Table of Contents
Prewriting Stage Modules
Sections are designed to be used separately and in any order,
except for the Introduction which should be taught first.
Introduction: Writing Process & Prewriting Stage……… Slide 2 – 9
What-Why-How Strategy ………………………………………….. Slide 10 - 28
Essay Organizer …………………………………………………………. Slide 29 - 32
Topic and Prompt …………………………………………..…………. Slide 33 - 42
No Prompt and Topic T-Chart Strategy ….…………..….…. Slide 43 - 55
Thesis Statement ……………………………………………………... Slide 56 – 65
Handouts …………………………………………………………………. Slide 66
What-Why-How Strategy Form ………………………..…… Slide 67 - 68
Essay Organizer Form ……………………………………………. Slide 69
Practice Writing Prompt ………………………………………... Slide 70
What-Why-How Strategy Examples ………………………….. Slide 71
Language Arts ……………………………………………………….. Slide 72 - 76
Math …………………………………………………………………….. Slide 77 – 78
Science …………………………………………………………………. Slide 79 – 80
Six Writing Traits Rubric …...……………………………………… Slide 81 - 83
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The Writing Process
What is the Writing Process?
It is …
• a series of stages to help you write well;
• like using a map to get to an unfamiliar place;
• comprised of six stages - prewriting, drafting,
sharing, revising, editing, and publishing; and
• a process that is enhanced by collaboration.
It is not …
• a linear process; you may revisit any stage as
many times as needed.
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Why might you need a Writing Process?
Writing is not a natural talent;
writing skills can be learned.
• Writing takes practice and patience; with
practice your skills will improve.
• Good writers follow a writing process.
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The First Stage is the Prewriting…
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Writing Process: Prewriting Stage
What is “prewriting?”
It is...
• the first stage of the writing process;
• an opportunity to discover ideas and write them
down; and
• what you do before you start writing (drafting).
Planning
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before
Writing
Prewriting is a time to…
• turn your brain on and think about the topic/prompt;
• jot down a few quick ideas;
• experiment with the ideas;
• try out something new with only a little effort; and
• warm up, like playing a sport or musical instrument,
with a good idea.
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Prewriting is about generating ideas for writing.
Prewriting is any activity that helps you…
• decide on or clarify your topic;
• brainstorm ideas on the subject;
• find your voice;
• organize your ideas; and
• list places you can research information.
Tools that help with prewriting:
• Graphic organizers;
• Charts;
• Story webs; and
• Word lists.
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Prewriting – Developing your Ideas
Remember to keep these two things in mind
as you begin to develop your ideas.
• Purpose – Why are you writing this?
• Audience – Why is it important to the audience?
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This Prewriting Stage lesson is about…
Strategies
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Prewriting Strategies
What-Why-How Strategy
Prewriting Strategies
helps to clarify your opinion, identify
What-Why-How reasons to support your opinion, and
develop evidence to support each reason
Topic T-Chart
Graphic
Organizers
assists you to generate topics to write
about
assists in develop your main idea, identify
reasons to support your opinion, and
identify examples to support each reason
I didn’t
know that.
Did You Know?
The more time spent on prewriting, the higher the quality of the writing.
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Source: The Writing Teacher’s Strategy Guide by Steve Peha at http://www.ttms.org/
Prewriting – Develop Your Idea
What-Why-How Strategy
This is a strategy to support any opinion
you might have about your topic.
What do you think?
Why do you think it?
How do you know?
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Source: The Writing Teacher’s Strategy Guide by Steve Peha at http://www.ttms.org/
What-Why-How Strategy
What do you think?
One sentence stating your opinion.
It can also be your main idea.
Why do you think it?
The reasons you have to support your opinion.
How do you know?
The evidence, examples, or proof you have
to support each reason.
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Source: The Writing Teacher’s Strategy Guide by Steve Peha at http://www.ttms.org/
Name _______________________________ Class _________ Date ___________ Period ____
What – Why – How Strategy Form
What do you think?
Why do you think it?
How do you know this?
Write one sentence that tells what you think.
Give reasons that tell why you think what you
think.
Give examples to support each reason.
What details describe what you think?
What examples prove your thought?
What do you think?
What is the main idea of the paragraph?
• What reasons support the main idea?
1.
2.
3.
What-Why-How Strategy Form
The purpose of this form is to help you develop and
record your ideas about your topic.
All your ideas will be helpful when you start drafting
your paper.
Locate the “What” column on the form.
This is the column you fill out first.
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Source: The Writing Teacher’s Strategy Guide by Steve Peha at http://www.ttms.org/
What do you think?
One sentence stating your opinion about your topic.
This may also be your main idea.
For example, consider a topic about the “dog” character.
What is your opinion about the dog?
The dog is the most amazing animal in the whole world.
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Source: The Writing Teacher’s Strategy Guide by Steve Peha at http://www.ttms.org/
Name _______________________________ Class _________ Date ___________ Period ____
What – Why – How Strategy Form
What do you think?
Why do you think it?
How do you know this?
What do you think?
Give reasons that tell why you think what you
think.
What is the main idea of the paragraph?
• What reasons support the main idea?
Give examples to support each reason.
What details describe what you think?
What examples prove your thought?
Write one sentence that tells what you think..
The dog is the
most amazing
animal in the
whole world.
1.
2.
3.
What-Why-How Strategy
“Why do you think it?”
The reasons you have to support your opinion.
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Source: The Writing Teacher’s Strategy Guide by Steve Peha at http://www.ttms.org/
What-Why-How Strategy
Why do you think it?
Brainstorm reasons that supports your opinion.
What: The dog is the most amazing animal in the
whole world.
Why – list of reasons
• He protects Sam (main character).
• He plays with Sam.
• He does homework for Sam.
• He makes money for Sam.
Select the three most important reasons and write in “why”
column.
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Source: The Writing Teacher’s Strategy Guide by Steve Peha at http://www.ttms.org/
Name _______________________________ Class _________ Date ___________ Period ____
What – Why – How Strategy Form
What do you think?
Why do you think it?
How do you know this?
What do you think?
Give reasons that tell why you think what you
think.
What is the main idea of the paragraph?
• What reasons support the main idea?
Give examples to support each reason.
What details describe what you think?
What examples prove your thought?
Write one sentence that tells what you think.
The dog is the most
amazing animal in the
whole world.
1.
He protects Sam (main
character).
2.
He plays with Sam.
3.
He does homework
for Sam.
What-Why-How Strategy
How do you know?
The evidence, examples, or proof you
have to support each reason.
Identifying evidence can be challenging.
You may need to keep asking questions about
each reason to uncover the “how.”
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Source: The Writing Teacher’s Strategy Guide by Steve Peha at http://www.ttms.org/
What-Why-How Strategy
Examples, evidence, or descriptions are important as
your readers need proof to understand your opinion.
How do you know?
Example: The “dog”
How
Why
• He protects Sam.
• Whenever someone comes to the
door he barks to let Sam know.
• He plays with Sam.
• He does homework
for Sam.
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• At the park he plays Frisbee. He
catches it in his mouth and brings
it back.
• He’s great with math. He has a
little trouble holding the pencil,
though. Source: The Writing Teacher’s Strategy Guide by Steve Peha at http://www.ttms.org/
Name _______________________________ Class _________ Date ___________ Period ____
What – Why – How Strategy Form
What do you think?
Why do you think it?
Write one sentence that tells what you think.
How do you know this?
What do you think?
Give reasons that tell why you think what you
think.
What is the main idea of the paragraph?
• What reasons support the main idea?
Give examples to support each reason.
What details describe what you think?
What examples prove your thought?
The dog is the most
amazing animal in the
whole world.
He protects Sam (main
character).
• Whenever someone
comes to the door he
barks to let Sam know.
2.
He plays with Sam.
• At the park he plays
Frisbee.
• He catches it in his
mouth and brings it
back.
3.
He does homework
for Sam.
• He’s great with math.
• He has a little trouble
holding the pencil,
though.
1.
What-Why-How Strategy
Let’s look at one more example
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Name _______________________________ Class _________ Date ___________ Period ____
What – Why – How Strategy Form
What do you think?
Why do you think it?
How do you know this?
Write one sentence that tells what you think.
Give reasons that tell why you think what you
think.
• What reasons support the main idea?
Give examples to support each reason.
What details describe what you think?
What examples prove your thought?
1. Queen Kapi‘olani’s Summer
home is in Waimanalo.
• She spent her leisure time at her
summer home in Waimanalo
What do you think?
What is the main idea of the paragraph?
Waimanalo is a sacred and
special place to live.
• She went there to have tea and share
stories with people of the area.
• She entertained other royal families and
special guest.
2. We have one of the world’s
beautiful beaches.
• I learned to pole fish for Oio, and fish of
the area.
• Learned to body and bogie board and surf
in the waves.
• All our family gatherings and special
occasions were spent in Waimanalo.
3. Prince Jonah Kuhio Kalanianole
had designated Waimanalo as a
Hawaiian Homestead.
• Majority of the population is Native
Hawaiian
•It allowed the Native Hawaiian people to
live off the land.
•Helped maintain a strong Ohana system.
Review
What-Why-How Strategy
You identify:
• What you think about the topic. Your opinion.
• Why you think it. Reasons that support your opinion.
• How you know it. Examples, evidence, proof
to support your opinion.
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Source: The Writing Teacher’s Strategy Guide by Steve Peha at http://www.ttms.org/
What-Why-How Strategy
Use the information on the
What-Why-How Strategy
to write the body
(3 paragraphs)
of your essay.
Introduction
(First paragraph)
+
Body
(3 paragraphs)
+
Conclusion
(last paragraph)
The Essay Organizer form
is one way to do this.
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Source: The Writing Teacher’s Strategy Guide by Steve Peha at http://www.ttms.org/
INTRODUCTION
Hook:
Introduce issue (prompt):
WHAT/Thesis statement:
Explanation of Thesis:
Lead in (transition to body):
Essay Organizer Form – 5 Paragraph Essay
What information goes here from
(What-Why-How Strategy)
BODY – 3 PARAGRAPHS
WHY #1/Main Idea – Reason (topic
sentence):
HOW #1: For instance, (evidence,
examples, descriptions):
Quote and explanation of quote and
refers back to thesis:
Transition sentence:
WHY #2/Main Idea – Reason (topic
sentence):
HOW #2: For instance, (evidence,
examples, descriptions):
Quote and explanation of quote and
refers back to thesis:
Transition sentence:
WHY #3/Main Idea – Reason (topic
sentence):
HOW #3: For instance, (evidence,
examples, descriptions):
Quote and explanation of quote and
refers back to thesis:
Transition sentence:
CONCLUSION
Restate Thesis:
Summary of reasons (optional)
Final thoughts (conclude with a “clincher”
or a “call to action”)
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RtI
Writing Demonstration Project
6
Why and How information goes here
from (What-Why-How Strategy)
The Prewriting Stage is about…
Essay
Organizer
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Essay Organizer
WHAT: The essay organizer helps you arrange the ideas
you generated in the prewriting stage.
HOW: Use the What-Why-How Strategy form you filled
out and arrange your ideas/sentences on the
essay organizer.
Prompt
Topic
No
Prompt
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What-Why-How
Strategy
Essay Organizer
INTRODUCTION
Hook:
Introduce issue (prompt):
WHAT/Thesis statement:
Explanation of Thesis:
Lead in (transition to body):
Essay Organizer Form – 5 Paragraph Essay
What information goes here from
(What-Why-How Strategy)
BODY – 3 PARAGRAPHS
WHY #1/Main Idea – Reason (topic
sentence):
HOW #1: For instance, (evidence,
examples, descriptions):
Quote and explanation of quote and
refers back to thesis:
Transition sentence:
WHY #2/Main Idea – Reason (topic
sentence):
HOW #2: For instance, (evidence,
examples, descriptions):
Quote and explanation of quote and
refers back to thesis:
Transition sentence:
WHY #3/Main Idea – Reason (topic
sentence):
CONCLUSION
HOW #3: For instance, (evidence,
examples, descriptions):
Quote and explanation of quote and
refers back to thesis:
Transition sentence:
6
Restate Thesis:
Summary of reasons (optional)
Final thoughts (conclude with a “clincher”
or a “call to action”)
Why and How information goes here
from (What-Why-How Strategy)
Essay Organizer
Your Turn
Step 1: Locate your completed What-Why-How Strategy and
Essay Organizer.
Step 2: Fill in the information you have for the “Introduction” on
the Essay Organizer.
Step 3: Decide on the order of your main ideas (#1, #2, and #3).
Step 4: Fill in the “Why” and “How” for each paragraph.
Step 5: Write the information you have for the “Conclusion.”
Now you are ready for the “Drafting Stage.”
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Let’s look at writing to a prompt…
Topic
Prompt
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What is a Prompt?
Basically, a prompt is a question or an instruction
that tells you what you're supposed to write.
For example, a prompt might instruct you to write
about…
• a story you have read;
• your opinion on a topic;
• something you have experienced; or
• a research topic.
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Deconstructing a Prompt
Constructing means to build and
deconstructing means to take apart
To deconstruct a prompt:
How do I
do that?
1. Read it.
2. Take it apart.
3. Understand what you need to do.
4. Determine how to respond to the prompt correctly.
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Identifying Key Parts of a Written Prompt
Hints
Does the prompt give you suggestions
to get started?
• Pay careful attention to the wording of the prompt.
• Look for suggestions in the prompt to get you
started (ideas to think about, verbs that tell
you what to do).
• Use key words from the prompt to construct
your thesis statement.
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Identifying Key Parts of a Written Prompt
You can use the word RAFTS to help you remember how to deconstruct a prompt.
What role do you take as the writer? (student, citizen, expert)
Role
Who is your audience? (class, parent, teacher, friend)
Audience
What kind of response are you writing?
Format
(essay, letter, descriptive)
What are the verbs in the prompt asking you to do?
Task
(advise your classmate, justify your opinion, explain why…)
What are the key words that you need to include in your response?
Strong key
words
Hint: Use these words to construct your thesis statement.
Example of Deconstructing a Prompt
Doing a Good Job
Select a person you know who does a good job in his or her profession. This person may be an
entertainer, an athlete, a character in a story, or simply a successful family member.
Write a multi-paragraph essay describing why you think this individual is so good at his or her
job. Include specific examples and details to support your response.
What role do you take as the writer? (student, citizen, expert)
Role
I am writing this as a student.
Who is your audience? (class, parent, teacher, friend)
Audience
My audience will be the teacher.
What kind of response are you writing?
Format
I am writing a descriptive multi-paragraph essay.
What are the verbs in the prompt asking you to do?
Task
Select a person, write an essay describing why he/she is good
at his/her job, include examples and details
What are the key words that you need to include in your response?
Strong key
words
Profession, successful
Your Turn
Prompt:
Lots of people try to give us advice—parents, friends,
brothers or sisters, teachers, etc. Tell a true story about
a time you were given or gave advice. Tell if the advice
was followed or not and the results.
Form Pairs
Re-read the prompt and deconstruct it
by writing your response for:
Role
Audience
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Format
Task
Strong
Key Words
Practice Writing Prompt
Lots of people try to give us advice—parents, friends, brothers, or sisters, teachers, etc.
Tell a true story about a time you were given or gave advice. Tell if the advice was
followed or not and the results.
Role
Audience
Format
Task
Strong key
words
The most important prewriting activity is to think
about what you are going to write about.
Good writing is about…
• clarifying the topic/deconstructing the prompt;
• identifying strong feelings about the topic; and
• forming an opinion about the topic.
icon
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Writing to a Prompt
Review
Write one to two complete sentences describing
how to deconstruct a prompt.
Read your sentences to a partner.
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This Prewriting Stage lesson is about…
Topic
Prompt
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No Prompt
What are you going to write about?
PROMPT
Sometimes you are given the topic or prompt.
NO PROMPT
Sometimes you might choose a topic.
icon
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Let’s look at developing your own topic…
Topic
No Prompt
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Prewriting Strategies
Topic T-Chart
Prewriting Strategies
helps to clarify your opinion, identify
What-Why-How reasons to support your opinion, and
develop evidence to support each reason
Topic T-Chart
Graphic
Organizers
assists you to generate topics to write
about
assists in develop your main idea, identify
reasons to support your opinion, and
identify examples to support each reason
I didn’t
know that.
Did You Know?
The more time spent on prewriting, the higher the quality of the writing.
National RtI Writing Demonstration Project
Source: The Writing Teacher’s Strategy Guide by Steve Peha at http://www.ttms.org/
No Prompt
Sometimes you have a choice about what to write about.
How do you find things you care and feel strongly about?
One helpful strategy is to use a
Topic T-Chart
• brainstorm ideas of things
you care about
• make a list on a T-Chart
Let’s try it together!
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Topic T-Chart Strategy
Your Turn: Make a T-Chart on a piece of paper and
brainstorm a list of ideas.
Write things you “like” and things you “hate.”
Like
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Hate
Share your “likes” and “hates” with a partner.
Identify which “like” and “hate” on your list
do you feel strongest about?
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Let’s try another one.
Typical life experiences and
unusual life experiences.
Typical
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Unusual
Share your “typical” and “unusual” life
experiences with a partner.
Identify which experience you feel
strongest about.
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Other things you might explore for topic ideas…
Important/Not Important
Things that are very important to you and
things that are not important.
Change/Stay the Same
Things you might want to change and
things you want to stay the same.
Regret/Proud of
Things you regret and things you are proud of
Fun/Required
Thing you do for fun and
things you do because you have to do them.
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Prewriting Stage – Pick Your Topic
After you have made a list of possible
ideas, it is time to pick your topic.
Pick something that you…
__ have strong feelings about;
__ know a lot about;
__ can describe in great detail;
__ think will interest your audience; and
__ think will be worth reading for your audience.
Select one topic from your list.
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Share your topic with a partner.
State why you believe your topic meets
all the criteria below.
__have strong feelings about the topic
__know a lot about the topic
__can describe in great detail
__think will interest your audience
__think will be worth reading for
your audience
Now you have your topic and one that you care about.
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The most important prewriting activity is to think
about what you are going to write about.
Good writing is about…
• clarifying the topic/deconstructing the prompt;
• identifying strong feelings about the topic; and
• forming an opinion about the topic.
icon
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“Voice” is choice!
This Prewriting Stage lesson is about…
Thesis
Statement
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Thesis Statement
WHAT: A thesis statement is the:
• main point of your essay;
• basic stand you take;.
• opinion you express; and/or
• central point you wish to make.
WHY: The primary purpose of a thesis statement is
to persuade the reader that your “thesis” is valid.
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Thesis Statement
PARTS: It must contain two parts:
• subject (also called a topic); and
• opinion or assertion about that subject.
EXAMPLE:
Elvis Presley (subject) was an extremely influential
musician and public figure (opinion about the subject)
before his death.
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Five General Rules for an Effective Thesis Statement
An effective thesis statement makes an assertion, is a
main idea, takes a stand, narrows the topic, and is specific.
1. A thesis statement makes an assertion;
it is NOT a simple statement or observation.
2. A thesis is a main idea; it is NOT a title.
3. A thesis takes a stand; it is NOT an announcement.
4. A thesis statement narrows the topic;
it is NOT a broad statement.
5. A thesis statement is specific; it is NOT vague.
http://www.irsc.edu/uploadedFiles/Students/AcademicSupportCenter/WritingLab/E13-Writing-an-Effective-Thesis-Statement.pdf
Example of an Effective Thesis Statement:
Swimming (subject) is great way to improve physical and
mental health (opinion about the subject).
Compare the effective thesis statement above with ineffective statements below.
1. A thesis statement makes an assertion; it is NOT a simple
statement or observation.
Simple statement: Kids swim in the ocean.
2. A thesis is a main idea; it is NOT a title.
Title: Swimming is fun.
http://www.irsc.edu/uploadedFiles/Students/AcademicSupportCenter/WritingLab/E13-Writing-an-Effective-Thesis-Statement.pdf
Example of an Effective Thesis Statement:
Swimming (subject) is great way to improve physical and
mental health (opinion about the subject).
Compare the effective thesis statement above with ineffective statements below.
3. A thesis takes a stand; it is NOT an announcement.
Announcement: This paper is about the benefits of swimming.
4. A thesis statement narrows the topic; it is NOT a broad statement.
Broad statement: There are many reasons to go swimming.
5. A thesis statement is specific; it is NOT vague.
Vague: Swimming has many benefits.
http://www.irsc.edu/uploadedFiles/Students/AcademicSupportCenter/WritingLab/E13-Writing-an-Effective-Thesis-Statement.pdf
Example of improving a thesis statement:
Simple thesis statement: I believe eating the right foods
is very important.
Better thesis statement: Eating the right foods can
improve one’s physical appearance, ability to learn, and
capability to think critically.
Your Turn: Rewrite the thesis statement.
Simple thesis statement: I think a stronger bullying policy
at school is needed.
Better thesis statement:
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Share the “better” thesis
statement with a partner.
Share a few as a whole class.
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Thesis Statement
Keep in mind:
• A thesis statement does not need to be perfect before
you start writing your essay.
As your ideas evolve, you may revise your thesis
statement.
• Nothing in your thesis should be left out of your essay,
and nothing in your essay should be left out of your
thesis.
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Review
Thesis Statement
What do you know now about writing a thesis
statement that you did not know before?
Share your answer with a partner.
Share a few answers as a class.
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Handouts
Prewriting
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Name _______________________________ Class _________ Date ___________ Period ____
What – Why – How Strategy Form
What do you think?
Why do you think it?
How do you know this?
Write one sentence that tells what you think.
Give reasons that tell why you think what you
think.
Give examples to support each reason.
What details describe what you think?
What examples prove your thought?
What do you think?
What is the main idea of the paragraph?
 What reasons support the main idea?
1.
2.
3.
My opinion:
What-Why-How Strategy Form
(evidence, examples, descriptions, quotes)
(evidence, examples, descriptions, quotes)
(evidence, examples, descriptions, quotes)
Main Idea – reason to support your opinion
Main Idea – reason to support your opinion
• How do I know this?
• What is the evidence that proves your opinion?
• Why do I think this way?
• What are the reasons that support my opinion?
Main Idea – reason to support your opinion
How: Ask yourself
VOICE
Why: Ask yourself
IDEAS
My thesis statement:
• What is my overall opinion?
• What will my thesis statement be?
What: Ask yourself
Paragraph
Paragraph
Paragraph
ORGANIZATION
Name _______________________________ Date: __________________ Period: _______
Adapted from The Writing Teacher’s Strategy Guide by Steve Peha at http://www.ttms.org/
INTRODUCTION
Hook:
Introduce issue (prompt):
WHAT/Thesis statement:
Explanation of Thesis:
Lead in (transition to body):
Essay Organizer Form – 5 Paragraph Essay
BODY – 3 PARAGRAPHS
WHY #1/Main Idea – Reason (topic
sentence):
HOW: For instance, (evidence, examples,
descriptions):
Quote and explanation of quote and refers
back to thesis:
Transition sentence:
WHY #2/Main Idea – Reason (topic
sentence):
HOW: For instance, (evidence, examples,
descriptions):
Quote and explanation of quote and refers
back to thesis:
Transition sentence:
WHY #3/Main Idea – Reason (topic
sentence):
CONCLUSION
HOW: For instance, (evidence, examples,
descriptions):
Quote and explanation of quote and refers
back to thesis:
Transition sentence:
6
Restate Thesis:
Summary of reasons (optional)
Final thoughts (conclude with a “clincher”
or a “call to action”)
Practice Writing Prompt
Prompt:
Role
Audience
Format
Task
Strong key
words
Examples of
What-Why-How Strategy
National RtI Writing Demonstration Project
Name _______________________________ Class _________ Date ___________ Period ____
What – Why – How Strategy Form – Descriptive Essay Example
What do you think?
Why do you think it?
How do you know this?
Write one sentence that tells what you think.
Give reasons that tell why you think what you
think.
Give examples to support each reason.
What details describe what you think?
What examples prove your thought?
What do you think?
What is the main idea of the paragraph?
The adults in my ‘ohana have
tattoos.
 What reasons support the main idea?
1. My Mom and Dad have
tattoos.
• Dad said his tattoo signifies our family
genealogy.
• Dad was in the army when he got his first
tattoo.
• My mom loved butterflies when she was in
high school.
2. My Uncles and Aunties have
tattoos.
• Uncle said his friend did it for free.
• Aunty put Uncle’s name when they got married.
• Uncle put grandpa and grandma’s name in
memory of them after they died.
• Uncle has all my cousins names to signify their
birth..
3. My older siblings and cousins
have tattoos.
• My cousin put our zip code and said, ”that’s
where I’m from.”
• My brother put his girlfriends name.
• My sister put her Hawaiian Name.
• My cousin put a Chicken cause he like to chicken
fight.
Name _______________________________ Class _________ Date ___________ Period ____
What – Why – How Strategy Form – Descriptive Essay Example
What do you think?
Why do you think it?
How do you know this?
Write one sentence that tells what you think.
Give reasons that tell why you think what you
think.
Give examples to support each reason.
What details describe what you think?
What examples prove your thought?
What do you think?
What is the main idea of the paragraph?
Waimanalo is a sacred and
special place to live.
 What reasons support the main idea?
1. Queen Kapi‘olani’s Summer
home is in Waimanalo.
• She spent her leisure time at her
summer home in Waimanalo
• She went there to have tea and share
stories with people of the area.
• She entertained other royal families and
special guest.
2. We have one of the world’s
beautiful beaches.
• I learned to pole fish for Oio, and fish of
the area.
• Learned to body and bogie board and surf
in the waves.
• All our family gatherings and special
occasions were spent in Waimanalo.
3. Prince Jonah Kuhio Kalanianole
had designated Waimanalo as a
Hawaiian Homestead.
• Majority of the population is Native
Hawaiian
•It allowed the Native Hawaiian people to
live off the land.
•Helped maintain a strong Ohana system.
Name _______________________________ Class _________ Date ___________ Period ____
What – Why – How Strategy Form: Persuasive Essay Example
What do you think?
Why do you think it?
How do you know this?
Write one sentence that tells what you think.
Give reasons that tell why you think what you
think.
Give examples to support each reason.
What details describe what you think?
What examples prove your thought?
What do you think?
What is the main idea of the paragraph?
You should think before buying
something made in a country that
uses child labor to make cheap
items for Americans and other
people to buy.
 What reasons support the main idea?
1. Child labor banned in USA but not
other countries.
2. Young children in other countries
are forced to work.
3. Children are not paid in full for the
work they do.
• Child labor is banned in America .
• 200 million children world-wide work
full time in conditions not fit for an
animal.
• Pakistan and India use child laborers as
young as four years old.
• “Bonded labor” systems force children
to work for a single employer for many
years.
• 13% of the workforce in Honduras is
between 12 and 15 years old.
• Children may work 14 hours a day with
no break.
• Children are not paid minimum pay.
• Children in Haiti are paid 28 cents per
hour on average and 18 cents in Sri
Lanka.
• Children in Viet Nam and China do not
make more than 11 cents.
Name _______________________________ Class _________ Date ___________ Period ____
What – Why – How Strategy Form: Persuasive Essay Example
What do you think?
Why do you think it?
How do you know this?
Write one sentence that tells what you think.
Give reasons that tell why you think what you
think.
Give examples to support each reason.
What details describe what you think?
What examples prove your thought?
What do you think?
What is the main idea of the paragraph?
My mother is my hero.
 What reasons support the main idea?
1. My mom was in the army.
• She joined the army when men laughed
at women in the service.
• She survived wilderness tests most
men could not do.
• She is in the World Book of records.
• She received a metal.
2. My mom got a diploma from
the University of Hawaii.
• She wanted to learn about managing
peoples money.
• She started school after we were born.
• She studied after we went to bed.
• She graduated with high grades.
3. My mom started her own business. • She wanted to be her own boss.
• She helps people make money.
• She employs two other people.
Name _______________________________ Class _________ Date ___________ Period ____
What – Why – How Strategy Form: Expository Essay Example
What do you think?
Why do you think it?
How do you know this?
Write one sentence that tells what you think..
Give reasons that tell why you think what you
think.
Give examples to support each reason.
What details describe what you think?
What examples prove your thought?
What do you think?
What is the main idea of the paragraph?
My dog is the most amazing
animal in the whole world.
 What reasons support the main idea?
1. He protects me.
• Whenever someone comes to the
door he barks to let me know.
• When we take a walk, he growls at
strangers.
2. He plays with me.
• At the park we play Frisbee.
• He catches it in his mouth and brings
it back.
3. He does my homework for me.
• He’s great with math.
• He has a little trouble holding the
pencil, though.
Name _______________________________ Class _________ Date ___________ Period ____
What – Why – How Strategy Form: Math Example
What do you think?
Why do you think it?
How do you know this?
Write one sentence that tells what you think..
Give reasons that tell why you think what you
think.
Give examples to support each reason.
What details describe what you think?
What examples prove your thought?
What do you think?
What is the main idea of the paragraph?
A square is also a rectangle, a
parallelogram, and a rhombus.
 What reasons support the main idea?
1. The definition of a rectangle fits a
square.
• A rectangle has two sets of congruent
parallel sides.
• A rectangle has four right angles.
2. The definition of a
parallelogram fits a square.
• A parallelogram has opposite sides that
are congruent.
• The opposite sides of a parallelogram
are parallel.
3. A square fits the definition of a
rhombus.
• A rhombus has four sides.
• All the sides of a rhombus are
congruent.
Name _______________________________ Class _________ Date ___________ Period ____
What – Why – How Strategy Form: Math Example
What do you think?
Why do you think it?
How do you know this?
Write one sentence that tells what you think..
Give reasons that tell why you think what you
think.
Give examples to support each reason.
What details describe what you think?
What examples prove your thought?
What do you think?
What is the main idea of the paragraph?
Jun Ken Po is a fair game.
 What reasons support the main idea?
1. Everybody has the same three
choices: rock, paper, scissors.
• Each player has a 1/3 probability of
selecting rock, paper or scissors.
• Each choice only beats one of the other
choices.
2. The definition of fair applies
to the game.
• Everybody has the same chance of
winning.
• The player has a 50/50 chance of
winning.
3. A tree diagram show the game is
fair.
• There are 9 possible outcomes in the
game.
• Rock wins in two of the outcomes,
scissors wins in two of the outcomes,
and paper wins in two of the outcomes.
• Three of the outcomes are draws.
Name _______________________________ Class _________ Date ___________ Period ____
What – Why – How Strategy Form – Science Example
What do you think?
Why do you think it?
How do you know this?
Write one sentence that tells what you think..
Give reasons that tell why you think what you
think.
Give examples to support each reason.
What details describe what you think?
What examples prove your thought?
What do you think?
What is the main idea of the paragraph?
The energy in storms is what
creates ocean swells.
 What reasons support the main idea?
1.
Faster wind means bigger
waves.
•Energy is not created it is transferred.
•Fast wind has more energy to transfer to
the waves.
•The speed of the wind is wind velocity.
2. Bigger storms produce bigger
swells.
•Fetch is the surface area affected by the
storm.
•Bigger storms cover more surface area on
the ocean transferring more energy.
•When waves slam together they combine
their energy to make swells that can travel
great distances.
3. The amount of time the wind
blows over a spot in the
ocean affects the size of the
swell.
•The amount of time the wind blows is
called duration.
•Longer storms transfer more energy to the
ocean.
•Long, strong storms make the best swells.
Name _______________________________ Class _________ Date ___________ Period ____
What – Why – How Strategy Form – Science Example
What do you think?
Why do you think it?
How do you know this?
Write one sentence that tells what you think.
Give reasons that tell why you think what you
think.
Give examples to support each reason.
What details describe what you think?
What examples prove your thought?
What do you think?
What is the main idea of the paragraph?
Food chains are made up of
three different types of living
things that depend on each
other.
 What reasons support the main idea?
1. Decomposers make nutrients
that are used by producers.
2. Producers rely on the
decomposers for nutrients
and are eaten by some
consumers.
3. Consumers eat producers and
are broken down by
decomposers when they die.
•Fungi and bacteria are examples of
decomposers.
•Decomposers break down unused dead
material and turn them in to nutrients for the
soil.
•The nutrients in the soil help plants grow.
•Plants are producers.
•They make their own food through
photosynthesis.
•Photosynthesis uses the energy from the
sun, carbon dioxide from the air, and
nutrients from the soil to make food for the
plants.
•Consumers eat plants and other animals for
energy.
•There are three types of consumers,
herbivores, carnivores, and omnivores.
•When consumers die, their bodies are used
by the decomposers to make nutrients for the
soil.
Six Writing Traits Rubric
National RtI Writing Demonstration Project
Six Writing Traits Rubric
Voice
5 – Focused, clear, specific. Holds
reader’s attention. Effective and
appropriate details.
__ Main idea clear and important
__ Interesting details
__“Showing” and telling
__ Purpose is clear and meaningful
__Surprising or unusual approach that
works
5 – Clear and compelling. Cohesive and
unified structure with an engaging
introduction and strong conclusion.
__Introduction catches the audience’s
attention
__Feels finished at the end
__Parts arranged in the best order
__ Parts well paced
__Easy to follow from part to part
__Effective transitions
5 – Writer’s personality is expressed;
confidence and feeling are apparent;
connection to topic and audience is
strong.
__Author cares strongly about the topic
__Strong feelings; honest statements
__Individual, authentic, and original
__Well developed personality
__Writing evokes strong connection in
the reader
3 – Focus on topic is somewhat defined.
Holds reader’s attention. Effective and
appropriate details.
__ Main idea somewhat clear
__ Somewhat interesting details
__Telling and no “showing”
__Purpose is somewhat clear
__ Fresh approach to topic, yet lacks
support to aid understanding
3 – Generally unified structure with a
noticeable introduction and ending;
inconsistent use of transitions.
__Introduction attempts to establish focus
__Feels somewhat finished at the end
__Parts not arranged in the best order
__Most parts paced adequately
__ Somewhat easy to follow from part to
part
__Inconsistent use of transitions
3 – Individuality fades in and out; result
is personable, but not compelling.
__Author cares somewhat about the topic
__Pleasant, but cautious statements
__ Individuality shows up sometimes
__ Personality shows through sometimes
__ Writing evokes limited emotion in the
reader
1 – Focus is unclear, has disconnected
details and a common approach.
1 – Demonstrates no evidence of a
unified structure with no introduction
or conclusion; transitional devices not
used.
__No real introduction
__Does not feel finished at the end
__Parts were missing or hard to follow
__ Parts unevenly paced or missing
__ Difficult to follow from part to part
__No use of transitions
1 – Writer lacks commitment to topic and
connection to audience; evokes minimal
emotion in the reader.
__Author lacks caring or involvement
with topic
__Lacks feelings or honesty in statements
__ Individuality is not evident
__ Personality is not evident
__ Writing evokes minimal emotion in the
reader
Does not meet criteria
Meets criteria
Organization
Approaches criteria
Ideas
__ Main idea is not clearly defined
__Limited or disconnected details
__ Telling does not help understanding
__ Purpose is unclear
__ Common approach
National RtI Writing Demonstration Project
Six Writing Traits Rubric
Meets criteria
5 – Words convey the intended message
in a precise, vivid, and natural way. The
words are effective and engaging.
__ Strong verbs that inform actions
__ Effective adjectives and adverbs
__Memorable words and phrases
__Accurate and effective words & phrases
__Effective and engaging language for
purpose and audience
Approaches criteria
3 – Functional language; verbs, nouns,
adjective, and phrases are adequate;
message is clear.
__ Ordinary verb choice
__ Adequate adjectives and adverbs
__Basic words and phrases
__Somewhat accurate and effective
words and phrases
__Somewhat effective language for
purpose and audience
Does not meet criteria
Word Choice
1 – Limited vocabulary searches for
words to create meaning; word choice
& phrasing is inappropriate or repetitive.
__ Limited verb choice
__ Ineffective adjectives and adverbs
__Uninspiring words and phrases
__Inaccurate or ineffective words and
phrases
__Unclear or inappropriate language for
purpose and audience
Sentence Fluency
Conventions
5 – Writing has an easy flow, rhythm,
and cadence; varied, natural, and well
built sentences.
__ Variety in sentence beginnings
__ Variety in sentence length & structure
__Sentences are easy to read aloud
expressively
__Sentences alternate in length to create
rhythm and flow
__ Sentences are easy to understand
3 – Rhythm and flow is routine and
functional; sentences are clear but some
are choppy and awkward.
__Some variety in sentence beginnings
__Some variety in sentence length and
structure
__ Some sentences are smooth and
others are halting
__Sentences follow a predictable pattern
__ Most sentences are understandable
5 – Good grasps of standard writing
conventions; uses conventions
appropriately to enhance readability.
__ Punctuation is smooth and enhances
meaning (inside and ending)
__ Capitalization is accurate
__Paragraphing enhances organization
__Spelling is correct
__ Grammar is correct
1 – Rhythm and flow is lacking; sentences
are unclear and patterns are repetitive.
__Little or no variety in sentence
beginnings
__Lacks variety in length and structure
__ Sentences lack pattern when read
aloud
__Sentences lack rhythm and flow
__ Sentences are not easy to understand
1 – Minimal grasp of the standard
writing conventions; numerous errors in
conventions distract and/or confuse the
reader.
__ Punctuation frequently causes reader
to stumble and pause
__ Capitalization is frequently inaccurate
__Paragraphing distracts the reader
__Spelling is often incorrect
__ Grammar is often incorrect
3 – Basic grasp of the standard writing
conventions; conventions are
sometimes effective and enhance
readability.
__ Punctuation sometimes causes the
reader to stumble and pause
__ Capitalization is mostly accurate
__Paragraphing is present
__Spelling is mostly correct
__ Grammar is mostly correct