Transcript Step Up to Writing Training Sentence Writing Strategies November 17, 2009 Lil Sedgwick Kathy DeVries.

Step Up to Writing
Training
Sentence Writing Strategies
November 17, 2009
Lil Sedgwick
Kathy DeVries
By Maureen E. Auman
REV 04/08/03
Agenda:
• Reflection
• Sentence Writing
– Step Up Strategies
– Framing Your Thoughts
– Sentence Power
– REWARDS Writing: Sentence
Refinement (Secondary)
– Topic Sentences
REV 04/08/03
Reflections
• Celebrations
• What do you think have questions
about?
• Problem Solving
REV 04/08/03
What a difference punctuation makes!
Dear John
I want a man who knows what love is all about.
You are generous, kind, thoughtful. People who
are not like you admit to being useless and
inferior. You have ruined me for other men. I
yearn for you. I have no feelings whatsoever
when we’re apart. I can forever be happy-will
you let me be yours?
Gloria
REV 04/08/03
Dear John,
I want a man who knows what love is. All about
you are generous, kind, and thoughtful people, who
are not like you. Admit to being useless and
inferior. You have ruined me. For other men, I
yearn. For you I have no feelings whatsoever.
When we’re apart, I can be forever happy. Will you
let me be?
Gloria
REV 04/08/03
The moral of the story????
• Be careful how you punctuate!!!
REV 04/08/03
Writing Complete, Quality, Creative
Sentences
REV 04/08/03
Step Up to Writing
Sentence Writing
Strategies
• 2nd and 3rd Editions
• Primary Steps
Words Become Sentences
• Start with a 3 PART sentence:
– Need to know:
• WHO, WHAT, WHEN, WHERE, HOW, &
ACTION WORDS
Who or What
REV 04/08/03
Action
When, Where How
Improving Sentence Quality
Who
My uncle
How
quickly
Action
drove
Where
to the grocery store.
6-19
REV 04/08/03
Improving Sentence Quality
When
Yesterday
Who
two good friends
Action
rode
What
their bicycles.
6-19
REV 04/08/03
Three Part Sentences
• More oral work with
sentences
– Speak in complete
sentences
– Model, Model,
Model
– Use pictures to
generate sentences
Reproducibles Pages 14-16)
REV 04/08/03
*Section 6
Creating Sentences with Action Cards
•
REV 04/08/03
Page 17-19
Who What
Where
When
How
Action
Name it, Verb it, Finish it
• Manipulating and forming complete
sentences
• Make and Take Folder
REV 04/08/03
Sentences and Fragments
Page 22 & 23
Meaningful Sentences (Sentences that
Paint a Picture)
Page 24 & 25
REV 04/08/03
Sentence Development
Using Repetitive Writing
Using shared writing:
• _______is my friend.
• _______is my favorite color.
• I am _______years old.
• I have a pet ______named______.
• My favorite place to visit is______.
• I like to ____with Mom. ___is fun.
REV 04/08/03
“Put Words in My Mouth”
• Put a different complete, complex
sentence on the board each week and
challenge your students to mimic the
phrase, using their words.
REV 04/08/03
One Perfect Sentence
4 Kinds of Sentences
• See handout
REV 04/08/03
Perfect Three Sentence Paragraph
• See handout
REV 04/08/03
Expectations for Writing a Perfect Three
Sentence Paragraph
1.
2.
3.
4.
5.
REV 04/08/03
Give a Title
Begin with Topic
Indent
Use Transitions
Complete
Sentences
6. Write 3 sentences
7. Capitalize &
Punctuate
8. Check Spelling
9. Write neatly
10. Make Sentences
clear, detailed, &
Interesting
Quick Check Sentence Rubric
• See handout
REV 04/08/03
CUPS Writing Strategy
Capital Letters
Usage
Punctuation
Spelling
REV 04/08/03
Word Menu and Sentence Writing
Activity/Strategy
• See handout
REV 04/08/03
My Dog
REV 04/08/03
Framing Your Thoughts
REV 04/08/03
Framing Your Thoughts
This curriculum teaches written
language sequentially systematically
coupling creative freedom with direct
multi-sensory skill instruction.
Instruction moves from bare bone
sentences through five kinds of
paragraph development.
REV 04/08/03
Concept/Skill
Formula of a sentence
Subject word
Predicate word
Complete thought
Subject predicate agreement
Substitute namers for subject
REV 04/08/03
Concept/Skill
• Sentence Frame
– Capital
– Stop Sign
• When we want to hang or display a special picture, we
place it in a frame. When we want to write down our
thoughts to share, we must frame out thought.
Thoughts are displayed in a sentence frame.
REV 04/08/03
REV 04/08/03
Concept/Skill
Predicate expanders
A. Question words
1. where
2. how
3. when
4. why
B. Starter words
REV 04/08/03
REV 04/08/03
REV 04/08/03
REV 04/08/03
REV 04/08/03
REV 04/08/03
REV 04/08/03
REV 04/08/03
REV 04/08/03
REV 04/08/03
Sentence Power
REV 04/08/03
What is Sentence Power?
Language skill development program
Used with students grades 3-12
Program Goals
Using Direct Instruction:
 Provide supplemental written expression materials
 Build more effective learners in classroom
environment
 Provide sentence writing skills from simple to
complex
REV 04/08/03
Skills Found in Sentence Power
•
•
•
•
•
•
•
REV 04/08/03
Sentence Identification
Kinds of sentence: statement, question
Sentence writing
Editing and proofreading sentences
Parts of speech
Reading to Learn
Vocabulary development
Parts of Speech








REV 04/08/03
Nouns
Verbs
Articles
Adjectives
Adverbs
Pronouns
Prepositions
Conjunctions
Reading to Learn
 Scanning passages
 Reading quickly for information
 Identifying unknown words
 Writing full sentence
REV 04/08/03
Vocabulary Development
Definitions
Using new vocabulary in sentences
Relating new vocabulary to personal
experiences
REV 04/08/03
Cool Stuff
Charts for:
word collections
rewards
REV 04/08/03
Comparing Sentences
Parts of Speech
• See handout
REV 04/08/03
Masterpiece Sentences—Jake Burnett
REV 04/08/03
REWARDS WRITING:
SENTENCE REFINEMENT
Writing Intervention for Grades 5-12
REV 04/08/03
What is it?
• 75 mini lessons designed to assist
students in:
1. Selecting more precise, interesting
words (word choice)
2. Improving the quality of sentences
(conventions)
3. Editing sentences within a composition
(conventions)
REV 04/08/03
• My father and I wanted to go fishing.
We went to the campgrounds. We put
up a tent. We put out our sleeping
bags. We set up a camp kitchen.
Then we went fishing. We fished
every day. I caught 11 trout. My
father caught 24 trout. It was a good
trip.
REV 04/08/03
• For several years, my father and I had dreamed of
fishing together. In August, we traveled to the
Cascade Mountains to fulfill our dream. My father
reserved a campsite at a beautiful, secluded lake.
When we arrived at our spot, we quickly
assembled a small pup tent, spread out our warm
down sleeping bags, and fashioned a temporary
outdoor kitchen. When we finished creating our
camp, we headed for the lake with our sturdy
fishing poles. By the end of the week, I caught 11
humongous trout by using marshmallows for bait.
My father is an experienced fisherman, so he
caught 24 trout that week. The highlights of the trip
were spending a whole week in the mountains with
my father and catching my first trout.
REV 04/08/03
Goals of Sentence Refinement
1. Sharpening word choices
–
–
–
Use precise words
Eliminate overused words
Use subject-verb agreement
2. Polishing sentences
–
–
Combining ideas into one sentence
Expanding sentences through qyestions such as when,
where, why, and how
3. Editing the paragraph
–
–
–
–
REV 04/08/03
Combining ideas
Omitting unnecessary words or sentences
Replacing overused words
Correcting conventions
Sharpening Your Word Choices
• From this:
He walked into the big building.
• To this:
He wandered into an enormous
department store.
REV 04/08/03
Figure 1. Part A: Sharpening your Word
Choices—General Sequences
REV 04/08/03
Polishing Your Sentences
• Sentence Combining –start with a
stem sentence and combine it with
one to four other sentences.
For example:
– Start: Linda grabbed a seat.
– Add: Bob grabbed a seat.
– Add: The seats were adjoining.
– Add: The seats were on the bus.
– Add: The bus was crowded.
REV 04/08/03
Create:
Linda and Bobby grabbed adjoining
seats on the crowded bus.
REV 04/08/03
Sentence-Expansion Activities
• Start:
• The chorus was preparing for a
concert.
• Create:
• The school chorus was preparing for
an upcoming concert.
REV 04/08/03
Figure 2. Part B: Polishing Your
Sentences—General Sequence
REV 04/08/03
Detour Lessons
• Specialized lessons
• Teaches the conventions of writing
– Teach a rule
– Practice applying the rule
• Found at the end of the Teacher’s
Guide and Student Book
REV 04/08/03
Editing Your Paragraph
•
•
•
•
•
•
REV 04/08/03
SCORE Strategy
S = Sounds good?
C = Combine?
O = Omit?
R = Replace?
E = Expand?
How much time do the lessons take?
• 20 to 30 minutes depending on:
– Amount of discussion
– Reading and writing abilities of students
– If the amount of instructional time
exceeds allotted time teach Part A one
day and the corresponding Part B on the
next day.
REV 04/08/03
What are the components of the
module?
• Teacher’s Guide
1) Introduction
2) Lessons---Scripted
•
•
•
•
Introduce
Teach—I do and We do
Practice—You do
Feedback
3) Additional Materials—In the back of
Teacher’s Guide
REV 04/08/03
Sample Lesson
• See handout
REV 04/08/03
Additional Materials
• Appendix A
– SCORE strategy
• Appendix B
– Incentive Program
• Appendix C
– Posttests
• Appendix D
– Word Choice Lists
• Research References
REV 04/08/03
More Materials
• Blackline Masters of Overhead
Transparencies
• Student Book
• Word Choice Help Book
REV 04/08/03
How can I actively involve students in
the instruction?
• Figure 3
REV 04/08/03
• Figure 4
REV 04/08/03
Writing Great Topic Sentences
REV 04/08/03
Great Expository Paragraphs
Topic sentences and thesis
statements are the heart.
2-20 (2.36)
REV 04/08/03
Power (Number) Statements
Helpful Number Words
Two, three, four, several, many, some, a few,
numerous, a couple of, a number of, a myriad,
various, plenty of
1. The new recruits learned four
important procedures.
2. In the winter I enjoy watching several
high school sports.
2-24 (2.44)
REV 04/08/03
Power Statements
• Must contain a number that indicates the
number of points for items to follow.
I love yoga for three reasons.
• The number may be explicit or implied.
I love yoga for several reasons.
• New teachers should follow these two
suggestions for a successful first year.
2-24 (2.44)
REV 04/08/03
Power Statements
• However, not just any number
in a sentence will work.
Forty thousand people in
Detroit practice yoga.
Do you want to have
40,000 yellow sentences?
2-24 (2.44)
REV 04/08/03
Avoiding “There Are”
There
Are
• Start Power Statements
with a:
– Who
– What
– Where
– When
2-25
REV 04/08/03
Occasion/Position Topic Sentences
• A topic sentence that is a complex
sentence structure and one that will
add sentence variety and more
syntactic sophistication.
REV 04/08/03
Literature Selections with
Occasion/Position Sentences
REV 04/08/03
Occasion/Position Statements
If the 50’s
party was
going to be
successful/
REV 04/08/03
The Occasion:
• Is the first part of the topic sentence
• Introduces your reason for writing
• Can be any event, problem, idea,
solution, or circumstance that gives
you a reason to write
• Is the dependent clause in the
complex sentence
2-21
Occasion/Position Statement cont.
T
/the committee
would need to
do a lot of
research.
REV 04/08/03
The position:
• Is the second part of the topic
sentence
• States what you plan to prove or
explain in your paragraph
• Is the independent clause in the
complex sentence
• Use a physical prompt
to help students to
sense the dependent
clause is not complete:
– Stamp foot
– Clap hands
– Use voice intonation
REV 04/08/03
Occasion/Position Topic Sentences
Complex Sentence
Although my family and I have
taken many wonderful vacations,
none was more fun and exciting
than our camping trip to the
Grand Canyon.
2-21 (2.39)
REV 04/08/03
Occasion/Position Topic Sentences
Complex Sentence
1. Before you make the decision to light up a cigarette,
consider the problems caused by smoking.
2. Even though bike helmets are sometimes
unfashionable and uncomfortable, all cyclists.
should wear them.
3. If students use chemicals to do science experiments,
it is important that they learn the proper way to
dispose of them.
2-2 (2.39)
REV 04/08/03
Occasion/Position Topic Sentences
Complex Sentence
Before you make the decision to
light up a cigarette, consider the problems
caused by smoking.
Lung cancer
Emphysema
High risk of stroke
2-21 (2.39)
REV 04/08/03
Occasion/Position Topic Sentences
Complex Sentence
Even though bike helmets are sometimes
unfashionable and uncomfortable, all cyclists
should wear them.
___________
___________
___________
2-21 (2.39)
REV 04/08/03
Occasion/Position Topic Sentences
Complex Sentence
Since he is
naughty
,
Tom gets into many
misadventures.
(2.39)
REV 04/08/03
Occasion/Position Sentences
An Occasion/Position Statement is a complex sentence
and begins with one of these words or phrases.
In order that
As
If
After
Even though
Although
Unless
While
When
Even
As if
Before
Since
So that
Whenever
As long as
Whether
Until
Where
Though
Even if
Wherever
As soon as
Because
2-21 (2.39)
REV 04/08/03
Occasion/Position Sentences
Although George Washington was president,
he was also famous.
Although George Washington was president,
he was also a farmer.
REV 04/08/03
Power Statements vs.
Occasion/Position Statements
Power Statement: New teachers should follow
these two suggestions for a
successful first year.
O/P Statement:
Although new teachers
have received many years
of college training, a new
teacher can benefit from
these simple suggestions.
2-21 (2.58)
REV 04/08/03
However Statements
• Creates a compound sentence
• Independent clauses are joined by
a conjunctive adverb
2-26
REV 04/08/03
REV 04/08/03
However Statements
• The “however” is preceded by a semicolon
and followed by a comma.
My father is very strict; however,
he has good reasons for all his rules.
2-26
REV 04/08/03
However Statements
My father is very strict; however,
he has good reasons for all
his rules.
Teach responsible behavior
Teach personal integrity
REV 04/08/03
However Statements
Other Conjunctive Adverbs
• as a result
• consequently
• furthermore
• in fact
• meanwhile
• likewise
Pre-service teachers are well-schooled in
theory; meanwhile, the practical aspects
of teaching are ignored.
2-27
REV 04/08/03
Topic Sentence Options
•
•
•
•
•
REV 04/08/03
And, But, Or
Prepositions
To plus a Verb
List Statements
Get Their Attention
•
•
•
•
Side-by-Side
Semicolon
Noun, Two Comas
Using a Quotation
Writing Compound Topic Sentences
With And, But, and Or Statements
REV 04/08/03
REV 04/08/03
Where/When + What’s
Happening Topic Sentences
REV 04/08/03
REV 04/08/03
“Things” Trap
Weak: As I read about Ben Franklin,
I learned two things.
Better: As I read about Ben Franklin,
I learned that his life was
filled with challenges.
2-38
REV 04/08/03
Better Word Choices
•
•
•
•
•
Actions
Benefits
Features
Reasons
Improvements
•
•
•
•
•
Ideas
Items
Choices
Qualities
Thoughts
2-38
REV 04/08/03
Practice Writing Topic Sentences
Family pets
O/P:
Although he smells, Bud is a great dog.
Side-by-Side:
Bud stinks, drools, and sheds all over the
house. He’s also my best companion.
REV 04/08/03
A Novel Idea from Father Guido
Sarducci
• 5 Minute University
REV 04/08/03
By Maureen E. Auman
REV 04/08/03