1. Table of Contents Writing Required on Assessments………………………………………………...….1 When should we use the 4  writing method?………………………………….…….2 4  and the MAP..………………………………………………………...…………..2 4  + D Model (for constructed response/paragraph writing)………………………..3 Example……………………………………………...………………………...4 Blank copy for your classroom…………………………………………...……5 4  + D + T + V Model (for performance events/5-paragraph essays)………..……..6 Using Transitions and Vivid Language ………………………………………7 Example………………………………………………………………………..8 Blank copy for your classroom……………………………………………..….9 4  for Different Types of Writing in the Content Areas…………………...…...….10 Different Types of Writing in the Content Areas………………………………...….11 Assignments to Practice Writing in Your Classroom……………………………….12 Applying the 4  method to Mathematics………………………………....………..13 More 4  Square Examples……………….…………………………………………14 References …………………………………………………………………………..15

2. Writing Required on Assessments Writing on command means you are given the format (___________). The writer must follow an expected ______________ since the person scoring the writing expects to find certain things within the writing structure. The most common types of writing prompts on standardized tests are:  ________________: inform, tell steps, explain, examples, reasons  ________________: fictional or personal story  ________________: convince with evidence  ________________: use vivid detail to “paint a picture” in the reader’s head Students need to understand the ______________ used in the writing prompts to ensure that they answer the questions correctly. Spend time teaching this list of key words and use them on your classroom assessments to help your students feel comfortable with them. 1

3. Achievement Level Descriptors, 11th Grade Communication Arts Step 1 Students  address a topic  write with some evidence of purpose  respond in generalities  demonstrate a limited vocabulary  demonstrate minimal knowledge of sentence structure and Standard English (rules of grammar, usage, punctuation, spelling, and capitalization) Progressing Students  address an intended purpose or audience  support main ideas with generalities only  demonstrate some organizational techniques  demonstrate beginning use of sentence structure and Standard English Nearing Proficiency Students  address a variety of purposes and audiences  demonstrate organization with evidence of a main idea and general supporting details  identify and apply rules of sentence structure and Standard English Proficient Students  use clear organization  use relevant details, examples, and reasons as supporting evidence for developing main ideas  use transitional devices and precise language  attempt to show individual style and voice  demonstrate control of sentence structure and Standard English Advanced Students  use vivid details to support a well-developed main idea  use advanced stylistic techniques  demonstrate a command of sentence structure and Standard English The Four Square writing method explicitly teaches students to plan and organize their writing around a __________ ______. Students learn to use ___________ words between paragraphs. Also, they practice using __________ & ________ details in their writing. ________________ ___________ items and _______________ writing in all subject areas (abbreviated version.) _______________ ________ and ___-paragraph essay writing in all subject areas (full version). When Should We Use the 4  Writing Method? 2 How Does 4  Writing Assist Students in Achieving “Academic Proficiency” on the MAP?

4. _________ ______: ___________ Detail #___: ______________ Detail: ______________________ Abbreviated Version for Constructed Response Items/Paragraph Writing What goes in each of the squares for a constructed response item? _____________ ____________: ___________________________ ___________________________ ___________ Detail #___: ______________ Detail: ______________________ ___________ Detail #___: ______________ Detail: ______________________ 4  + D 3

5. Central Idea: Ancient Rome was important to the world for many reasons. Major Detail: Government Supporting Detail: Republic = elected officials represent the people Major Detail: Religion Supporting Detail: many gods & goddesses; Jupiter, Mercury Major Detail: Entertainment Supporting Detail: gladiator competition, chariot races Prompt: Why was Ancient Rome important? Constructed Response Answer: Ancient Rome was important to the world for many reasons. Rome created the first republic, where elected officials represented the people. Their religion revolved around worshiping many gods and goddesses, such as Jupiter and Mercury. For entertainment, Romans enjoyed gladiator competitions and chariot races. Ancient Rome impacted the world because of its government, religion, and forms of entertainment. Summary Statement Ancient Rome impacted the world because of its government, religion, and forms of entertainment. 4  + D Example Constructed Response 4

6. ___________________________ __________________________ ___________________________ __________________________ ___________________________ __________________________ ___________________________ ___________________________ 4  + D 5

7. _________________ __________: ___________ Words: ___________ Detail # ____: ____________________ Details:  ___________________________ ______________________*  ___________________________ ______________________*  ___________________________ ______________________* Full Version for Performance Events/5-Paragraph Essays ___________ Words: ___________ Detail # ____: ____________________ Details:  ___________________________ ______________________*  ___________________________ ______________________*  ___________________________ ______________________* ___________ Words: ___________ Detail # ____: ____________________ Details:  ___________________________ ______________________*  ___________________________ ______________________*  ___________________________ ______________________* ___________ Words: ______________ _____________: ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ * = _________________and/or ____________ language 4  + D + T + V 6

8. One reason First For example One example To begin To start Second Another reason Another example Also As well as Too In addition Additionally Finally In short As one can see So you can see Hence Therefore Third Another reason Another example Also As well as Too In addition Additionally In a performance event or essay, it is important to use complex sentences with ______________ _________________ within and between paragraphs. Students need to practice using transitions. Below are lists of transition words that can be used in each square of the Four Square model. Another requirement in good writing is the use of precise and vivid language. Too often, our students are __________ and do not describe the contents of their answers well enough for a grader to accurately determine their meaning. ______________ language includes using nouns instead of pronouns, and specific examples instead of generalities. ______________ language uses words that give the reader a clear mental image of what the writer is describing. Using Transitions and Vivid Language 7

9. Central Idea: The water cycle is a complex process. Transition words: First Major idea: Evaporation & Transpiration Supporting details:  sun heats up water in rivers/lakes/ocean & turns it into vapor or steam  transpiration-plants lose water out of their leaves (like sweating)*  vapor or steam leaves the river, lake or ocean & goes into the air Transition words: Next Major idea: Condensation & Precipitation Supporting details:  water vapor in air gets cold & changes back into liquid (forming clouds)*  so much water has condensed--air cannot hold it anymore  clouds get heavy & water falls back to the earth (rain, hail, sleet, or snow)* Transition words: The last step Major idea: Collection Supporting details:  water falls back to earth in oceans, lakes, rivers, or ends up on land  on land, soaks into the earth (“ground water” that plants & animals drink )*  on land, runs over the soil & collects in the oceans, lakes, rivers (cycle starts all over again) Transition words: As one can see Summary statement: The water cycle is a complex process. It includes evaporation and transpiration, condensation and precipitation, and collection. ESSAY: The earth has a limited amount of water. That water keeps going around and around in what we call the "Water Cycle.” The water cycle is a complex process that includes evaporation and transpiration, condensation and precipitation, and collection. It is very interesting to study. First, evaporation and transpiration take place. Evaporation is when the sun heats up water in rivers or lakes or the ocean and turns it into vapor or steam. The water vapor or steam leaves the river, lake or ocean and goes into the air. Transpiration is the process by which plants lose water out of their leaves. Transpiration gives evaporation a bit of a hand in getting the water vapor back up into the air. Next, condensation and precipitation occur. Water vapor in the air gets cold and changes back into liquid, forming clouds. This is called condensation. Precipitation occurs when so much water has condensed that the air cannot hold it anymore. The clouds get heavy and water falls back to the earth in the form of rain, hail, sleet or snow. The last step in the cycle is collection. When water falls back to earth as precipitation, it may fall back in the oceans, lakes or rivers or it may end up on land. When it ends up on land, it will either soak into the earth and become part of the “ground water” that plants and animals use to drink or it may run over the soil and collect in the oceans, lakes or rivers where the cycle starts all over again. As one can see, the water cycle is a complex process. It includes evaporation and transpiration, condensation and precipitation, and collection. Because of this process, we will always have water for survival. Prompt: Explain how the water cycle works. 4  + D + T + V Example Expository Essay 8

10. _________________ __________________________  ___________________________ ______________________*  ___________________________ ______________________*  ___________________________ ______________________* _________________ ____________________________ ____________________________ ____________________________ ____________________________ _________________ __________________________  ___________________________ ______________________*  ___________________________ ______________________*  ___________________________ ______________________* _________________ __________________________  ___________________________ ______________________*  ___________________________ ______________________*  ___________________________ ______________________* * = precise and/or vivid language 4  + D + T + V 9

11. NarrativeExpository (Explanation) Compare/ContrastPersuasive Idea of which you want to convince the reader.Two or more things to compare/contrast. ___________ ________________ _______________ ___________ ________________ _______________ ___________ ________________ _______________ ________________ ________________ ________________ ________________ ________________ ___________ ________________ _______________ ___________ ________________ _______________ ___________ ________________ _______________ ________________ ________________ ________________ ________________ ________________ Advantage 1Advantage 2 Advantage 3 Wrap-up 1 way they’re same or different Wrap-up 2nd way they’re same or different 3rd way they’re same or different Item(s) to be explained.5 Ws: Who, what, where, when, why? ___________ ________________ _______________ ___________ ________________ _______________ ___________ ________________ _______________ ________________ ________________ ________________ ________________ ________________ ___________ ________________ _______________ ___________ ________________ _______________ ___________ ________________ _______________ ________________ ________________ ________________ ________________ ________________ Reason 1Reason 2 Reason 3 Wrap-up Before eventDuring event After event 4  for Different Types of Writing in the Content Areas 10

12. Art: Expository (explanation): Explain how to make a clay pot without using a potter’s wheel. Narrative: Tell about a time when you were moved by a painting, sculpture, or other piece of art work. Persuasive: Who is the best American artist? Convince the reader that your choice is the best. Compare/Contrast: Compare and contrast impressionism and cubism. Business: Expository (explanation): Explain the steps to completing a balance sheet. Narrative: After your job-shadowing experience, write a letter to the class describing your day “on the job.” Persuasive: Convince your principal that your school needs a new computer lab. Compare/Contrast: Compare and contrast the following programs: PowerPoint and Microsoft Word. Family & Consumer Science: Expository (explanation): Explain how to sew a zipper onto a pair of pants. Narrative: Tell about the best meal you ever cooked. Why was it so great? Persuasive: Persuade your family to go on a low-fat, high-fiber diet. Compare/Contrast: Compare and contrast authoritative parenting and authoritarian parenting. Math: Expository (explanation): Explain how centimeters, milliliters, and grams are connected in the metric system of measurement. Narrative: Tell about a time when you used the metric system to measure something. Persuasive: English or metric? Take a stand on the system that should be used in the U.S. Write a letter urging your representative in congress to pass a law requiring your chosen system to be used. Compare/Contrast: Compare and contrast the English and metric systems of measurement. Music: Expository (explanation): Explain how to sing a song in a “round” format. Narrative: Tell about your best (or worst) singing or dancing experience ever. What happened to make it so good (bad)? Persuasive: What kind of music is best? Persuade your principal to play your choice of music over the loudspeakers at lunchtime. Compare/Contrast: Compare and contrast baroque and classical music. Physical Education: Expository (explanation): Explain how to play the game of basketball. Narrative: Tell about the worst game of ______ that you ever played. What happened to make it so awful? Persuasive: Your school is going to begin a new sports program. What is the best sport for your school to add and why? Compare/Contrast: Compare and contrast tennis with racquetball. Different Types of Writing in the Content Areas 11

13. One of the hard parts about getting students to write in our classes is grading boring, formal essays all the time. So, try other writing assignments that tax you less and give students the opportunity to display their knowledge of content material in a ______________ and __________________ way. General Examples: acceptance speechadvice columnbook review brochurebulletin boardcampaign speech cartooncharacter sketchchildren’s story classified adcomic stripdiary entry dictionary entrydirectionsdream analysis editorialexperimentflyer fortune cookie insertgraffitigreeting card headlinejinglejournal entry learning logletter of complaintletter to the editor magazine articlememorandummemorial plaque movie reviewnarrative poemnews story nomination speechnursery rhymeobituary one-act playparodypetition political adpostcard to a friendpress release radio playradio spotrap riddleslogansong lyric storyboardtall talethank-you note tour guidetranslationtreaty TV spotwant adwanted poster transitions Even though these are not traditional, formal writing assignments, be sure to emphasize the _________________ of the writing so that student writing is organized, uses details to support and develop ideas, is aimed at the appropriate audience, uses vivid and precise language, and uses transitions effectively. Grading Tip: Use www.4teachers.org to get scoring guides for many different types of writing assignments. Assignments to Practice Writing in Your Classroom 12

14. Question ProcessInfo ComputeSolution Q Identify the Question that needs to be answered. P What Process (math operation) must be used? I Collect data need to solve the problem & put it in the Information box C Write the number sentence needed to compute the answer for the problem; put it in the Compute box S Place the answer, along with any other necessary information in the the Solution box Problem: Susan has 10 cousins and 12 friends. Today she baked 144 cookies. Since she was trying to lose weight, she did not eat any. Neither did she keep any for a midnight snack. She decided to give all the cookies away; she wanted each of her friends to have the same amount. How many cookies will each friend get? Analyze & Solve, then………………….. Communicate the Process Q P:  I: 144, 12 C: 144  12 =___ S: 12 cookies each Susan wants to give the same amount of cookies to each friend. I will use division to solve the problem because you can use division to make equal parts. I used the number 144 because Susan wants to give all the cookies away. I used the number 12 because she will give cookies to her friends, but not her cousins. Number sentence: 144  12 = ____. Answer: 12 Susan can give each of her friends 12 cookies. Applying the Four Square Method to Mathematics 13

15. Book ReviewMath TitleQuestion Scientific MethodMusic & Art Appreciation Name of workPhenomenon/Question BeginningMiddle EndDid you like it? ProcessInformation ComputeSolution Observe some aspect of the universe. Invent a tentative description, called a hypothesis, that is consistent with what you have observed. Use the hypothesis to make predictions. Test those predictions by experiments or further observations & modify the hypothesis in light of your results. Orchestration/LightHarmony/Focus Form/Color Era____________ Composer/Artist _______________ More 4  Examples 14

16. References Gould, Judith S. & Evan Jay. Four Square Writing Method. Teaching & Learning Company: Carthage, IL. 1999. Gould, Judith S. & Evan Jay. Four Square: The Total Writing Classroom. Teaching & Learning Company: Carthage, IL. 2002. Missouri Department of Elementary and Secondary Education. www.dese.state.mo.us/divimprove/assess Rose, Mary. Ten Easy Writing Lessons that Get Kids Ready for Writing Assessments. Scholastic Professional Books: New York. 1999. 15