Instructional Tools
Several instructional tools support the strategies and practices introduced
throughout Constructed Responses for Learning. They include the following.
For Emerging Writers
• Tracking
student progress through nine Developmental Writing
Patterns
Example: At the end of each month, the teacher of emerging writers places
the month in the column that identifies the most advanced pattern of
writing evidenced in the writing of each student.
 Torey’s teacher noted that he drew pictures for writing, and his explanation of the picture changed daily. She inserted “Sept.” in the “Pictorial
Writer” column (see Tool #1).
 Torey’s teacher saw that he was writing letters randomly as a caption for
his drawings in December, and his recall of what he was thinking when
he drew the picture remained constant. She inserted “Dec.” in the “Letter Shaker” column.
A template is provided in Tool #1. Photocopy and use it with each class
of emerging writers.
• “Guide for Writing to Learn”: Emerging Writers

Scan and project these two pages on an interactive board so students
can read aloud the guidelines for each new strategy until their use of the
guidelines is automatic (see Tool #2).
© 2016, Constructed Responses for Learning, Warren Combs, Routledge.
For Independent Writers
• “Guide for Writing to Learn”: Independent Writers
Scan and project this page on an interactive board so students can read
aloud the guidelines for each new strategy you prompt until their use of
the guidelines is automatic (see Tool #3).
• Master for creating posters for students to sign in each day
“The writing trait that stands out in my writing today is . . .
Voice
Pictures
Flow”
Use a poster maker to create and laminate a 2’ × 3’ wall chart for each
of these three primary writing traits. As students share their writing
with their PALs and hear that the voice, pictures, or flow is strong in
their writing, they sign their names on the corresponding chart (see
Tool #4).
Note: Have a conference with any PAL who is unable to state that the
voice, pictures, or flow stands out in a student’s writing. It is critical that
one of these traits be identified as stronger than the other two.
• Academic word list by grade level (Berkeley Unified School District)
These lists (see Tool #5) include general academic words that students need
to master (understand and use) in any course of study during a school day.
These are distinct from content-specific words unique to the study of ELA
(figurative language), math (quotient), science (photosynthesis), or social
studies (electoral college).
Note: Use three critical-thinking strategies to help students master the
relationships among academic words that are marked:
 B (Acrostic Vocabulary) with the broad, foundational terms that are
boxed in.
E (Quad Cluster) with the four boldfaced terms with matching
numbers.
L (Analogy) with underscored pairs of terms that represent the
same relationship. Antonyms appear throughout the academic word
lists:
before : after :: agree with : differ (kindergarten)
always : never :: usual : unusual (gr. 1)
 above : beneath (gr. 2) :: minimum : maximum (gr. 3)
 include : exclude (gr. 4) :: advantage : disadvantage (gr. 5)
 content : concur :: blatant : subtle (gr. 6)


© 2016, Constructed Responses for Learning, Warren Combs, Routledge.
isolate : integrate :: subjective : objective (gr. 7)
disputable : indisputable :: accurately : exceedingly (gr. 8)
 ambiguous : incontrovertible :: implicit : specifically (gr. 9–10)
 capricious : dogmatic :: unilateral : ubiquitous (gr. 11–12)


© 2016, Constructed Responses for Learning, Warren Combs, Routledge.
Sept.
1- Torey A.
Nov.
© 2016, Constructed Responses for Learning, Warren Combs, Routledge.
25-
24-
23-
22-
21-
20-
19- Nadia S.
18- Andre R.
17- Kendra M.
16- Juan M.
15- Misha M.
Sept.
Oct.
Sept.
Nov.
Nov.
Oct.
Jan.
Jan.
Dec.
Nov.
Jan.
Jan.
Jan.
Nov.
Nov.
Nov.
Jan.
Jan.
Dec.
Jan.
Sentence
Maker
Dec.
Jan.
Jan.
Story
Maker
School and Grade __________
Teacher _________________
The
Labeler
Jan.
Sept.
Nov.
Nov.
Oct.
May
Jan.
Jan.
Jan.
Sound
Maker
Oct.
Sept.
Nov.
Jan.
Dec.
Jan.
Oct.
Feb.
Nov.
Borrower
Nov.
Nov.
Oct.
Dec.
Nov.
Sept.
Oct.
Dec.
Dec.
Letter
Shaker
Oct.
Sept.
13- Carlos J.
14- Jamie J.
Sept.
12- Andre J.
Oct.
Oct.
Sept.
10- Kim E.
11- Kyoto G.
Sept.
9- Jimmie E.
Sept.
Oct.
8- Perry D.
Nov.
Sept.
Nov.
Sept.
6- Tony C.
7- Alex C.
Sept.
Nov.
Oct.
Verbal
Storyteller
Oct.
Sept.
4- Christie B.
Sept.
Squiggler
5- Takisha B.
Sept.
3- Carol B.
2- Peter A.
Pictorial
Writer
Name
Pre-kindergarten and kindergarten Developmental Writing Patterns Tool #1: Tracking Developmental Writing Patterns
Tool #2: “Guide for Writing to Learn”:
Emerging Writers (Grades K–2)
Strategy A – What I Thought You Taught
1. Write the prompt at the top of your page.
2. With your class, jot 4–8 words you will need to write what you were
taught.
3. As you write, use as many of the words as you can.
4. Read your writing aloud to a PAL.
Strategy B – Acrostic Vocabulary
1. Write a word down on your page.
2. Write a fact of three words or more about your word on each line. Make
certain that the first word on each line begins with the letter on that
line.
3. Use only facts, no opinions.
4. You may not use the word that you are defining.
Strategy C – Either . . . Or
1. Copy the question your teacher provides.
2. Answer it with the first answer that comes to your mind.
3. Write four more sentences in a paragraph explaining your answer.
Strategy D – Focused Free Writing
1. Write the prompt at the top of your page.
2. Write whatever comes to your mind about the prompt.
3. Keep writing your thoughts until your teacher calls time.
Strategy E – Quad Cluster
1. List the four words in the cluster at the top of your page.
2. Circle the one that is different from the other three.
3. Write 2–3 sentences explaining how the circled word is different.
4. Write 2–3 more sentences explaining how the other three words are
alike.
Strategy F – Memory Sentence
1. Read the memory sentence aloud with your class or by yourself.
2. Write 4–5 words that help you remember the main idea of the memory
sentence.
3. Explain a detail about each word and what it helps you remember.
© 2016, Constructed Responses for Learning, Warren Combs, Routledge.
Strategy G – Copy and Continue
1. Copy the passage provided by your teacher at the top of your page.
2. Continue writing a story that completes the passage.
3. Keep writing your thoughts until your teacher calls time.
Strategy H – Change the Tense/Number/Point of View
1. Read the written passage provided by your teacher for this entry.
2. Rewrite the passage, making the prompted changes. You may make additional changes.
Strategy I – Admit Slip
1. Write what you just learned at the top of your page.
2. List words you need to use to explain what you just learned.
3. Select two of the words that are new to you this year.
4. Admit in writing what you learned about each word (1–2 sentences for
each word).
Strategy J – Sentence Expansion
1. With your class, list words that can fit between each of the words in the
prompted sentence.
2. Write a sentence that uses words from each list.
3. Use different words from each list to write a second sentence.
4. Write a third sentence that uses new words that come from your mind.
Strategy K – Free Writing
1. Write the prompt you select at the top of your page.
2. Write whatever comes to your mind about the prompt.
3. Keep writing your thoughts until your teacher calls time.
Strategy L – Analog
1. List the four words of the analogy at the top of your page.
2. In 1–2 sentences, explain how the first pair of words is like the second pair
of words (antonyms, part to whole, etc.).
3. In 2–3 more sentences, explain the full meaning of each pair separately.
Strategy M – Miscellaneous
1. Follow your teacher’s prompt for a critical-thinking strategy, such as
K-W-L, Frayer model, or 3–2–1.
2. Follow the Five Key Practices of W2W UNDERSTANDINGS.
© 2016, Constructed Responses for Learning, Warren Combs, Routledge.
Beginning Writer Strategies
Strategy N – Remember Game
1. Follow the model that your teacher shows you in his or her own writing.
2. Write or draw anything that will help you remember what your teacher
asks you to remember.
Strategy O – Story Reporting
1. List the words in a story that you will need to use to retell the story.
2. Retell the plot of the story aloud to a group of classmates.
3. Rewrite the plot of the story in your own words.
Strategy P – Framed Stories
1. Copy the first words of the framed story.
2. At the first blank, add two or more words to make the sentence more
interesting.
3. Continue to add at least two words to each blank.
Strategy Q – Sentence Dictation
1. Do not number your sentences. Listen to your teacher read the first sentence aloud.
2. Write the words from the first sentence as the first sentence in your story.
3. As you write, use as many of the words as you can from each sentence
your teacher reads.
4. Read your writing aloud to a PAL or the whole class as directed.
Strategy R – Sentence Stems
1. Copy the first words of a sentence that your teacher provides for you.
2. Write the first sentence that your class creates together.
3. Write a second sentence that begins with the same stem, but contains different words.
4. Continue writing sentences with the stem until your teacher calls time.
Building Language Skills
Strategy S – Rewrite Passage
1. Read the passage all of the way through with your class or by yourself.
2. Write the passage a better way.
3. Combine sentences, add words, and delete some words.
4. Do not add new information to the passage.
© 2016, Constructed Responses for Learning, Warren Combs, Routledge.
Strategy T – Spelling Word Stories
1. Take out your current spelling list.
2. Circle the 4–5 words on the list that you think will make a good story.
3. Create a story that uses the circled words.
Strategy U – Slotting
1. In the sentence that your teacher provides, create a list of words beneath
each slot.
2. Write a sentence that uses words from each list.
3. Use different words from each list to write a second sentence.
4. Write a third sentence that uses new words that come from your mind.
Strategy V – Sentence Combining
1. Read the sentences that your teacher provides.
2. Combine the two or more sentences into one that means the same thing.
3. Use the signals provided for combining the sentences.
© 2016, Constructed Responses for Learning, Warren Combs, Routledge.
Tool #3: “Guide for Writing to Learn”:
Independent Writers (Grades 3–5)
Strategy A – What I Thought You Taught/Meant
1. Write the prompt at the top of your page.
2. List words you will need to write an accurate entry of what you were
taught.
3. As you write, explain each word you use from the list.
4. Let a PAL read your entry. Your PAL will circle the words that you have
used from your list.
Strategy B – Acrostic Vocabulary
1. Write the assigned word down on your page, one letter per line.
2. Write a fact on each line (four words or more) about your word, making
sure the first word of the fact begins with the letter on that line.
3. Use only facts that are accurate and different from each other (no
opinions).
4. You may not use the word that you are defining in the facts.
Strategy C – Either . . . Or
1. Copy the question provided (it can be answered two different ways).
2. Answer the question one way or the other in a complete sentence.
3. Write at least six more sentences in a paragraph that explains your answer.
Strategy D – Focused Free Writing
1. Write the prompt at the top of your page.
2. Write whatever comes to your mind about the prompt.
3. Keep your pencil (cursor) moving, writing your thoughts about the
prompt until your teacher calls time.
Strategy E – Quad Cluster
1. List the four words in the cluster at the top of your page.
2. Circle the one that is different from the other three.
3. Write 2–3 sentences explaining how the circled word is different.
4. Write 2–3 more sentences explaining how the other three words are alike.
Strategy F – Memory Sentence
1. Write the memory sentence at the top of your page.
2. Explain the overarching concept that the sentence helps you remember.
3. Then explain fully the part of the concept that each word helps you
remember.
© 2016, Constructed Responses for Learning, Warren Combs, Routledge.
Strategy G – Copy and Continue
1. Copy the written passage provided by your teacher for this entry.
2. Continue writing about the passage, explaining the ideas that are introduced in it.
Strategy H – Change the Tense/Number/Point of View
1. Read the written passage provided by your teacher for this entry.
2. Rewrite the passage, making the prompted changes. You may make additional changes.
Strategy I – Admit Slip
1. Write the name of the concept you are studying at the top of your page.
2. List words you will need to use to write an accurate and complete description of the concept.
3. Select two new ideas about the concept you learned in class this year.
4. Admit in writing what you learned about each idea (three or more sentences each).
Strategy J – Sentence Expansion
1. Read the base sentence provided.
2. With a PAL, list possible words and phrases that can fit between each of
the words in the sentence.
3. Create three or more sentences, using a variety of words from the list or
new words that come to mind.
Strategy K – Free Writing
1. Circle a topic from your Inventory of Free Writing Topics.
2. Write whatever comes to your mind about the topic.
3. Keep writing your thoughts until your teacher calls time.
Strategy L – Analogy
1. List the four terms of the analogy at the top of your page.
2. In 1–2 sentences, explain how the first pair of words is like the second pair
of words (antonyms, part to whole, etc.).
3. In 2–3 more sentences, explain the full meaning of each pair separately.
© 2016, Constructed Responses for Learning, Warren Combs, Routledge.
Tool #4: Posters for Students to Sign In
© 2016, Constructed Responses for Learning, Warren Combs, Routledge.
© 2016, Constructed Responses for Learning, Warren Combs, Routledge.
© 2016, Constructed Responses for Learning, Warren Combs, Routledge.
Tool #5: Academic Word List (By Grade Level)
Kindergarten
after-1
again
agree with
also
any-2
appropriate
audience
because
before-1
beyond-1
by-1
clue
copy
detail
differ
does
even
every-2
example
explain
finish
just
list
many-2
much
must
near
only-2
part
perform
place (v)
point
put
self
sort
start
such
Grade 1
always-1
argue
begin
better
between
both
chart
consequence
describe
discover
discuss
during-2
effect
event
experience
explore-2
far
few-1 (n)
finish-2
keep
left
likely-1
locate
main
maybe
might
never
next
observe
often-1
opinion
order
organize
participate-2
pass
predict
reason
review
seem
should
since
still
sure
those
thought
type of
until
unusual
usual
usually
while
Grade 2
above-3
ago
apply
area
argument-1
arrange
behind-3
beneath-3
benefit
category
characteristics-2
check
clear
compare
complete-2
conclusion
decide
deep-3
direct
enough
ever
explanation-1
few (adj)
free
important
impossible
in common
interest
interesting
introduce
item
less
miss(ing)
model
object (n)
plan
portion-2
possible
prepare
probably
prove
purpose
rank
rare
ready
reduce
relate to
relationship
restate-1
results
reverse
several
solution
solve
soon
special
state-1 (v)
though
trait-2
unique
useful
wonder
Grade 3
although
analyze
anticipate
cause
characterize
claim
class/classify
collect
comparison
completely
------------------Acrostic
Quad Cluster-#
Analogy
-------------------
© 2016, Constructed Responses for Learning, Warren Combs, Routledge.
conclude
constant
contrast
create
critical
defend-1
define
determine
disagree-1
discuss
draw a conclusion,
upon
effect
event
evidence
exclude/include
former
frequently
general, in general
however
identify
include
information
investigate
justify-1
label
maximum
minimum
occur
organize
place
point out
prior
process
question
reason
recall
regularly
request
require/required
research
respond
response
review
sequence
significant
specific/-ally
strategy
structure
summarize
support-1
various
Grade 4
abstract/concrete
academic
alter
assess
assume
assumption
brief
clarify
confirm
consider
consistent,
consistently
contradict
current
currently
develop
display
dispute-1
distinguish between
effective(ly)
essential
exaggerate
examine
form/-at/-ation
highlight
influence/-tial
inform
information
informative
involve
judge/judgment
likely
logical
maximize
minimize
modify
monitor
notice
oppose-1/-ition
optional
original/originally
perhaps
possibility
possibly
presume
previous/previously
produce
propose
reaction/react
recent(ly)
refer
report
represent-1
series
significance
standard
state (v)
suppose
typical
typically
utilize
vary
version
Grade 5
accurate
additionally
address (v)
advantage/disanalyze
arguably
assert
available
citation
cite
complement
complex
condition
contradiction/-rary
coordinate
correspond
crucial
data
debate
discriminate
drawback/benefit
eliminate
emphasize
encounter
establish
evaluate
eventually
excess/-ive/-ly
expand
focus
fundamental
including
including
infer/inference
interact
interaction
issue
limited
negate
note (v)
object to (v)
overall
persuade
primary/
primarily
procedure
product
properties
quality
reflect
restrict
restricted
result
significantly
source
suggest
transition
ultimate/-ly
valid
variation
volume
------------------Acrostic
Quad Cluster-#
Analogy
-------------------
© 2016, Constructed Responses for Learning, Warren Combs, Routledge.
Grade 6
according to
accuracy
additional
advocate
analysis
appeal
appropriately-1
assemble-2
basically-1
blatant
characteristic (adj)
clarification
collaborate
common/-ly-1
comparable
competent
compile-2
compilation
concur
contend
context
contribute/
contribution
converse
credible
debatable
decline
demonstrate
despite
development
due to
elaborate-2
eligible
emphasis
equip
essentially-1
evidently
extended
extent
fundamentally
genuine
given
justification
likelihood
maintain-2
negativity
obvious/-ly
positivity
prevent
productive
prompt (v)
require
reveal
status
strategic
subtle
the following
Grade 7
affect (v)
articulate-1 (v)
aspects
assert-1 /-ive/-ly
authority
capture
clearly
conceivable/-ly-2
(inconceivable)
conditional
(unconditional)
consideration
consist of
contradictory
correlate
credibility
criteria
design
determined
differentiate
draft (v)
establish
exclusive/-ly-2
exercise, exercise
(n)
factor
feature
generally-2
generate
illustrate
impact
imply
incorporate
indicate-1
influence
inquire-1
integrate
intense
interpret
isolate
literal/-ly
maturity
notorious
phase
portray
potential
potentially-2
preclude
prospect/-ive
recollection
relate
reserve
resulting in
rigid
secure
strategic/-ally
subjective /
objective
sufficient/-ly
supported by
unify
Grade 8
accordingly-2
accurately
acquire
adequate/-ly
allocate/allocation
alternative
analytical
anticipation
applicable/inapproach
articulate (adj)
assert-1/-ion
assumptions
authentic,
authenticity
availability
capacity
coherent
complexity
conceivably
concurrent-2
consequently-2
considerably
constitutes
consult
consultation
convey-1
correlation
depict-1 /-ion
depicted
detect
determination
devise
diminish-1
disputable/indynamic
employ
equate
ethic/-al
evident/-ly
exceedingly
exhibit, exhibition
focal
inclined/
inclination
inconceivable
indicative of
influential
invariably
marginal
perception
plausible
presume/
presumption
requisite /prespecify
speculate/-ation
subsequently-2
susceptible
thereby
validity
vary/varied
virtual/-ly
------------------Acrostic
Quad Cluster-#
Analogy
-------------------
© 2016, Constructed Responses for Learning, Warren Combs, Routledge.
Grades 9–10
abdicate-1
albeit
alternate
ambiguous
apparent/-ly
approximately
arbitrary
attain
attribute
beneficial
capability
cease-1
cohesion
coincide
colleagues
commence-1
compensate
compile
comprehensive
comprised of
conceive
conform
constrain
convene
delineate-2
derive
despite
deviate
devote
discrete
distort-2
duration
emerge
enable
encounter
enhance
ensure
entity
exceed
exemplify-2
explicit/-ly
extensive
facilitate
feasible
finite/infinite
fluctuate
forthcoming
given that
hence
impede
implicit/-ly
incidental/-ly
inclination
incontrovertible
inevitable
inherent
initiate
integral
intrinsic
invoke
manipulate
nevertheless
notion
notwithstanding
nuance
orient
paradigm
parameter
perceive
persist/-ent
plausibility
plethora
preliminary
presumably
prohibit
refine
relevant/
irrelevant
reliable/
reliability
resolve-1
sequential
signify
specifically
subsequent
subsidize
supplement/
-ary
sustain
tangible
undergo
verify-2
Grades 11–12
abrogate-1
acerbic-2
ameliorate
amend
arbitrarily
archaic
articulated
auspicious
banal
calibrate
capricious
caveat
connotative
consolidate-1
conversely
deleterious
denote
didactic
disparaging
divulge
dogmatic
eclectic
ephemeral
epiphany
facetious
finite
formulate-1
fortuitous
frivolity
frivolous-3
gist-3
hinder
hubris
inane
incognito
indispensable
infrastructure
insulated
intangible
itemize
juxtaposition
levity
lexicon
loquacious-3
milieu
myopic
nefarious-2
obsequious-2
offset
omnipotent
pejorative
periphery
pertinent
posit
predictability
predict/-or
recapitulate
recede
reciprocal/-ate
rescind
restraint
salient-2
sought
specificity
staggering
subjugate
substantial/-ly
subtle-2/-ty
succinct
suffice
superfluous-3
symbiotic
ubiquitous
underlying
assumption
unilateral
usage
usurp
vehement/-ly
vested
vilify
visceral
whereas
whereby
wrought with
------------------Acrostic
Quad Cluster-#
Analogy
-------------------
© 2016, Constructed Responses for Learning, Warren Combs, Routledge.