Clear, Concise
Paragraphs—Guaranteed!
June 23, 2015
Presented by:
Alice Greiner & Deb Lasse
[email protected]
[email protected]
303-221-5301
Paragraph Writing
Informative/Explanatory
Strategies Required
in The Write Tools
Writing Routine
™
When students are presented with a writing prompt or assignment,
The Write Tools
Writing Routine™
Eight Strategies for
Paragraph Writing
their first task is to read the prompt carefully.
c Read and Analyze Prompt
After reading through the prompt the first time, they should ask
c Stop and Think
themselves this question:
cBrainstorm
Read and Analyze the Prompt
What am I being asked to write about?
c Pick and Choose
cPlan/Color-Code
This is referred to as the Topic, often indicated with the letter
T =
. We then ask students to reread the prompt. With
the second reading, they should highlight or circle the key words
or phrases from the prompt. Look at the following example:
c Topic Sentence(s)
c Turn and Talk
cDraft
Your class has just returned from a field trip
to the Denver Museum of Nature and Science.
Write a paragraph explaining several facts you
learned while you were there.
We ask students to complete the TAK chart to analyze their prompt:
T stands for Topic(What is the main topic of your writing?)
A stands for Audience (Who will be reading the writing?)
K stands for Key Words(Highlighted words not already listed)
For the preceding example, it would look like this:
T=Facts learned on field trip
A=Classmates, teacher
K=paragraph, explaining, several
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Paragraph Writing
Informative/Explanatory
Stop and Think
Students sometimes come to the teacher right away, saying, “I don’t
know what to write.” It is often because they have not given even one
minute of thought to their topic!
The Write Tools suggests a very simple idea that
Suggested Times
for Thinking
we call Stop and Think. Teachers literally time
their students while they stop and think about
Level 1
their topic. Teachers need to model Stop and
30 seconds to 1 minute
Think so that students are clear what it looks like.
Level 2
1 minute to 90 seconds
Level 3
90 seconds to 2 minutes
When beginning to practice Stop and Think with students, throw in
comments like these to keep them going:
c
“If you’ve thought of a few ideas, see if you can think of some more.”
c
“Keep thinking—sometimes our best ideas come at the end.”
After multiple experiences, encourage Level 2 and 3 students to “time
themselves” by looking up at the classroom clock while they think.
This is an essential skill if we want them to Stop and Think when
taking a writing assessment that does not allow any teacher input.
The Thinker, Auguste Rodin
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Paragraph Writing
Informative/Explanatory
Brainstorm
During brainstorming, students write down all the ideas they came
up with during the Stop and Think time. In the beginning, we like
to do whole-class brainstorms. That way we end up with many more
ideas—and a great model of what brainstorming should look like.
The format for brainstorming is teacher/student preference. Webs,
lists, and thinking maps all work. One middle school teacher in
St. Charles, Louisiana, referred to her brainstorm as a “graffiti wall.”
Brainstorming for the topic of “Facts I Learned on Our Field Trip”
might end up looking something like this:
diamonds
as a class, in small groups,
or with a partner, will
help younger writers
generate ideas for content.
Some students need to
hear several ideas before
pharaohs
stars
Oral brainstorming, done
they are able to generate
their own.
rocks and minerals
mummies
solar system
Facts Learned on Field Trip
pyramids
planetarium
Ancient Egypt
planets
fossils
IMAX
As students share ideas, try to list their ideas in as few words as
possible. Begin to model the concept of words/phrases as you do your
brainstorming. At times you may want to choose a better word that has
a meaning similar to the word(s) they actually say (e.g., student says,
“We learned about the mummies” and you say, “Let’s shrink that down
to just ‘mummies.’ ”).
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Paragraph Writing
Informative/Explanatory
Pick and Choose
After students generate as many ideas as possible, have them
select the two to four ideas that interest them the most. These will
become the Big Ideas in the plan that they will be generating next.
Have students circle or highlight their choices in yellow if possible.
If organization is the
diamonds
pharaohs
stars
skeleton of a piece of
writing, then Big Ideas
are the heart of the
rocks and minerals
mummies
solar system
writing.
Facts Learned on Field Trip
pyramids
planetarium
Ancient Egypt
planets
fossils
IMAX
Questions to consider:
c Are these ideas the most important ideas about the topic?
c Are they all different?
c Will I be able to elaborate on them?
In the beginning, students will need a lot of modeling. This will allow
them to see the difference between the ideas that are most important,
the Big Ideas, and those that tell more, or are the Supporting Details.
Big Ideas
Supporting Details
Ancient Egypt
planetarium
rocks and minerals
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Informative/Explanatory
Plan
Paragraph Writing
CCSS: W.4.
Why do students need to plan before they write?
c
Planning makes your writing easier.
c
Planning gives you a roadmap for organization of ideas.
c
Planning makes your writing better.
The Write Tools trainers refer to planning as nonnegotiable!
Teach students of all ages this important vocabulary word early
in the year. Students will frequently ask if they need a plan—the
answer is always yes!
Make a chart for your classroom that looks like this:
Rules for Planning
Whichever method of
organization you decide to
introduce first to your
students, be sure to provide
many opportunities to
practice before considering
going on to another
organization method.
1. You have to!
2. Words and phrases only.
3. Don’t argue.
If you expect your students to plan their writing, without exception,
it will soon be an automatic part of the Writing Routine.™
What kind of planner should be used?
We encourage the use of linear planners. Two of our favorites are the
T-Chart Planner and the Number Notes Planner. We’ve also included
the Umbrella Planner for Level 1 writers as another choice for some
primary teachers.
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Paragraph Writing
Informative/ Explanatory
T-Chart Planner
Topic 
Big Ideas
Supporting Details
Conclusion 
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Paragraph Writing
Informative/ Explanatory
T-Chart Planner
Topic 
Big Ideas
Supporting Details
Conclusion 
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Paragraph Writing
Informative/Explanatory
Color-Code*
Origins of
Color Coding
This color-coding method
was originally developed by
Kay Tomsich, a high school
Green means ➙ Go, start, begin.
Tell your reader what your paragraph is about.
The topic (T =) or topic sentence is indicated
with green.
teacher in Douglas County,
Yellow means ➙ Slow down and give a Big Idea.
Colorado. She taught her
The Big Ideas are indicated with yellow.
students to use the colors of
a traffic signal to remember
how to organize their writing.
She shared her ideas at a
These are the Big Ideas you selected (Pick and Choose) from your
brainstorm.
social studies/language arts
Red means ➙ Stop and provide Supporting Details.
meeting in her district. Anne
These details are the supporting facts, quotations, examples, etc.,
Kitchen and Diane Hemulach
that will elaborate on the Big Ideas.
from Cresthill Middle School
heard about Kay’s ideas
Green means ➙ Go back.
and began to use them with
The conclusion should remind the reader of what the paragraph
their own students. The
concept spread, as good
was about.
ideas do. A forerunner in
Throughout our workshops, you will see color coding used with
the dissemination of color
informational text. Teachers of all grade levels have found this a
coding was Maureen Auman,
concrete tool for helping students remember how to ORGANIZE
then a seventh-grade teacher
informative/explanatory writing. Color coding does not replace
at Campus Middle School in
students’ understanding of the academic language they will
the Cherry Creek, Colorado,
school district. Thanks to
Kay and Maureen, the
concept of color coding now
use later. If students can learn the names of 25 dinosaurs, they
are able to learn terminology like topic sentence, transition, and
conclusion.
helps teachers and students
all over the United States.
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Paragraph Writing
Informative/Explanatory
CCSS: W.K.2.,
W.1.2., W.4.
Topic Sentences
Now that students have an understanding of the overall organization
of the paragraph, it’s time to model how to write the introduction.
For the introduction of a stand-alone paragraph, we teach students
to write a topic sentence.
The CCSS talk about students in kindergarten “naming what they
are talking about.” In first grade they are expected to “name a topic.”
A topic sentence gives students a method to name what they are
talking about! All teachers have had the experience of having students
come to them with comments such as:
c
“I don’t know how to start.”
c
“I don’t know what to write.”
c
“I‘m thinking.” (This is code for “I don’t know how to start”
or “I don’t know what to write”!)
Eliminate these concerns by explicitly teaching all students how
to write a clear, interesting topic sentence as the introduction of
a paragraph.
Core Four Topic Sentences™
The topic sentences that we begin with are called the CORE FOUR
are part of TWT common
TOPIC SENTENCES,™ part of The Write Tools’ common language.
language.
They include:
1. Simple declarative sentence (SDS)
2. Number statement (NS)
3. Question (Q)
4. Situation,Stance (S,S)
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Paragraph Writing
Informative/Explanatory
Core Four Topic Sentences
™
CCSS: W.4.
Before writing their own topic sentence, students should have
had a number of topic sentences modeled for them. Students should
hear the words topic sentence used many times during writing
demonstrations.
1. Simple Declarative Sentence (SDS)
A simple declarative sentence should clearly state the topic and include
key words from the prompt. It’s usually short, simple, and to the point.
Examples:
Bike safety is important.
Benjamin Franklin is known for important inventions.
The planet Earth is unique.
Teachers expect students to be good listeners.
Seahorses fascinate people.
Brushing everyday keeps your teeth healthy.
2. Number Statements (NS)*
A number statement is a declarative sentence that includes a number
word. It tells how many Big Ideas are in the student’s plan. It helps the
writer stay focused and provides a strong preview for the reader.
Examples:
Following three rules will keep you safe on your bike.
Benjamin Franklin is known for several important inventions.
The planet Earth has many unique characteristics.
Teachers expect students to become good listeners by following
these three rules.
Seahorses fascinate people for a variety of reasons.
Follow four steps for brushing and you’ll have healthy teeth.
* Adapted from Sparks (1982).
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Paragraph Writing
Informative/Explanatory
Students and busy teachers easily fall into the pattern of beginning
number statements with the words “there are” or “here are.”
Do this:
Not that:
Explorers visited the Southwest
There are three reasons that
for three reasons.
explorers visited the Southwest.
Explorers of the Southwest had
Here are three reasons that
three reasons for visiting there.
explorers visited the Southwest.
Notice that the Deadly Duo also automatically commit the writer
to passive voice.
3. Question (Q)
Write a question that cannot be answered with “yes” or “no.”
The whole paragraph will provide an answer to this question.
Examples:
How can you stay safe on your bike?
What are Benjamin Franklin’s most important inventions?
What characteristics make Earth a unique planet?
How can you show your teacher you’re a good listener?
Why are seahorses fascinating?
What steps should you follow when brushing your teeth?
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Paragraph Writing
Informative/Explanatory
4. Situation, Stance Topic Sentences (S,S)
When students become more proficient writers, and understand the
purpose of topic sentences, they will improve their sentence fluency by
learning to write topic sentences with a complex sentence structure.
Starter Words
The situation broadly defines the topic. The stance narrows the topic
after
and tells what the focus of the paragraph will be.
although
Examples:
as
If you want to stay safe on a bike, follow these safety rules.
as long as
Although our country has many examples of famous inventors,
as soon as
Benjamin Franklin was one of our finest.
because
Even though our solar system has many planets, Earth has
before
characteristics that make it unique.
even if
When I am sitting in class, my teacher expects me to be a
even though
good listener.
if*
After learning about seahorses, their fascinating characteristics
in order to
are evident.
once
In order to have a healthy mouth, follow these steps when
since
brushing your teeth.
so that
Starter Words for S,S
Provide students with a list of “starter words” for situation,
stance topic sentences. These starter words are called subordinate
conjunctions. You’ll immediately notice students writing more
sophisticated topic sentences.
though
unless
until
when*
whenever
while
* Easy for first practices.
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Paragraph Writing
Informative/Explanatory
CCSS specifically mention the use of transitional words, phrases,
and clauses. Prior to grade 4, they are called linking words and phrases,
CCSS: W.4.
but both terms mean the same thing.
We recommend using the term transitions from the very beginning.
When students start writing opinion paragraphs, the term linking
words and phrases has a completely different meaning. It may avoid
confusion later if we just refer to them as transitions beginning in
kindergarten.
Common Transitions
also*
another
for example
in fact
one
because
furthermore
initially
second*
next*
last*
equally important
however
finally*
in addition
first*
in contrast
on the one hand/on the other hand
therefore
moreover
to begin
*Easy for first practices.
Level 1 writers will usually use a transition word or phrase at the
beginning of a new Big Idea. The word or phrase is most often followed
by a comma. Using first, second, and third in a row is acceptable for
young writers who are learning ordinal numbers. These specific words
also provide additional support for new English-language learners.
While it is acceptable for these learners to use numerical transitions
in their writing, teachers should model with other options as soon as
possible.
Do not let students get into the habit of using these transitions in
sequence.
WARNING! The Deadly Trio:
First Second Third
The Deadly Trio is part of
TWT common language.
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Informative/Explanatory
Conclusions
Paragraph Writing
CCSS: W.4.
Beginning in grade 1, the CCSS actually mention “providing some
sense of closure.” A concluding statement or section should be
related to the information or explanation presented in the paragraph.
A conclusion lets the reader know that the writing is complete.
If students have no other instruction, how do they end a paragraph?
In one of two ways. An all-time favorite is “The end.” Occasionally
they’ll also include a fancy font or elaborate stylized printing.
Another option they favor is to conclude with one of these little gems:
Examples:
Now you know everything I wanted to tell you about the Olympics.
This was my paragraph about the Olympics.
That is all I have to say about the Olympics.
Mrs. Jones, I hope you like my paper.
Students should never be allowed to end a paragraph in these ways.
No, no, a thousand times NO to these mind-numbing conclusions!
Conclusions have several purposes:
c
A conclusion might summarize the information that was
presented in the body of the paragraph.
c
A conclusion might restate the topic, but use different words.
Help student plan their conclusions by using synonyms for the key
words or phrases that were in their topic sentences.
c
A conclusion might be a “clincher” that encourages the reader
to reflect on the topic or take a particular action.
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Paragraph Writing
Informative/Explanatory
Words That Signal a Conclusion
actually
as a result
definitely
certainly
in fact
obviously
clearly*
consequently
surely
truly*
*Easy for first practices.
Concluding
Words
When your students are ready—and only you can determine when
actually
If students are pressed for time, their hands hurt, or they are clueless
as a result
certainly
clearly*
consequently
definitely
that is—here’s an interesting alternative to the traditional conclusion.
about how to conclude, try this TWT trick for writing a painless
conclusion. Have students write all four types of topic sentences.
Then have them choose one for their topic sentence and one for their
conclusion. They may still add a signal word to their concluding
sentence.
in fact
Simple Declarative
Number Statement
obviously
Sentence (SDS)
(NS)
surely
The Olympic Games happen
The Olympic Games are
truly*
every two years.
entertaining for several reasons.
* Easy for first practices.
Topic =
The Olympic
Games
Question (Q)
Situation, Stance (S, S)
Why do people enjoy watching
Although watching weekly
the Olympic Games?
sports on television is enjoyable,
the two weeks of the Olympic
Games are enthralling.
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Paragraph Writing
Informative/Explanatory
CCSS: SL.K.4., SL.K.6.,
SL.1.4., SL.1.6.
Turn and Talk
When students are practicing their paragraphs out loud, a useful
strategy uses colored cubes to help with the organization of their
paragraphs.
Begin by choosing four students in the class to come up to the front,
and assign them each a particular job:
Pointer Turn and Talk is part of
Points to the color-coded plan, one line at a time.
Picker Upper Chooses the correct colored cube from a pile and
hands it to the Builder.
TWT common language.
Builder Builds a tower of blocks, always putting newest block
(from Picker Upper) on the bottom of the stack.
Talker Actually says the paragraph out loud, turning each
item from the plan into a complete sentence.
After doing this several times as a class, small groups can practice
it independently. Before long, they’ll be able to Turn and Talk their
paragraph out loud to a partner. This step makes writing the draft
simple. It is particularly important for young writers, Englishlanguage learners, and students with special needs.
An important idea to think about:
They have to say it before they can write it.
Do not skip this critical step in the writing routine.
Using the planner as a guide, have students, as a group, practice talking
through each part of the paragraph. You will need to provide a great
deal of support in the beginning, but as kids practice this, they become
experts.
Point to the top of the plan. Help students read the topic sentence
aloud, if you’ve written one. If not, help them come up with one.
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Informative/Explanatory
Paragraph Writing
Our class learned three facts about how to grow plants.
(Green cube)
Point to the first Big Idea and stretch it into a sentence using a
transition.
To begin, plants need light to grow. (Yellow cube)
Point to the Supporting Detail and turn it into a complete sentence
related to the Big Idea.
Light makes the leaves green. (Red cube)
Repeat with next Big Ideas and Supporting Details (alternate
yellow/red cubes).
End with the concluding statement. Be sure to begin the sentence
with the signal word.
Clearly, we are plant-growing experts! (Green cube)
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Informative/ Explanatory
Paragraph Writing
Informative/Explanatory Paragraph:
Writing to a Prompt
Prompt:
1. Read and analyze the prompt. Read it twice. Circle or highlight key words or phrases
in the prompt. Identify the
Topic:
Audience:
Key Words:
2. Stop and think for at least one minute about your topic. Time yourself.
3.Brainstorm.
4. Pick and choose the best ideas from your brainstorm. Circle them on your paper.
5. Plan/color-code.
6. Topic sentence(s).
7. Turn and talk.
8. Draft.
Boldface type matches the steps in the Writing Routine.™
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Iowa School Districts
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Algona Community School District
Anamosa Community School District
Benton Community School District
Burlington Community School District
Cedar Rapids Community School District
Center Point Urbana Community School
College Community School District
Midland Community School District
Grant Wood Area Education Agency