Explicit Strategy Instruction for Writing
Steps for Teaching Students
Strategy
POW-TREE
Lesson
Component
1. Warm-up/
Review/
Make
Connections
Steps
Provide an activity which
activates prior knowledge
by reviewing previous
learning.
Make connections to
previous experiences.
Introduce essential
question.
2. Introduction to
Content/
Explanation
Give clear explanations of
objective and purpose of
activities.
Discuss context and
rationale for the lesson.
Communicate the lesson
content using a variety of
multi-sensory methods.
3. Presentation/
Model the
Learning Process
Demonstrate and explain
steps while students
observe.
Model strategies by
doing—correctly, clearly,
concisely using “think
aloud.”
Examples
What is the purpose of writing?
What kind of writing am I going to use to answer this question.
What do I need to learn about the topic before I can write?
Is this question like one of the other ones that I worked on?
What graphic organizer can help me?
How can you use a graphic organizer to help you write about your opinion?
Should children go outside for recess?
Good writers use tools to help them write. I am going to show you one of the
tools that can help you write an answer to the question “Should children go
outside for recess?”
You are going to learn how to use POW-TREE to answer the question so you can
learn to how to use it to answer questions on high school equivalency test or
college.
We are going to start with an easy topic so that you get the hang of POW-TREE.
Take out POW-TREE graphic organizer.
1. POW – look at graphic organizer. Pick your ideas (yes). Jot down some of
your ideas.
2. Organize and Write – Those are the next steps – we are going to use TREE.
3. Explain TREE – using the graphic organizer.
Now watch me use TREE to write an answer to the question – Instructor does think
aloud using “Students should have to go outside during recess.”
Lesson
Component
4. Scaffolded/
Guided
Concrete Practice
5.
Communicative/
Collaborative
Concrete Practice
Steps
Introduce structured
activities that allow
students to practice skills
clustered into increasingly
larger chunks.
Provide guidance and
constructive feedback
while students were
working on the activities.
Organize students in
differentiated groups
and/or an interactive
setting.
Set up tasks that require
participants to
communicate and
collaborate.
Monitor students' use of
skills during activities.
Examples
Now let’s practice remembering POW-TREE. Instructor does power-teach.
Now let’s practice using POW-TREE to write an essay on “Students should not
have to go outside for recess.” You can use the POW-TREE to argue both sides of
a question.
Teacher leads this from up front, class participates, and students write answers on g.o.
What is the first part of POW?
Keep asking now what is the next step? topic? . . . Reason? . . . Reason? . . .
Reason? Explanation? etc., Ending?
Teacher prompts students to follow POW TREE and write to answer to the question. You can
use white board or elmo to do this.
Divide students into pairs or appropriate groups.
Now you try it – Use POW TREE to write answer to question “What makes an
ideal leader.”
Teacher circulates and prompts when necessary and provides positive feedback.
Provide immediate,
positive, and corrective
feedback regarding the
assessment.
8. Wrap-up/
Concluding
Activity
Provide the opportunity for
students to recap what
was taught and learned.
Did POW-TREE help you answer the question?
Were you able to remember the parts of POW-TREE?
What else do you need to do to be able to use POW-TREE when you need to?
(practice, cue cards, etc)
What kinds of questions can POW TREE help you answer?