Write from the Beginning… and Beyond Expository/Informative

[Pages:48]Write from the Beginning... and Beyond

Expository/Informative

Preview Packet

Spiral-bound Training Manual

D P Write from the Beginning . . . and Beyond

About the Author

o N rev About the Author ot iew Jane Buckner, Ed.S. C With over forty years of experience in the public school system, Jane's work with elementary o and middle school teachers, as well as college students, enabled her to develop the techniques py and strategies that are the building blocks of a successful writing program. During Jane's tenure

in the public school system, she had several roles. She taught "at-risk," as well as advanced

students at various grade levels; she served on several state-level task forces that focused in

part on the development of literacy in young children; she was employed for eight years as a

K?12 Instructional Specialist for the Gaston County, North Carolina, public school system.

While employed as an Instructional Specialist, Jane served as an instructor at Belmont Abbey

College, teaching both theory and methods classes to graduate and undergraduate students.

Jane was trained by Dr. David Hyerle in Thinking Maps: Tools for Learning and was instrumental in incorporating the program into nine elementary schools in her own school system. She later extended the use of Thinking Maps to middle schools and high schools in her district.

Jane is the author of Write . . . from the Beginning, a developmental writing program for elementary students; co-author of Write . . . for the Future, a writing program for middle and high school students; and Thinking Maps: Path to Proficiency for English Language Learners, an advanced Thinking Maps training that focuses on the language and higher level thinking needs of English Language Learners and other struggling students. In addition, Jane is a contributing author to Dr. Hyerle's publication, Student Successes with Thinking Maps.

Currently, Jane works with Thinking Maps, Inc., as the Director of Writing and as an international consultant, bringing effective tools for organizing and motivating students to

practice their best writing.

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tAble of Contents

Part 1: ExPository Writing to ExPlain Why

overview ? What Is Expository Writing? ? Why Is Expository Writing Important? ? Which Types of Expository Writing Are Most Important to Teach? ? Grade-Specific Goals for Writing to Explain Why

lAying the foundAtion ? Writing to Explain Why in Kindergarten ? Kindergarten Writing to Explain Why Rubric ? Sample Kindergarten Mini-Lessons ? Writing to Explain Why in First Grade ? First Grade Writing to Explain Why Rubric ? Sample First Grade Mini-Lessons

building the struCture ? Writing to Explain Why in Second Grade ? Second Grade Writing to Explain Why Rubric ? Writing to Explain Why in Third Grade ? Third Grade Writing to Explain Why Rubric ? Sample Second and Third Grade Mini-Lessons

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9?20 9 13

14 15?20 21?76

21 35 40 45 65 70 77?128 77 90 95 113 118

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D P Table of Contents

Write from the Beginning . . . and Beyond

o N rev developing with strAtegies ot iew ? Writing to Explain Why in Fourth and Fifth Grade C ? Basic Structure Writing to Explain Why Rubric o ? Moving Beyond the Basic Structure py ? Fourth and Fifth Grade Writing to Explain Why Rubric

129?214

129 148 151 195

? Sample Fourth and Fifth Grade Mini-Lessons

202

extending the profiCienCy

215?318

? Writing to Explain Why in Sixth through Eighth Grade

215

? Moving Beyond the Basic Structure

222

? Scoring Rubric for Expository Writing to Explain Why

267

? Using Student Samples to Analyze Proficiency

268

? Using Character Attributes to Stimulate Writing to Explain Why

277

? Using Pictures and Essay Frames to Stimulate Writing to Explain Why 281

? Using Poetry to Stimulate Writing to Explain Why

283

? Using Major Historical Events/Decisions to Stimulate

Writing to Explain Why

285

? Using Political Cartoons to Stimulate Writing to Explain Why

291

? Using Human Interest Stories to Stimulate Writing to Explain Why

292

? Expository Writing to Explain Why One Has a Particular Point of View 294

? Student Examples of Writing to Explain a Point of View

308

? Scoring Rubric for Writing to Explain a Point of View

318

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Write from the Beginning . . . and Beyond

tAble of Contents (Cont'd) Part 2: informativE Writing overview

D PTable of Contents o NotreCvoiepwy319

? What Is Informative/Explanatory Writing?

319

? Why Is Informative/Explanatory Writing Important?

323

? Which Types of Informative/Explanatory Writing Are Most

Important to Teach?

324

? How Will Each Thinking Map Help Students with Writing

to Inform and Explain

325

reporting informAtion by CAtegories

? Writing to Report Information in Kindergarten ? What Does Writing to Report Information Look Like in Kindergarten? ? How to Model Focused Journal Writing for Writing to Report Information ? How to Manage Focused Journal Writing ? How to Pace Focused Journal Writing ? Kindergarten Writing to Report Information Rubric

331?416 337?348

337

337 342 343 345

? Writing to Report Information in First Grade ? What Does Writing to Report Information Look Like in First Grade? ? What Does Observational/Comment Writing Look Like in First Grade? ? Modeling First Grade Writing to Report Information ? Assessment of First Grade Writing to Report Information ? First Grade Writing to Report Information Rubric

349?366

349

352 355 362 364

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