Specialized instruction in Written Expression: Expository Writing

1. Specialized instruction in Written Expression: Expository Writing

2. Objectives • Participants will be able to orally explain the organization and importance of expository writing using academic language after • Using graphic organizers and guided practice

3. Writing a Summary

4. Why focus on theSummarizing Strategy? Perquisite for good writing. Research validated strategy. State Standard: Students will read and understand a variety of materials- need to be able to summarize to understand Increases engagement in reading CSAP asks summarizing questions . “When students can write a well-organized summary, it means they have mentally manipulated the information, understanding it, and are likely to remember and use it later: When students can summarize, they are ready for higher-order thinking skills such as making inference and analyzing what they read.”

5. A summary is a short restatement of the main points of articles, stories, films, or chapters in a textbook. The purpose of a summary is to share the key ideas with your reader. It does NOT contain opinions and rarely contains a conclusion. What is a Summary?

6. Four Step Summary Paragraph Step 1: Write a three part IVF topic sentence using the burrito fold Step 2: Copy the complete topic sentence Step 3: Create a fact outline Step 4: Write a final summary paragraph using the fact outline

7. IVF Summary Topic SentenceStep 1 Verb It! Finish Thought Identify the Item • What is the text? • What type of text is it? • Who is the author? • What is the big idea? • What is the big concept? • What is the main idea? • ACTION WORD

8. Identify Item Identify the Item • What is the text? • What type of text is it? • Who is the author? F I V Cinderella fairytale Brothers Grimm

9. Verb Verb It! • ACTION WORD I V F Cinderella fairytale Brothers Grimm

10. Verb compares defines describes explains gives lists presents shows tells I V F Cinderella describes fairytale Brothers Grimm

11. Finish Thought Finish It! • What is the big idea? • What is the big concept? • What is the main idea? I V F how a young girl Cinderella describes fairytale goes from rags to Brothers Grimm riches

12. Write a Real SentenceStep 2 I V F STEP 1: Cinderella describes how a young girl fairytale goes from rags to Brothers Grimm riches STEP 2: The fairytale, Cinderella, by the Brothers Grimm, describes how a young girl goes from rags to riches.

13. Oral Summary Verbs tells explains describes describes

14. Oral Summary Topic Sentences how Goldilocks was surprised at the bears’ house. The story, Goldilocks and the Three Bears, tells Summarizing

15. Fact OutlineStep 3 Write a 3 part summary sentence. Identify the item. Verb Finish your thought. Copy the sentence so it looks like a real sentence. Write the facts.

16. Summary Plan Write a 3 part summary sentence. Identify the item. Verb Finish your thought Cinderella describes how a girl’s life goes from rags to riches. fairytale Brothers Grimm Copy the sentence so it looks like a real sentence. The fairytale, Cinderella, by the Brothers Grimm, shows how a girl’s life goes from rags to riches. Write the facts. forced into chores fairy godmother dances with prince shoe fits marries prince

17. Cinderella: A Summary The fairytale, Cinderella, written by the Brothers Grimm, describes how a young girl’s life goes from rags to riches. Cinderella spent much of each day performing chores for her mean stepmother and her two ugly stepsisters. A fairy godmother arrived and granted Cinderella’s wish to attend the prince’s ball. Dressed in a beautiful gown, Cinderella arrived at the ball and caught the attention of the prince. They danced much of the night, but when midnight came, Cinderella ran and lost her slipper. The prince searched the kingdom and found that Cinderella’s foot fit in the slipper. To the surprise of the ugly stepsisters, the prince married Cinderella, and they spent the rest of their life living happily ever after.

18. Where is the conclusion? Why summarize a summary?

19. 7th grade Summarization Question In the second paragraph of the article, the author states her opinion about wolves. Restate her opinion in your own words.

20. Summary Plan Write a 3 part summary sentence. Identify the item. Verb Finish your thought. STEP 1: Wolves Opinion Myth Busting Claims Wolves are portrayed incorrectly in stories Copy the sentence so it looks like a real sentence. STEP 2: The author, Ms. Macaulay, claims that wolves are portrayed incorrectly in stories. Write the facts. • Portrayal of wolves in children’s stories is unfair e.g. Little Red Riding Hood • Scientist study their behavior • Scientist have learned that wolves don’t behave like in the stories STEP 3:

21. Put it all together Wolves Paragraph 2: A Summary The author of this article, Ms. Macaulay, claims that wolves are portrayed incorrectly in stories. Stories such as Little Red Riding Hood portray wolves as evil, however this is not true according to scientists who have been studying their behavior.

22. Incorporating this Strategy into what you are already doing. Inclusion: When you are providing specialized instruction in the classroom Everyday Connected Math: With each story problem Reading A-Z Books Guided Reading: Reading A-Z text or follow up to G. Reading in the classroom Wilson: Step 9 in the Wilson Lessons Language!: With the Challenge Text Modified Spring Board: After reading text

23. Great short answer

24. Great Short Answers Students use this strategy to learn how to write great short answers. For class, district or state assessments, students must be prepared to write good short answers that are one, two or three sentences long. In class, teachers expect students to speak in complete sentence and to give complete answers.

25. A Great Short Answer … Doesn’t use question words in the answer Uses key words from the question Uses complete sentences Is specific Doesn’t leave your reader guessing What is a Great Short Answer?

27. Great Short Answers Model Practice as a class Practice in small groups Practice all three levels each time Have students create questions from their content For assessment, check out section 10-11 with some tools to assess your students Great Short Answers

28. Great Short Answer What cell part is indicated by the picture and what is the purpose of this part?

30. Expository Writing • Solid research states that 90% of what students are asked to write in the thirteen years they attend school is expository in nature. Doesn’t it make sense to match your writing instruction to that statistic?

31. Think About Terminology Giving Information: Expository Telling a Story: Narrative INTRODUCTION Lead Topic Sentence Thesis Statement Key/Star Ideas Transitions Elaborations Restatement Summarization Encourage/Challenge BEGINNING Setting Character Development Plot Events Conflict Problem Climax Solution BODY MIDDLE CONCLUSION END

32. Two Kinds of Writing Information Story River Otters Ollie and Orpha Near the pond on the Henderson’s farm lived a family of otters. Ollie and Orpha were the youngest members of the den. One day, Mother Otter told Ollie and Orpha not to go near the water. They were surprised. Usually they were allowed to spend the day playing. Mother explained that friends were visiting, and it was important to Mother that everything stayed neat and tidy. “Don’t get dirty,” she commanded. Of course we won’t , said Orpha as she looked at Ollie, who just smiled. After that, Orpha and Ollie went outside as Mother Otter cleaned the den. Orpha…. River otters are fascinating animals. There are many things that make them special. First, they love water. They like rivers, ponds and lakes. Their fur keeps them warm in cold water. Also otters are great swimmers. They dive, float, and glide through the water. This is easy for them because they have big back feet. Next, otters love to play. Some of their favorite games are hide-and-seek and sliding down hills. They usually live in a den with other otters, so they always have someone to play with. Otters are amazing creatures.

33. Think About Colors Expository Narrative INTRODUCTION BEGINNING BODY MIDDLE CONCLUSION END

34. Traffic Light Organization GO! Write a topic sentence. SLOW DOWN! Give a reason, detail, or fact. Include a transition. STOP! Explain. Give an example. GO BACK! Remind the reader of your topic.

35. Colors In Action Enjoying the Music Yesterday we had the best assembly ever. We listened to a band. First, we liked the way the music filled the room. We really liked the way the music got loud and fast. Another part we liked was learning the names of the instruments. We learned that the drums keep the beat. My friends and I hope we will get to hear the band again soon.

36. Color-Coding & Informal Outlines Title = The Topic T =  Reason, Detail or Fact The Explanation or Example  C = The Conclusion

37. Color-Coding & Informal Outlines

38. Colors In Action Enjoying the Music Yesterday we had the best assembly ever. We listened to a band. First, we liked the way the music filled the room. We really liked the way the music got loud and fast. Another part we liked was learning the names of the instruments. We learned that the drums keep the beat. My friends and I hope we will get to hear the band again soon.

39. Color-Coding & Informal Outlines Title = Enjoying Music T = band assembly  music ─ filled room ─loud and fast  instruments • ─ learned names • ─drums keep beat C = another band assembly

40. Color-Coding & Informal Outlines Title = Enjoying Music T = orchestra performance  music ─ filled auditorium ─ quiet ─loud  sounds  instruments • ─ name • ─percussion • marching • drums • triangles C = a great time

41. Informal Outlines T = A Great Summer ─ learning  Fishing • since five • ─ no help • set up rod • caught trout • cleaned trout  New Friend • ─ big house • at corner • ─ birthday • same day • ─ time together • all day Tool 4-7a Spiral 156 • ─ activities • games • fishing C = a great time

42. A Great Summer Great ideas and strong organization I always enjoy my summer vacations, but two things made this summer extra special. First of all, I learned to fish. I’ve been fishing since I was five, but it took me four years to learn how to do it right. Without help from my father or grandfather, I set up my own rod and caught four trout. I even cleaned them, so we could fry them at camp for dinner. The second reason it was so wonderful was my friend, Kayla. Kayla, and her family moved into the big house on the corner. Her birthday is the same as mine, so our families had a party together. We both like to play games on the computer, swim and read. Yes, I even taught Kayla to fish. What a great summer.

43. Getting Started - Writing from a Prompt topic Your history teacher has requested that the entire class share some ideas for two field trips for the semester. The first trip will be at the beginning of the semester and the second will be at the end of the semester. Both field trips must be no more than an hour away from school. Write a letter to your teacher explaining your ideas for the field trips. expository verb what you will write about

44. One Example Denver Mint Armed guards Ride on a bus Our Field trip First with toilets Money samples Molly Brown House First with electricity Fireplace for burning money

45. Good ideas but no organization Dear Teacher, This is about my field trips. Let’s go to the Denver Mint. We can ride the bus. I heard they give out free samples. Ha ha. And then there’s the Molly Brown House. She was unsinkable, you know. Rumor has it she burned money in her fireplace. Her house had electricity. Her house had indoor plumbing. Oh yeah, I forgot to mention the Mint has armed guards. Thanks for reading my letter on field trips. Didja like it? The End

46. Informal Outlines T = Two Field Trips ─ one of three places -San Francisco -Philadelphia Denver Mint • ─ robotics • ─ armed guards Molly Brown House • ─ eccentric woman • burned money ─ first with electricity ─ first with plumbing C = pair of historical places

47. Good ideas and great organization! To Whom It May Concern, Although there are many places worthy of recommending for two field trips, I’d like to suggest visiting The Denver Mint and the Molly Brown House. The Denver Mint is one of only three places in our country where money is made. The others are San Francisco and Philadelphia. It’s a place to witness robotics in action, as that’s how the money is made nowadays. There’s heavily armed guards watching every step you take. Here’s a word to the wise: don’t grab a free sample! You might find yourself in trouble! Another place I’d recommend is the Molly Brown House. She was quite eccentric. Rumor has it she used to burn money in her fireplace! Her house was the first in Denver to have electricity installed. It was also the first to have indoor plumbing. The original toilet is still there. For an extra $1 you can pee in it, just like Molly used to. Just kidding. Obviously, this pair of historical locations should be highly considered when thinking about two possible places. Sincerely,