EXPOSITORY
(Persuasive) and
FICTIONAL
WRITING
VPSS READING/LANGUAGE ARTS
Review Activity
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• Write your response to the question below in
140 characters or less (including spaces).
Today’s Agenda
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Basics of Reading Instruction
Expository Defined
Persuasive Writing
Fictional Narrative Writing
Reading Instruction
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Phonemic Awareness
Phonics
Fluency – Reading multisyllabic words
Reading Comprehension
Teaching Multisyllabic Words
Students Need to HEAR Syllables
• Students who struggle to read multisyllabic
words often cannot “hear” the syllables
• Students should first orally segment
multisyllabic words
• Then orally blend multisyllabic words
Focus on VOWELS – Rules to Know
• EVERY syllable has a vowel sounds
• Almost every syllable has a vowel letter
• Most of the time, when two vowels are apart,
they are in separate syllables
– Exception = silent e
• Most of the time, when two vowels are
together they spell one vowel sound in the
syllable
– Exeptions = patio, riot, chaos, violet, poem
Six Common Syllable Spelling
Patterns
• Short Vowels
• Closed:
–These syllables end in a consonant. The
vowel sound is generally short.
(Examples: rabbit, napkin)
Six Common Syllable Spelling
Patterns
• R-controlled:
• Vowel + r
–The letter affects the sound of the
vowel. The vowel and the r appear in
the same syllable. (Examples: bird,
turtle)
Six Common Syllable Spelling
Patterns
• Long Vowels
• Open:
–These syllables end in a vowel. The
vowel sound is generally long.
(Examples: tiger, pilot)
Six Common Syllable Spelling
Patterns
• Long Vowels
• Vowel__silent e:
–Two vowels work together
–These generally represent long-vowel
sounds. (Examples: compete, decide)
Six Common Syllable Spelling
Patterns
• Vowel team
–Many vowel sounds are spelled with
vowel digraphs such as ai, ay, ea, ee,
oa, ow, oo, oi, oy, ou, ie, and ei.
–The vowel digraphs appear in the same
syllable. (Examples: boat, explain)
Six Common Syllable Spelling
Patterns
• Consonant-le:
–Usually when le appears at the end of a
word and is preceded by a consonant.
–The consonant plus le form the final
syllable. (Examples: table, little)
Reading Multisyllabic Words –
Short Vowels
Compound Words
Batman
Suntan
Catnip
Sunset
Sunfish
Bathtub
Shellfish
nutshell
Two Syllable Words
Napkin
Admit
Cactus
Public
Index
Panic
Comic
Publish
Three Syllable
Words
Fantastic
Penmanship
Establish
Wisconsin
Athletic
Cosmetic
Investment
Admonish
Accomplish
Reading Multisyllabic Words
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How many vowels do you see?
Are the vowels together or apart?
Record the number of syllables
Divide the word into syllable
Practice reading each syllable, out of order
and in order
• Practice blending the word
Admonish
•Admonish
•Ad mon ish
Silent e and Diphthongs
• When students notice the number of vowels,
ask them if they think there might be a silent e
or a dipthong (vowel team) to consider
• Words to try
– Valentine
– Confiscate
– Leadership
– Prevail
Other Rules
• Break between two consonants that are the
same.
• Pronounce the consonant once
– Rab bit, ten nis, ad dress, slug gish
• Keep digraphs together
– Ac com plish ment, graph ic
Point of Difficulty - Schwa
• Lazy or reduced vowel with no energy
• Only occurs in words with more than one
syllable
• Does NOT sound the way it is spelled
– Ribbon
– Seven
• Therefore, causes problems with spelling
Spelling Multisyllabic Words
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Say the word
Ask students how many syllables they hear.
Draw a line for each syllable
Spell each syllable
– Consider diphthongs, schwa, silent e
Expository - Defined
• Expository text:
• Includes essays, speeches, lab procedures, journals,
government documents, newspaper and magazine
articles, and directions are some examples
• Explains something by definition, sequence,
categorization, comparison-contrast, enumeration,
process, problem-solution, description, or cause-effect.
• Uses facts and details, opinions and examples.
Expository Writing
• Expository Writing:
– reports of information
– essays
– book reports
– biographies
– news paper articles
• Expository writing is meant to inform the
reader!
Before Writing
• Students need to understand the assignment or
prompt. Read it with them!
• Help them understand the subject of the
assignment.
• They must know the purpose of the assignment.
– Informing
– Reporting
– Persuading
• Who is the intended audience?
Verb It – Name
Look for Key Assignment Words
Explicitly teach this academic vocabulary
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Analyze
Compare
Contrast
Define
Discuss
Evaluate
Infer
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Explain
Illustrate
Prove
State
Something to
consider
Let’s Try Together
• Many Americans are in disagreement
concerning the effectiveness of the death
penalty. Research the subject and present
both sides of the argument demonstrating
understanding of the issues. Explain key
positions for both sides of the argument.
Differentiate between fact and opinion
regarding the effectiveness of the death
penalty.
Now Practice in Table Groups
• Americans are divided regarding the two
opposing sides of the issue of the death
penalty. Select one perspective and present
the position. Support the position with
evidence and examples from your reading in
order to demonstrate understanding of the
position you have chosen. Differentiate
between fact and opinion.
What kind of essay are you
being asked to write?
Persuasive
Standards Trace
• At your table, take a look at the persuasive
writing standards and how they develop over
the years.
– What vocabulary do YOU need to know and
understand?
– How does the skill advance?
– What do we expect students to be able to
produce at the end of each grade?
More Expository Reading
• Items you will need from Day 4
– “New Jersey Abolishes the Death Penalty” article
• You will also need:
– “Death Penalty Arguments” essay
– “Murders Drop in New Jersey…” press release
– “RACE…” newspaper article
• Take time to read through the expository
information. Mark up the text as needed.
Why do we need to teach
expository writing to all students
at all grade levels?
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Most school writing will be expository writing.
Expository writing teaches clear and logical thinking.
Expository writing helps students learn content.
Expository writing prepares students
for the business world.
How Can We Help Students?
We built good,
elaborate
“highways” for
students to follow
…
But we forgot…
• They don’t
know how to
drive!
What does it take to learn something new?
• 4-14 repetitions to learn
something new
• Students with disabilities need
250-350 repetitions over the
years
(1.2)
The keys to an effective paragraph:
Expository paragraphs need:
• A title
• A topic sentence
• Transitions
• Good explanations and examples
• A conclusion
The Five Elements of
Expository Writing
• Organization is the key.
• Topic sentences and thesis statements are
the heart.
• Transitions are the glue.
• Examples, evidence, and explanations are
the meat.
• Conclusions tie it all together.
Great Expository Paragraphs
Organization
is the
key.
Using Colors to Teach Organization
Go!
Write a topic sentence
Slow
Down
Give a reason, detail, or fact. Use a
transition.
Stop!
Go
Back!
Explain. Give an example.
Remind the reader of your topic.
2.11
Topic Sentence:
• Green means “go.”
• Green asks the writer to decide—
– “What am I going to prove?” (reason)
– “What am I going to explain?” (detail)
– “What information will I share?” (fact)
Reasons/Details/Facts:
• Yellow means “slow down.”
• Introduce key concepts to support the topic
sentence.
• The main supporting ideas (reasons, details or
facts) for the topic sentence.
• Look for common patterns or categories in the
brainstorming.
2.11
Explain:
• Red means “stop and explain.”
• Present evidence.
• Provide explanation and examples.
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Conclusion:
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Green means “go back to your topic.”
Restate the topic and the position.
Do not introduce new information.
Use synonyms and leave your reader with
something to remember.
2.11
Prewriting
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Brainstorming
Clustering/Webbing
Discussing
Outlining
Circle Map
Respond to the Prompt
• Americans are divided regarding the two
opposing sides of the issue of the death
penalty. Select one perspective and present
the position. Support the position with
evidence and examples from your reading in
order to demonstrate understanding of the
position you have chosen. Differentiate
between fact and opinion.
THOUGHTS
PROS
DISCOVERIES
FACTS
TOPIC
QUOTES
ARGUMENTS
CONS
IDEAS
Steps to Organize Thinking
• Cluster like topics (may color code)
• Create a tree map without naming the
categories.
• After seeing the categories decide on a
heading for each.
Step 1
• Write a topic sentence using the three part
topic sentence method.
– IDENTIFY THE ITEM
– SELECT A VERB
– FINISH YOUR THOUGHT
High school students can be challenging.
Teaching writing requires a lot of planning.
The death penalty should be used more often.
For introductions:
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If
After
Since
Before
So that
Whenever
As long as
In order that (to)
Even though
Although
Unless
While
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When
Even
As if
As
Until
Where
Though
Even if
Because
Wherever
As soon as
Support and Elaboration can be:
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Examples
Explanations
Evidence
Events
Experiences
Expert opinions
Effective illustrations
Add in transitions, the glue that holds it all
together.
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in fact
obviously
clearly
certainly
in conclusion
truly
definitely
surely
to sum up
Write the Introduction
• The introduction should be designed to attract
the reader's attention and give an idea of the
essay's focus.
• Include any background information that the
reader may need.
• Include the thesis statement as well as how
you plan to develop the essay.
Begin the introduction with an attention
grabber.
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Startling information
Anecdote
Dialogue
Summary Information
Use the Persuasive Essay planner to help guide
your writing.
Your thesis statement will have two parts.
• The first part states the topic.
– Kenya's Culture
– Building a Model Train Set
– Public Transportation
• The second part states the point of the essay.
(Open thesis)
– has a rich and varied history
– takes time and patience
– can solve some of our city's most persistent and
pressing problems
Closed Thesis Statements
• Or in the second part you could simply list the
three main ideas you will discuss.
– has a long history, blends traditions from several
other cultures, and provides a rich heritage.
– requires an investment in time, patience, and
materials.
– helps with traffic congestion, resource
management, and the city budget.
Each body paragraph will have the same
basic structure.
• Start by writing down one of your main ideas, in
sentence form.
• If your main idea is "reduces freeway
congestion," you might say this:
– Public transportation reduces freeway congestion.
• Next, write down each of your supporting points
for that main idea, but leave four or five lines in
between each point.
• In the space under each point, write down some
elaboration for that point.
Support and Elaboration can be:
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Examples
Explanations
Evidence
Events
Experiences
Expert opinions
Effective illustrations
Scaffolding with Sentence Frames
• Students often lack the academic vocabulary to
express themselves clearly and effectively during
expository writing. This is especially the case
when a student must present concepts, facts,
ideas and opinions from other writers and keep
the voices straight.
• Ask students to look at professional articles and
identify phrases that signal relationships between
and among different ideas and perspectives
Examples of Sentence Frames
• The issue of ____ has several different
perspectives.
• Experts disagree about _______.
• Noted researcher _____ argues that_____, while
______ proposes _______.
• In his most famous article, ______ states ____.
• According to ______, _________.
• While some argue _____, others argue _____.
• Even though there is disagreement on _____, it is
clear that ________.
The Conclusion
• The conclusion brings closure to the reader,
summing up your points or providing a final
perspective on your topic.
• All the conclusion needs is three or four strong
sentences which do not need to follow any set
formula. Simply review the main points (being
careful not to restate them exactly) or briefly
describe your feelings about the topic. Even an
anecdote can end your essay in a useful way.
• Make sure that the thesis statement is supported
once again and indicate the significance (so
what).
Sentence Patterning Chart
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Marsha Brechtel – GLAD
Adapted from McCracken
Skill building
Patterning
Parts of speech
15 minute grammar
Silly Sentences
• Use the sentence patterning chart to create
your own silly sentence
• Illustrate your sentence
• Reinforce parts of speech and sentence
structure
• Encourage students to play with the pattern
• Create a display board or class book
A Sunday Afternoon on the Island of La Grande
Jatte
Georges Seurat
Dialogue
Steve said good morning
good morning said Steve.
Steve said good morning then sat down.
ladies and gentlemen said Steve good morning.
Dialogue
Steve said, “Good morning.”
good morning said Steve.
Steve said good morning then sat down.
ladies and gentlemen said Steve good morning.
Dialogue
Steve said, “Good morning.”
“Good morning,” said Steve.
Steve said good morning then sat down.
ladies and gentlemen said Steve good morning.
Dialogue
Steve said, “Good morning.”
“Good morning,” said Steve.
Steve said, “Good morning,” then sat down.
ladies and gentlemen said Steve good morning.
Dialogue
Steve said, “Good morning.”
“Good morning,” said Steve.
Steve said, “Good morning,” then sat down.
“Ladies and gentlemen,” said Steve, “good
morning.”
Fictional Narrative Writing Assignment
• Select ONE of the characters from the painting
• Pretend you ARE that person.
• Create a story about the character – imagine
his or her occupation, family, and daily life in
the late 19th century (1880-1900) France.
Requirements
• Look at rubric
Be sure to:
• Effectively use dialogue in your narrative.
• Include a clear plot line.
• Describe the setting
• Maintain a consistent point of view
Power Writing
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Easy editing
Students can do their own paper
Students can edit another’s paper
Model first
Using Rubrics to Assess Writing
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Help categorize student work
Provide a starting point for forming a lesson
Offer students a mechanism for planning
Can be blind
Save time
Writing a Rubric
• Go back to your goal
• Revisit the standard
• Rubistar
“The art of teaching is the art of assisting
discovery.”
Learning and Leading with Habits of Mind
Edited by Arthur L. Costa and Bena Kallick
Resources
• Beers, K. When Kids Can’t Read: What Teachers Can Do
• Pilgreen, J. The SSR Handbook: How to Organize and Manage a Sustained
Silent Reading Program
• Schoenbach, R. et. al., Reading for Understanding: A Guide to Improving
Reading in Middle and High School Classrooms
• Tomlinson, C. Fulfilling the Promise of the Differentiated Classroom
• http://www.greece.k12.ny.us/instruction/ela/Index.htm
• http://www.ascd.org/publications/books/108008/chapters/Learning_Thro
ugh_Reflection.aspx
• http://www.readwritethink.org