Transcript How does Four Square writing assist students in achieving

Writing Required on Assessments
Writing on command means you are given the format
(prompt) The writer must follow an expected format
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:
 Expository: inform, tell steps, explain, examples,
reasons
 Narrative: fictional or personal story
 Persuasive: convince with evidence
 Descriptive: use vivid detail to “paint a
picture” in the reader’s head
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Writing Required on Assessments
Students need to understand the vocabulary 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?
 Constructed Response items and paragraphwriting in all subject areas (abbreviated
version.)
 Performance Events and 5-paragraph essay
writing in all subject areas (full version).
How Does 4 Help Students on the MAP?
•The Four Square writing method explicitly teaches
students to plan and organize their writing around a
central idea.
•Students learn to use transition words between
paragraphs.
•Also, they practice using precise & vivid details in
their writing.
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4 + D
Abbreviated Version for Constructed Response Items
What goes in each of the squares for a constructed response item?
Major Detail #1:
Major Detail #2:
Supporting Detail:
•__________________
Supporting Detail:
•__________________
Central Idea:
Major Detail #3:
Supporting Detail:
•__________________
Summary Statement:
______________________
______________________
______________________
______________________
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4
+
D
+
T
+
V
Transition Words
Transition Words
Major Detail #1:
Major Detail #2:
Supporting Details:
•__________________
*_______________
•__________________
*_______________
•__________________
*_______________
Supporting Detail:
•__________________
*_______________
•__________________
*_______________
•__________________
*_______________
Central Idea:
Transition Words
Major Detail #1:
Supporting Details:
•__________________
*_______________
•__________________
* = Precise and/or*_______________
vivid language
•__________________
*_______________
Summary Statement:
______________________
______________________
______________________
______________________
______________________
______________________
______________________
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Using Transitions
In a performance event or essay, it is important to use
complex sentences with transition statements within
and between paragraphs. Students need to practice
using transitions.
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
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Precise & Vivid Language
Another requirement in good writing is the use of
precise and vivid language. Too often, our students are
vague and do not describe the contents of their answers
well enough for a grader to accurately determine their
meaning.
Precise language includes using nouns instead of
pronouns, and specific examples instead of
generalities.
Vivid language uses words that give the reader a
clear mental image of what the writer is
describing.
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Different Types of Writing
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
___________
________________
After event
___________
________________
________________
________________
________________
•_______________
________________
•_______________
________________
•_______________
________________
•_______________
________________
•_______________
________________
Wrap-up
•_______________
________________
Wrap-up
________________
See packet page 11 for ideas to use these types of
writing in art, business, FACS, math, music, and
physical education.
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Different Types of Writing
Persuasive
Advantage 1
___________
Advantage 2
___________
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
___________
________________
________________
________________
See packet page 11 for ideas to use these types of
writing in art, business, FACS, math, music, and
physical education.
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Assignments to Practice Writing in Your Classroom
Try other writing assignments that tax you less and give
students the opportunity to display their knowledge of
content material in a creative and interesting way.
Examples on handout:
Even though these are not traditional, formal writing
assignments, be sure to emphasize the organization 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.
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Four Square method for Math & Science Problems.
Process
or
Information
Hypothesis
Question
Compute
Solution
Q Identify the Question that needs to
be answered.
P/H What Process (math operation)
must be used or what is your
Hypothesis to be tested?
I Collect data needed to solve the
problem or test the hypothesis & 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
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Four Square method for Math & Science Problems.
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: How many cookies will each friend get?
C: 144
12 =___
S: 12
cookies
each
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.
Number sentence:
144  12 = ____.
Answer: 12
Susan can give
each of her
friends 12
cookies.
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