children cleaned

14 Sentence Expansion What 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

15 Sentence Expansion How 1.Teacher models how to add words or phrases to sentence stem to answer one or more of the following questions: who, what, when, where,how, why. 2. Teacher guides students in adding words or phrases to sentence stem to answer. 3.Students edit sentences in the same manner.

16 Sentence Expansion Example - Focus on when and where Susan 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.

17 Sentence Expansion - Writing “meaningful sentences” for vocabulary who √ what when√ where why√ how relieved Maria was relieved. Maria was relieved when the music contest was over and her worrying could end.

18 Sentence Combining What Students make one smoother, more detailed sentence out of two or more shorter sentences. Why???????

19 Sentence Combining Why –students gain increased sentence sense ability to write more sophisticated sentences –when writing text, sentence combining reduces repetition and monotony

20 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)

21 Sentence Combining 1.Teacher provides a series of short sentences. 2.Teacher models sentence combining process. 3.Students practice combining short sentences into longer, more effective sentence.

22 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?

23 Sentence Combining Sentence-Combining Activities (Rewards Writing - Sentence Refinement published by Sopris Learning ) Students start with a stem sentence and combine it with one to four other sentences.

24 Sentence Combining ( Examples from REWARDS Writing -Sentence Refinement published 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:

25 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: ___________________________________

26 Sentence Combining Start: Jared will finish shopping for school supplies. Add: He will shop this afternoon. Add: He will shop at the mall. Create: _____________________________ ___

27 Sentence Combining Start: Everyone ate birthday cake. Add: The birthday cake was chocolate. Add: Everyone ate vanilla ice cream. Add: Everyone ate candy. Create: _________________________________ ___

28 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: _________________________________ ___

29 Word Choice What Students replace overused words with stronger, more precise words that better convey meaning..

30 Word Choice He walked into the big building. (Better) He wandered into an enormous department store.

31 Word Choice We had a nice holiday. Our nice relatives came to visit. We did a lot of nice things including eating at three nice restaurants. It was a really nice vacation. (Better) My family had an incredible holiday. Five close relatives arrived Thursday for an extended visit. We enjoyed many adventures including feasting at three gourmet restaurants. It was the most memorable vacation of my life.

32 Word Choice Why ?????????

33 Word Choice Why Word choice is the most important tool for 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

34 Word Choice How Students edit sentences replacing common, 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

35 Word Choice Jamie ran down the hall. Alternative Words (From Sentence Refinement - Help Book published by Sopris Learning) joggeddashed sprinteddarted hurriedfled rushedgalloped scamperedambled

36 Word Choice Students edit sentences, replacing common, overused adjectives. nice, big, bad, pretty, hot, little, smart, cold, good, happy, terrible, funny, dirty, wonderful, scared, sad, old, clean, mean, hard

37 Sentence Starters What - The teacher provides the initial portion of a sentence that students then complete in response to a question.

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

39 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

40 settlements settle settlements Visual Learning: What can you conclude about the houses in early African settlements?

41 technique Elementary Example This batik artist uses many special techniques as she creates. How might an artist acquire these techniques? Begin by saying: An artist might acquire these techniques by……….

42 Reading Check page 335 Reading Check (Middle School) Why were Adams and Clay accused of making a “corrupt bargain” (stealing the election)? Begin your answer with: Adams and Clay were accused of making a “corrupt bargain” because ________________

43 Reading Check page 335 Scaffolding Questions How many political parties were there in 1824? Four men in the party ran for president. Did Andrew Jackson get a majority 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?

44 ethnic group n (high school social studies) An ethnic group is a group of people who share the same ancestors, culture, language, religion, and customs. Africa has hundreds of ethnic group. Visual Learning: What are some the differences between these ethnic groups?

45 ethnic groups

46 ethnic groups

47 ethnic group

48 What are some the differences between these ethnic groups? Begin your answer with: Some of the differences between these ethnic groups include:

49 settlements

50 settlements

51 settlements

52 Best Practice List Share your best practice list with your partner. Tell your partner two practices that you intend to implement in your classroom.

53 Thank You May we always remember : How well we teach = How well they learn