Transcript How does Four Square writing assist students in achieving

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
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.
Analyze
Separate into the main parts and arrange in a systematic order
Assess
Point out the strengths and weaknesses
Classify
Compare
Arrange by class or category
Show likeness
Contrast
Show differences
Criticize
Evaluate(usually by finding fault)
Define
State the precise meaning
Describe
Give a mental image with words
Diagram
Illustrate with an accurately labeled graphic aid
Discuss
Review in detail
Evaluate
Give an opinion of its worth
Explain
Make clear by giving reasons
Illustrate
Give one or more clear, concise examples
Interpret
Explain the meaning and significance
Justify
Defend, prove that something is correct.
Outline
Persuade
Review
Order the information by time, place, or importance
Convince someone through reasoning
Examine facts or perceptions
Summarize
Restate briefly (do not repeat)
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When Should We Use the 4 Writing Method?
________________ ___________ items and _______________ writing in
all subject areas (abbreviated version.)
_______________ ________ and ___-paragraph essay writing in all
subject areas (full version).
How Does 4 Writing Assist Students in
Achieving “Academic Proficiency” on the MAP?
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
The Four Square writing
 use relevant details, examples, and reasons as supporting
method explicitly teaches
evidence for developing main ideas
students to plan and organize
 use transitional devices and precise language
their writing around a
 attempt to show individual style and voice
__________ ______. Students
 demonstrate control of sentence structure and
learn to use ___________
Standard English
words between paragraphs.
Advanced Students
Also, they practice using
 use vivid details to support a well-developed main idea
__________ & ________
 use advanced stylistic techniques
details in their writing.
 demonstrate a command of sentence structure and
Standard English
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4 + D
Abbreviated Version for Constructed Response Items/Paragraph Writing
What goes in each of the squares for a constructed response item?
___________ Detail #___:
___________ Detail #___:
______________ Detail:
______________ Detail:
•______________________
•______________________
_________ ______:
_____________ ____________:
___________ Detail #___:
______________ Detail:
___________________________
___________________________
•______________________ ___________________________
___________________________
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4 + D
Example
Constructed
Response
Prompt: Why was Ancient Rome important?
Major Detail: Government
Major Detail: Religion
Supporting Detail:
Supporting Detail:
•Republic = elected officials
•many gods & goddesses;
represent the people
Jupiter, Mercury
Central Idea: Ancient Rome was important to the world for many reasons.
Major Detail: Entertainment
Supporting Detail:
•gladiator competition,
chariot races
Summary Statement
•Ancient Rome impacted
the world because of its
government, religion, and
forms of entertainment.
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.
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4 + D
___________________________ ___________________________
•__________________________ •__________________________
___________________________ ___________________________
•__________________________ ___________________________
___________________________
___________________________
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4 + D + T + V
Full Version for Performance Events/5-Paragraph Essays
___________ Words:
___________ Words:
___________ Detail # ____:
___________ Detail # ____:
____________________ Details:
____________________ Details:
___________________________
___________________________
•______________________*
•______________________*
___________________________
___________________________
•______________________*
•______________________*
___________________________
___________________________
•______________________*
•______________________*
_________________ __________:
___________ Words:
___________ Words:
___________ Detail # ____:
______________ _____________:
____________________ Details:
____________________________
___________________________ ____________________________
•______________________* ____________________________
___________________________ ____________________________
•______________________* ____________________________
___________________________ ____________________________
•______________________* ____________________________
* = _________________and/or ____________ language
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Using Transitions and Vivid Language
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.
One reason
First
For example
One example
To begin
To start
Third
Another reason
Another example
Also
As well as
Too
In addition
Additionally
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
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.
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Example
Expository
Essay
4 + D + T + V
Prompt: Explain how the water cycle works.
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)*
Central Idea: The water cycle is a complex process.
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,
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condensation and precipitation, and collection. Because of this process, we will always have water for survival.
4 + D + T + V
_________________
_________________
__________________________
__________________________
___________________________
___________________________
•______________________*
•______________________*
___________________________
___________________________
•______________________*
•______________________*
___________________________
___________________________
•______________________*
•______________________*
_________________
__________________________
___________________________
•______________________*
___________________________
•______________________*
___________________________
•______________________*
_________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
* = precise and/or vivid language
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4 for Different Types of Writing in the Content Areas
Expository (Explanation)
Narrative
Reason 1
___________
Reason 2
___________
________________
________________
________________
________________
•_______________
•_______________
•_______________
•_______________
•_______________
•_______________
•_______________
•_______________
•_______________
•_______________
•_______________
•_______________
Item(s) to be explained.
Before event
___________
During event
___________
5 Ws: Who, what, where, when, why?
Reason 3
___________
________________
________________
________________
________________
________________
•_______________
________________
•_______________
________________
•_______________
________________
•_______________
________________
•_______________
________________
Wrap-up
•_______________
________________
Wrap-up
Persuasive
Advantage 1
___________
Advantage 2
___________
After event
___________
________________
Compare/Contrast
1 way they’re
same
or different
___________
2nd way they’re
same or different
___________
________________
________________
________________
________________
•_______________
•_______________
•_______________
•_______________
•_______________
•_______________
•_______________
•_______________
•_______________
•_______________
•_______________
•_______________
Idea of which you want to convince the reader.
Two or more things to compare/contrast.
________________
________________
3rd way they’re
___________
same
or different
________________
•_______________
________________
•_______________
________________
•_______________
________________
•_______________
________________
•_______________
________________
Wrap-up
•_______________
________________
Wrap-up
Advantage 3
___________
________________
________________
________________
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Different Types of Writing in the Content Areas
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.
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Assignments to Practice Writing in Your Classroom
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 speech
brochure
cartoon
classified ad
dictionary entry
editorial
fortune cookie insert
headline
learning log
magazine article
movie review
nomination speech
one-act play
political ad
radio play
riddle
storyboard
tour guide
TV spot
advice column
bulletin board
character sketch
comic strip
directions
experiment
graffiti
jingle
letter of complaint
memorandum
narrative poem
nursery rhyme
parody
postcard to a friend
radio spot
slogan
tall tale
translation
want ad
book review
campaign speech
children’s story
diary entry
dream analysis
flyer
greeting card
journal entry
letter to the editor
memorial plaque
news story
obituary
petition
press release
rap
song lyric
thank-you note
treaty
wanted poster
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.
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Applying the Four Square Method to Mathematics
Q Identify the Question that needs to be answered.
Process
Info
P What Process (math operation) must be used?
I Collect data need to solve the problem & put it in
the Information box
Question
Compute
Solution
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
P: 
I: 144, 12
Q
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.
Susan wants to give the same amount of cookies to each friend.
C: 144
12 =___
S: 12
cookies
each
Number sentence:
144  12 = ____.
Answer: 12
Susan can give
each of her friends
12 cookies.
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More 4 Examples
Book Review
Beginning
Math
Middle
Process
Information
Title
End
Question
Did you like it?
Scientific Method
Observe some
aspect of the
universe.
Invent a tentative
description, called
a hypothesis, that
is consistent with
what you have
observed.
Phenomenon/Question
Use the hypothesis
to make
predictions.
Test those predictions
by experiments or
further observations
& modify the
hypothesis in light of
your results.
Compute
Solution
Music & Art Appreciation
Orchestration/Light
Harmony/Focus
Name of work
Era____________
Form/Color
Composer/Artist
_______________
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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.
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