“Writing taught once or twice a week is
just frequently enough to remind children
that they can’t write, and teachers that
they can’t teach. They are both like
athletes who never get in condition, yet
have to play the game before derisive
spectators.”
-Donald Graves
Write Tools
July 2011
Picture Activity
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Take a couple of minutes and write a sentence
about the picture.
Set the picture and sentence aside, we will return to
them later.
What is “The Write Tools”?

An organized, step by step approach to writing

Common strategies with a deliberate connection to 6+1 Traits of Writing
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Common tools for all levels of writers (Level 1, Level 2, Level 3) with
steps to scaffold writers (thinking made visible)
A common language for communicating about writing
A common vision connecting writing, reading, and thinking
Common Strategies
Common Language
Common Vision
+Explicit, Systematic Instruction
=Success
Three Essential Components for
Student Success in Writing

Direct Instruction
Use of a variety of tools
Accessible to all learning styles

Student Engaged in Writing
Daily opportunity to write
Opportunity to write in all subject areas
Exposure to a variety of text structures
Use of a common language

Student Feedback
Individual and specific grounded by common language
On strengths and next steps based on formative assessments
Hearing feedback with a common language
Benefits of Explicitly Teaching Writing
Strategies, Tools, and Genres
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Writing Next Research
90 /90 / 90 Research
Common Language
(6 +1 Traits; Write Tools Language)
Concrete Connections
Connected to SLEs and Iowa Common Core
Writing Next Research
Elements of Effective Writing
Write Tools Connection
Writing Strategies
Consistent, systematic, explicit
instruction
Study of Models
(mentor text)
Focus on strong examples and
analyze for 1 or 2 things
Summarization
Best check of comprehension
Writing for Content Learning
Writing tools used across the
curriculum
Collaborative Writing
Students work together
occasionally
Specific product goals
Rubrics
Sentence combining
Emphasis on varied sentence
structure
Prewriting
Brainstorming and then use of
organized planner
Writing Process
5 Steps of Writing Process
90/90/90 Research
~Doug Reeves
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Focus on academic achievement
Clear curricular focus
Frequent assessment of progress
Emphasis on Non fiction writing
Collaborative scoring of writing
6 +1 Trait Common Language
Connections
Strategies
Organization
Ideas
Word Choice
Sentence
Fluency
Voice
Conventions
Free
Response
X
X
X
Building
Better
Sentences
X
X
X
X
X
Prewrite
Organizer
X
X
X
Single
Paragraph
X
X
X
X
X
X
Multi
Paragraph
X
X
X
X
X
X
Summary
X
X
X
X
Revise, Edit,
Publish
X
X
X
X
Presentation
X
X
X
X
X
Write Tools Common Language

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Topic Sentence
Big Idea
Tell Me More
Conclusion
Transition Words
Deadly Duo
Deadly Trio
USP Words
Rule of 5
Oral/Verbal Rehearsal of Writing
Concrete Connections
Driver: Go
Writer: Go (Topic Sentence)
Driver: Slow Down
Writer: Slow Down (Give Me Big Ideas)
Driver: Stop
Writer: Stop (Tell Me More; 5 E’s)
Writer: Signal Conclusion (Go Back Green)
Roll out the tortilla (Topic)
Put the “good stuff” in the middle (Big Ideas and TMM’s)
Roll it up so nothing falls out (Conclusion)
Unifix Cubes to
manipulate / build
paragraph(s)
Writing Strategies and Tools



Free Response
Building Better Sentences
Organizers
Umbrella Organizer
Number Notes
T Chart
Organizer Tools Help Students in Genre and Response
Writing:
Connections to Core Expository Reading and Writing
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Advertising text
Book Review
Compare and Contrast Writing
Directions / How to Genre Writing
Persuasive Genre Writing
Report Genre Writing
Summary Writing
Constructed Response Writing
Cause and Effect Writing
Free Response
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Strategy to connect reading comprehension and
writing
Active student engagement ~ Rewarded for thinking
No right or wrong answers ~ Write without fear
Mechanics and conventions not emphasized
Encourages discussion
Provides a practical tool to differentiate
Free Response
Protocol for Free Response

Select piece of text to read aloud to students
Identify 3-5 places for students to stop and respond
Can use name of person or subject matter to develop prediction / vocabulary
brainstorm prior to reading

Read the selection aloud
When you come to the identified places say:
“Please respond” OR
“Tell me what you are thinking” OR
“Please draw / write your thoughts”


Warn students you will not wait for everyone to finish
When reading and writing cycle is completed ask students to
reread responses/share responses/confirm predictions
Reflection

Take a couple of post-it notes and answer this
question:
How do I see myself using Free Response
in my classroom?
What Might Free Response Look Like In
My Classroom?
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Drawing responses on sticky notes or in notebooks
Writing responses on sticky notes or in response notebooks
Sharing responses with a partner or table group
Responses based on connections (Text to Text, Text to Self,
Text to World)
Responses based on reading strategies (Questions,
Predictions/Inferences, Synthesis)
Responses about Author’s Purpose, Theme, Character
Analysis, Main Idea, Judgments
Used with read aloud books, shared core text, content area
texts and activities, visual media clips (BHH turn and talk
clip)
Example of Student Free Response
Example of Student Free Response
Example of Student Free Response
Example of Student Free Response
Free Response


Fold a piece of paper into 4 squares
Number the boxes 1 to 4
1
2
3
4
How Can I Connect Free Response to
Instruction?
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Formative Assessment for reading strategies and
skills
Practice within grade level SLEs and I Can
expectations across multiple content areas
Tool for differentiation
Formative Assessment of 6+1 Traits (Ideas, Sentence
Fluency, Voice)
Free Response
Reflection
Free Response
Protocol for Using Organizer Tools


Use a brainstorm web / map to generate and list
ideas about the topic
Pick Two or Pick Three
(select two or three ideas to include in plan / writing)

Complete the organizer tool
List the topic
Fill in the Big Ideas (categories for supporting information)
Fill in the Tell Me Mores (Follow the Rule of 5) Level 2 and Level 3
Write the Conclusion

Use the organizer to write a paragraph(s)
Brainstorm List Example
Pick Two or Three
assignments
friends
specials
library
clubs
School
recess
lunch
computers
Brainstorm and Number Notes
Planner Example
School
assignments
work
friends
lab
recess
School
specials
lunch
lunch
School is great!
specials
recess
Number Notes Level 1 Single
Paragraph Example
Topic:
Conclusion:
I like going to school
Big Idea:
Work
Big Idea
Recess
Big Idea
Lunch
Going to school is great!
Example of Level 1 Paragraph
Using Number Notes

I like going to school. One thing we do is our work.
We also get to go to recess and play. Lunch is
always fun because I talk with my friends. Going to
school is great!
Number Notes Level 2 Single
Paragraph Template
Topic:
Big Idea:
Tell Me More
Tell Me More
Big Idea:
Tell Me More
Tell Me More
Big Idea
Conclusion:
Number Notes Level 2 Single
Paragraph Example
Topic Sentence::
I like school.
Big Idea:
Work
Tell Me More
Math
Tell Me More
Reading and writing
Big Idea:
Recess
Tell Me More
Four Square
Tell Me More
Big Idea
Conclusion:
Talking with friends
Lunch
Going to school is great!
Transition to Level 2 Paragraph
Example

I like going to school. One thing we do is our work.
I look forward to math time because I am good at
solving problems. During reading I get to read in a
small group with my teacher and write about what I
read. Recess is fun. I rush out to play four square
with my friends. Talking with my friends is great!
The last thing I like about school is lunch time.
Going to school is great!
Paragraph Activity
1. Brainstorm your topic
2. Create a Plan (Number Notes)
3. “Talk the Paragraph” using the colored cubes
4. Share your plan with a presenter
5. Write your sentences on the colored strips
6. Tape strips together
7. Share paragraph with the large group
Number Notes: Level 2 Single
Paragraph Practice
Topic Sentence:
1 Big Idea:
2 Tell Me More
2 Tell Me More
1 Big Idea:
2 Tell Me More
2 Tell Me More
1 Big Idea
Conclusion:
Topics
1 – summer activities
2 – favorite beverage
3 – 1 thing you should do before you die
4 – what makes a good teacher
5 – best pets
6 – favorite holiday
Student Examples of
Single Paragraph
Reflect on
Number Notes
Number Notes
Protocol for Building Better
Sentences

Provide students with a simple, interesting picture
Helps students “paint pictures with words”

Ask students to orally tell you what is happening in the picture
Record their responses

Examine the three parts of a sentence
Use chart to identify “who” (noun it), “action” (verb it), and
thought” of student responses

“finish
Expand sentences to enhance word choice, sentence fluency,
and grammar
Building Better Sentences Example
The animals are laying beside each other.
Two tigers rest lazily, side by side, in the grass.
The tiger cub licks her paw as the other cub carefully watches over her.
Building Better Sentences Example
Name It
(Noun It, Add an
Adjective)
The animals
Two tigers
The tiger cub
The striped
tiger cub
Action
(Verb It, Add an adverb)
are laying
rest lazily
licks her paw
meticulously
licks her paw
Finish The Thought
beside each other.
side by side in the grass.
as the other cub
carefully watches over
her.
as her cub mate
cautiously
watches over
her.
Building Better
Sentences Example
Building Better Sentences Practice
Name It
(Noun It, Add
adjectives)
Add details
Describe
(What kind?
How Many?)
Build Word
Choice
Action
(Verb It, Add an adverb)
Finish The Thought
What is happening?
Where?
What is “x” doing?
How?
What else can be
said?
Building Better Sentences Practice
Building Better Sentences Examples
Building Better Sentences Templates
What Might Building Better Sentences Look
Like In My Classroom?
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Whole group use of photo to develop more descriptive,
complex sentences
Whole group use of Macmillan retelling card(s)/ talk about
cards to develop more descriptive, specific, and complete
sentences
Small group or one on one for revision of sentences in
independent writing
Used as formative assessment to demonstrate content
knowledge (BHH photo analysis, Academic Vocabulary in math
and science)
How Can I Connect Building Better
Sentences to Instruction?
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Used to directly, explicitly teach grammar (explicitly name
parts of speech during whole group model/practice; students
identify parts of speech or generate specific parts of speech
during practice)
Used to model and practice revision (word choice, sentence
fluency, mechanics)
Used as formative assessment for grammar, mechanics, and /
or spelling (generate sentences, label parts of speech, use of
correct mechanics)
Used as formative assessment for content knowledge
Picture Activity



Go back to your picture and sentence from the
beginning of the day.
Make your sentence a “better sentence”
Share your sentence with your group
Reflect on Building
Better Sentences
Building Better Sentences