Module 3 Section 1

Question 1

Writing Convention Terms: 2 and their definitions

Answer 1

Grammar: Rules of words relating to the structure of sentences

Usage: What word to use, specifically referring to the meaning

Question 2

Developmental Stages of Writing: 3

Answer 2

1. Emergent Writers
2. Early Writers
3. Fluent Writers

Question 3

Emergent Writers

Answer 3

1. Develop an understanding of letters and the meaning behind the letters
2. Cognitive development of letter formation
3. Children can often explain their scribbles and tell stories

Question 4

Early Writers

Answer 4

1. Begin to match letters to sounds and learn spelling basics
2. Understand basics of sentence creation and begin to develop understanding of punctuation
3. Begin to develop grammar knowledge and writing begins to make sense

Question 5

Fluent Writers

Answer 5

1. String together words in coherent sentences
2. Accurate spelling of words
3. Increased understanding in complexity in grammar

Question 6

Writing Development- Preconventional Ages 3-5

Answer 6

Uses pictures to convey meaning.
Attempts to label pictures with “words” (scribbles)
Is aware that print expresses meaning
Writes random letters to represent words
Explains their own pictures and writing

Question 7

Writing Development-
Emerging Ages 4-6

Answer 7

Dictates and draws pictures to generate ideas
Understand letter/sound relationship
Prints with uppercase letters
Utilizes beginning and ending consonants to make words
Pretends to read their own writing
Takes risks with writing

Question 8

Writing Development-
Developing Ages 5-7

Answer 8

Writes names and sight words
Write 1-2 sentences about a topic
Writes from left to right, and top to bottom
Uses upper and lowercase letters when writing
Attempts to use capital letters to begin sentences and names
Attempts to leave space between words
Uses spelling approximations in written work
Begins to read own writing

Question 9

Writing Development-
Beginning Ages 6-8

Answer 9

Writes follow-up sentences for a topic
Writes using various topics. Selects own topics to write about
Reads and notices mistakes in his/her writing
Revises and improves writing with support
Adds space between words
Uses legible handwriting
Uses phonetic skills to move toward conventional spelling
Correctly spells high-frequency words
Begins to use punctuation and capital letters
Shares writing with peers

Question 10

Writing Development-
Expanding Ages 7-9

Answer 10

Writes using various genres
Elaborates on a central idea
Writes using complete sentences
Writes details in a logical manner
Begins to recognize and use interesting language
Begins to use prewriting strategies
Receives and gives feedback on writing
Begins to expand descriptions
Publishes and shares writing
Uses legible handwriting
Moves toward conventional spelling
Sets goals for writing

Question 11

Strategies for Preconventional and Emerging Stages: 3

Answer 11

1. Shared Writing- Teacher demonstrates by thinking aloud pointing out patterns/punctuation
   Examples: a shared experience,
   build an imaginative story,
   write a letter to a character they have heard about in a story together
2. Morning Message- Teacher leaves a morning message for class to read everyday that outlines their day. They take away letters and punctuation for students to fill in themselves.
3. Access to Materials- Leave writing materials for students to brainstorm how to write a topic based off where the materials are
   Example: Shopping list in a play house

Question 12

Strategies for Developing and Expanding Stages:

Answer 12

The teacher should continue to model writing
Read anchor sentences while pointing to words and pointing out what students notice
Provide writing prompts after read-alouds
Journal writing
Guided and free-choice
Provide anchor charts with targeted skills
Shared writing
Paired writing for follow-up work or projects
Provide opportunities for speaking/book reports/class presentations
Provide different ways to respond in writing
For example, create a poster with a clear message about protecting the environment

Question 13

Additional ways to facilitate speaking and listening: 6

Answer 13

1. Discussions
2. Audiobooks
3. Read Aloud
4. Brainstorming
5. Prediction
6. Summarizing

Question 14

The most purposeful writing tasks are ________ tasks that incorporate a variety of skills. Writing is an opportunity to _______ together many of the _________ ________, including reading, listening, and speaking. Allowing _______ is an important part of writing.

Answer 14

authentic
blend
foundational skills
choice

Question 15

Development of Skills:
In order for students to become well-developed writers, they need _____ and ________ to write. The best way to build a writing vocabulary is to have _________ __________ to different types of writing tasks.

Answer 15

time
opportunities
frequent exposure

Question 16

3 Types of Writing tasks

Answer 16

Journaling
Reading Response
Quick Write

Question 17

Individualized Instruction:
As students are writing, it is beneficial for them to receive ______ _______ based on their writing skills. __________ __________ are a great tool to allow students to receive feedback.

Answer 17

individualized instruction
writing conferences

Question 18

When providing feedback….6 things

Answer 18

1.Keep it positive
2.Focus on the strengths of the writing
3.Choose one skill to pinpoint as an area of improvement
4.Highlight skills learned in whole group instruction
5.Avoid pointing out every little grammatical error
6.Provide students with models of good writing to use as an exemplar

Question 19

Forms of Writing:

Your ______ and writing _____ will determine the style of your writing.

4 types are:

Answer 19

audience
purpose

1. persuasive
2. narrative
3. expository
4. descriptive.

Question 20

Narrative

Answer 20

Definition: Tells a story about a real or imagined experience

Example: anecdotes, novels, oral history, poems, short stories, plays

Strategies to use: Who, When, Where, What, How

Question 21

Persuasive

Answer 21

Definition: convinces the reader to do something or think something (argumentative writing)

Examples: advertisements, speeches, editorial articles, product reviews, social media posts

Strategies to use: TREE
Thesis Statement
Reasons
Evidence
Ending

Question 22

Expository

Answer 22

Definition: examines a topic and presents central ideas and details (informative writing)

Examples: how to/instructional, scientific reports, informational essays, news writing, historical nonfiction

Strategies to use: TIDE
Thesis statement
Idea
Details
Ending

Question 23

Descriptive

Answer 23

Definition: used to depict imagery in order to create a clear picture in the mind of the reader

Examples: poetry, novels, plays, memoirs, first hand accounts

Strategies to use: POW
Plan
Organize
Write

Question 24

3 Types of Varieties of Writing

Answer 24

1. Audience
2. Purpose
3. Setting

Question 25

Variety of Writing: Audience

Answer 25

Students can write to a variety of audiences including each other, pen pals, teachers, etc. The tone, content, style of writing changes depending on the audience

Question 26

Variety of Writing: Purpose

Answer 26

Purpose is different organizational structure based on 3 types of writing: 1. Literary- entertain 2. Informational- inform 3. Argumentative- persuade

Question 27

Variety of Writing: Setting

Answer 27

Setting is the time and place of the writing. Often the purpose dictates certain aspects of the setting. Different genres also dictate it sometimes.

Question 28

Other Forms of Communication: 2

Answer 28

1. A request for information - allows students to use an introduction, transitions, coherence within and across paragraphs, and a conclusion 2. Registration of a complaint in a business or friendly structure - allows students to practice tone and vocabulary choice to convey their thoughts

Question 29

Clear, coherent, and effective writing is directly tied to the ________ __ _ ______ __________. Students need _______ ________ when it comes to organizing information before they begin writing.

Answer 29

organization of a writer's thinking direct instruction

Question 30

When organizing writing, students will need to do what 3 things in order to create the most effective piece of writing.

Answer 30

1. analyze the purpose 2. identify the audience and writing type 3. examine expectations

Question 31

5 steps in the writer's process

Answer 31

1. Prewriting 2. Drafting 3. Revising 4. Editing 5. Publishing

Question 32

Prewriting

Answer 32

brainstorming and creating ideas

Question 33

Drafting

Answer 33

writing down ideas on paper, include details and focus on organization

Question 34

Revising

Answer 34

Adding, Deleting, Moving or Changing big picture ideas "look again" Return to the essay prompt to make sure the essay answers the question in the prompt, your thesis is clear, and the ideas are connected to the thesis.

Question 35

Editing

Answer 35

Refining small details like punctuation, grammar, spelling, capitalization

Question 36

Publishing

Answer 36

Final step once writing is polished and share with others

Question 37

In the revising writing stage, what are two ways someone revises their paper

Answer 37

1. Self-revision: Students can revise their own work. Refer students back to the expectations of the assignment and provide a rubric of essential components. When working on self-revision, the focus is on ways to improve the writing. 2. Peer revision: Students can work together with a partner to revise each other’s work. Partners can ask questions to clarify ideas and help ensure the intended message of the writing is the message received.

Question 38

Writers frequently _____ ______ the different stages, especially drafting, revising, and editing, before creating a published piece. A piece being published should receive more ________ __ _______ than a first draft. Revising and editing are often difficult for younger students. _________ these processes will help students develop an understanding of how to look critically at their writing.

Answer 38

move between attention to detail modeling

Question 39

Thesis Statements

Answer 39

In upper elementary, students can begin to formulate a good thesis statement. The thesis statement should take a form that reflects the goal of the writing types. Definition: a statement that outlines the purpose of their writing.

Question 40

What are 6 things a Thesis Statement does:

Answer 40

1. Take a solid position on the topic if it is opinion-based 2. Every sentence in the essay should relate to the thesis statement/claim 3. The thesis statements are often the last sentence of the introduction 4. Thesis statements should be statements, not questions 5. Thesis statements should not contain first or second person pronouns (I, you, me, etc.) 6. The thesis typically outlines (in a very broad way) what the body paragraphs will address

Question 41

Outline of a Thesis

Answer 41

Claim/Thesis- Reason1/Reason 2/Reason 3- Evidence for all 3- Reasoning for all 3 View picture

Question 42

Concept Maps and Organizers

Answer 42

1. Help organized and efficient writing after brainstorming 2. Help students see how the smaller parts add up to the whole. 3. High-quality, effective essays and narratives are based on details; organizing helps to list those details and consider their connection to the overall work.

Question 43

Parts of the Text- organization

Answer 43

1. Part of the process of presenting a clear and coherent text is being able to introduce, develop, and conclude a text effectively. 2. The introduction of a text should include the thesis or main idea and briefly outline which details will support this. 3. As the text builds, students should develop their supporting thoughts with details from research that aid in establishing the purpose of the text. 4. When concluding the text, students should make sure to briefly summarize, but not restate, the thesis and supporting thoughts. Ideally, a coherent conclusion would synthesize all the information into a comprehensible statement.

Question 44

Transitions ______ and _____ ______ by using transitional words and phrases to express relationships. Transitions are words that help the reader ______ ________ ____ ____ ____ __ ______________. What is the definition?

Answer 44

connect clarify ideas move smoothly from one idea to another Definition: A transition acts like a road sign or signal flag to let readers know where they are and to tell readers what to expect coming up next in a paragraph or essay.

Question 45

Transition organization: 2

Answer 45

1. Organization of ideas Example: list from least to most important reasons and order of events 2. Emphasize the relationship of one idea to another - major point - example to illustrate point - similar or opposite idea to previous one

Question 46

Words to show main points vs. examples

Answer 46

1. Main points: First, Second, Third, Finally First, Next, Last, For one thing, For another thing, Finally First, More significant (important), Most significant (important) First, Even worse (better), Worst (Best) of all 2. Examples For example, For instance, Also, in addition, (to add another example) Another (to add another example), First, Next, For one thing, For another Thing, For example, For instance, That is,

Question 47

Refining Writing for clarity: 3 things

Answer 47

1. Identifying Irrelevant Information 2. Eliminating redundancy and repetition 3. Organizing sentences and paragraphs logically