Training Workshop

Expository paragraphs need:
• A title
• A topic sentence
• Transitions
• Good explanations and examples
• A conclusion

• 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.

Go!
Write a topic sentence
Slow
Down
Give a reason, detail, or fact. Use a transition.
Stop!
Explain. Give an example.
Go
Back!
Remind the reader of your topic.
2.11

• 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)

• 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

• Red means “stop and explain.”
• Present evidence.
• Provide explanation and examples.
2.11

• 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

Topic= Cats can protect themselves.
R/D/F
(First) Can get away from their enemies
Run fast
Climb trees
R/D/F
(Next) Good fighters
Sharp claws
Sharp incisors
1-18 a,b,c

Ways cats protect themselves

• To get students to select the yellows, they must be able to look at the examples (reds) and pick categories that the reds will fit into.
• Practice categorizing “games.”

Activity 3
Informal Outline
• Create an informal outline of your ideas using “cave man talk.”

Increase paragraph length by adding more supporting main ideas and/or details.
• Eight Sentence Paragraph
• Nine Sentence Paragraph
• Eleven Paragraph

Activity 4
Accordion Paragraph
Begin at 2 nd grade
•
• When teaching, even to older students, keep the concept simple the first time.
• Fold paper (hamburger, & again)
• Add colored dots
Fill in complete sentences.

TOPIC
REASON/DETAIL/FACT
EXPLAIN
EXPLAIN
1-24

REASON/DETAIL/FACT
EXPLAIN
EXPLAIN
CONCLUSION

TOPIC
Cats protect themselves in two ways.
REASON/DETAIL/FACT
First, they are able to get away quickly from their enemies.
EXPLAIN
Cat are fast runners.
EXPLAIN
They can climb trees, too.
2.8

REASON/DETAIL/FACT
Next, cats are good fighters.
EXPLAIN
Cats’ sharp claws can inflict pain and discourage attackers.
EXPLAIN
They can also use their pointed incisors to bite their enemies when necessary.
CONCLUSION
Felines can take care of themselves.
2.8

Informal Outlines:
Kindergarten
Topic=
Plants
Sun
Water
Soil
1-18, 1-30

• Topic=________________
1.0____________________
1.1___________________
1.1.1________________
1.1.2_______________
1.2___________________
1.2.1________________
1.2.2________________

Topic=____________________
 _______________________
 _______________________

Topic=_____________________
1_________________________
2_______________________
3_____________________
3_____________________
2_______________________
3____________________
3____________________

Topic=____________________
R (reason)_________________ e (explain)_______________ e ______________________
R (reason)_________________ e (explain)________________ e ______________________

Topic = _____________________
I.__________________________
A._______________________
1._____________________
2._____________________
a. _________________ b. _________________
B.

Topic=
Fun ways to spend a million dollars
2.9-2.13

Topic=
Fun ways to spend a million dollars
Shopping
Travel
2.9-2.13

Topic=
Fun ways to spend a million dollars
Shopping
New wardrobe,
Nordstroms
Travel
Paris
2.9-2.13

Write each sentence from the outline on the corresponding colored strip.
Green= topic and conclusion
Yellow= main supporting ideas (R/D/F)
Red= examples, explanations, evidence

If I had a million dollars, I would have a good time spending it.

If I had a million dollars, I would have a good time spending it.
First, I would go shopping.

If I had a million dollars, I would have a good time spending it.
First, I would go shopping.
A new wardrobe from Nordstroms is a must.

If I had a million dollars, I would have a good time spending it.
First, I would go shopping.
A new wardrobe from Nordstroms is a must.
Next, I would travel.

If I had a million dollars, I would have a good time spending it.
First, I would go shopping.
A new wardrobe from Nordstrom is a must.
Next, I would travel.
Visiting Paris has always been a dream.

If I had a million dollars, I would have a good time spending it.
First, I would go shopping.
A new wardrobe from Nordstrom is a must.
Next, I would travel.
Visiting Paris has always been a dream.
Being wealthy would clearly provide many interesting benefits.

If I had a million dollars, I would have a good time spending it . First, I would go shopping.
A new wardrobe from Nordstroms is a must . Next, I would travel . Visiting Paris has always been a dream . Being wealthy would clearly provide many interesting benefits.

Topic=
Reasons for Learning to Swim
Safety reasons
Help yourself
Save others
Social reasons
Parties
Vacations
Summertime
2.15

Topic=
The Wedding
Beautiful Bride
Simple and elegant
Clever table decorations
Cages with birds
Wonderful food
Ethnic
2.15

Topic=
Mountain Ranges
Andes
Mountains
4,500 miles
In South America
Longest mountain chain
Height 10,000 ft.
Rocky
Mountains 3,000 miles
Mexico to Alaska
Made by volcanic activity
2.15

• Create an informal outline of your own for the following ideas.
• Remember, write quickly in “cave man talk.”
• Topic= in green
• Main ideas Reasons/Details/Facts= yellow
• Examples/explanations/evidence= red

Same assignment:
• Give students with disabilities a frame outline asking for 1 yellow and 2 red
• Give students who need a challenge 3 yellow and 7 red
• To begin, tell students how many yellow and red you want. Or you could have a minimum number. Later, they may decide.

Topic=
2 reasons to send students to our school
Reason
Reason

Topic=
Description of _________school.
Detail
Detail
Detail

Topic=
Information about ______school.
Fact
Fact

Topic sentences and thesis statements are the heart

• Creates a compound sentence
• Independent clauses are joined by a conjunctive adverb
• The “however” is preceded by a semicolon and followed by a comma.
My father is very strict; however, he has good reasons for all his rules.

• Conjunctive Adverbs
– As a result -However
– Consequently -Therefore
-Nevertheless – Furthermore
– In fact
– Meanwhile
– Likewise

• Weak:
As I read about Ben Franklin, I learned two things.
• Better:
As I read about Ben Franklin, I learned that his life was filled with challenges.

• Actions
• Benefits
• Features
• Reasons
• Improvements
• Ideas
• Items
• Choices
• Qualities
• Thoughts

Transitions are the glue for the key ideas

• Transitions: (Direct attention like a ringmaster of the circus)
• Without them, it is like beginning to drive a stick shift…jerky!
– Introduce new key ideas
– Connect reasons, details, or facts
– Help the writer and the reader

• The transition goes with each yellow idea.
• On your outline, include the transition in the yellow section.

Topic=
Advice to a new teacher
4-5,6,7,8,9

Topic=
Advice to a new teacher
(First) Get Organized
(Second) Get a mentor
First, a new teacher should get organized.
Second, a new teacher should get a mentor.

Common Transition Sets-List A
Give students a copy.
• One way-Another way
• First-Another-Next
• First-Second-Third
• The first-The second
• One-Then-Another
• One-Also
• One example-Another example
• A good-A better-The best
• One-Another-Finally
• First of all-Second-
Last
• First of all-Next-The final
• First of all-in addition-Finally
• First-In addition-
Equally important

More Transition Sets
• At first-After
• One-Equally important
• The first-The second
• To begin-Then consequently
• It started when-As a result-Then-Thereafter
• At the beginning-Then-Following this-Finally
• One important-Another important-The most important
• Initially-Then-After that
• As soon as-Next-Later-In the end
• To begin-At the same time-Finally
• To start-Furthermore-Additionally-Last

First, a new teacher should get organized.
Change to:
One important idea is for a new teacher to get organized.

• Instead of:
Second, a new teacher should get a mentor.
• Try:
Getting a mentor is a second key to success.

• Instead of:
Second, a new teacher should get a mentor.
• Instead of:
Getting a mentor is a second key to success.
– Try:
Finding a mentor is another key to success.

• Transitions for a specific text structure
– To explain a cause or an effect
• Because of
• As a result
• Since
• Consequently

• The E’s support your topic sentence.
• E’s make your writing interesting and believable:
-Examples
-Explanations
-Elaborations
-Events
-Experiences
-Expert opinions
-Evidence
-Everyday life
-Effective Illustrations

A good way to have students check their writing for sufficient detail is to have them highlight their paragraphs. If there is not enough red, there is not enough
E’s , and the development is lacking.

Creatures of all sizes find ways to keep themselves clean. Large animals like elephants head to rivers to cool off and clean up. After bathing in the cool water the elephant powders itself. Elephants use dust as powder to keep the bugs from biting. Smaller animals like rabbits also take time to clean. They often lick their ears and scrub them to keep them clean. Finally, little creatures like birds enjoy bathing in puddles.
When they finish, they comb their feathers. This is called preening. Bath time, it seems, isn’t just for you and me.

Creatures of all sizes find ways to keep themselves clean.
Large animals like elephants head to rivers to cool off and clean up.
After bathing in the cool water the elephant powders itself. Elephants use dust as powder to keep the bugs from biting.
Smaller animals like rabbits also take time to clean.
They often lick their ears and scrub them to keep them clean.
Finally, little creatures like birds enjoy bathing in puddles.
When they finish, they comb their feathers. This is called preening.
Bath time, it seems, isn’t just for you and me.

Restate the position using different words . Use the same idea as the topic sentence, but state it differently.

Avoid: (Weakens statement)
As I have said
As I have proved
As you can see

6. Vary the sentence structure
7. Use a quotation
8. Imitate the professionals (Use literature for examples)

T = Wyoming, a great place to live.
Get in groups of 6.
(One note card for each.)
#1Write topic sentence
(Remember to use one of the 3 types)
#2 1 st yellow with transition
#3 Red for 1 st yellow idea
#4 2 nd yellow with transition
#5 Red for 2nd yellow idea
#6 Writes concluding sentence

Within the content and grade level that you teach, in what way could you have students write each of these types of paragraphs that follow?

Use the Accordion method for writing:
• Summaries
• Process paragraph
• List paragraph
• Compare &
Contrast
• Persuasive
• Information
• Cause & effect
• Problem/solution
• Entertaining
• Current events
• Math processes
• Descriptive

Reflects the yellows
1. A summary is a shortened, condensed version.
2. The purpose of a summary is to share the main ideas.
3. Summaries keep the same tone as the original piece and do not contain opinion.
4. Summaries do not require a formal conclusion.

• Step 1 Write a topic sentence using the three-part topic sentence method
(the burrito fold).
Identify the item Select a verb Finish your thought
• Step 2 Copy this sentence to look like a real sentence. Fix spelling and capitalization errors.
• Step 3 Create a fact outline (three yellows).
• Step 4 Use your fact outline to write the summary paragraph.
1-33

• Write a topic sentence using the three part topic sentence method.
(The burrito fold)
Identify the item
Chapter 2 of
The Adventures of Tom Sawyer by Mark Twain
Select a verb describes
Finish your thought how Tom got others to do his work.

Acknowledges Evaluates
Defends Asserts
Identifies
Considers
Entertains
Offers
Praises
Endorses
Classifies
Features
Confirms
Judges
Demonstrates Provides
Asks Suggests
Adds
Depicts
Names
Contrasts
Recommends entices

Step 2- Copy this sentence to look like a real sentence.
Chapter two of The Adventures of Tom
Sawyer by Mark Twain describes how
Tom got others to do his work for him.
• Step 3- Create a fact outline ( Yellows )
whitewash fence as punishment
plan to make the whitewashing look fun
buddies come by & beg for a turn
work gets done with no effort byTom

WHO
Elementary
Charlotte’s Web
ACTION FINISH

WHO
Charlotte
Elementary
Charlotte’s Web
ACTION helps
FINISH
Wilber
Templeton
Wilber eats sleeps leftovers in the straw

WHO
Charlotte a brilliant spider,
Elementary
Charlotte’s Web
ACTION helps enables, rescues, befriends comforts, encourages
FINISH
Wilber to have hope.
Templeton a fat, greedy rat eats leftovers consumes, devours at the fair.
Wilber sleeps in the straw an innocent pig, slumbers, snoozes all day long.

Read a story or piece of text
Do together:
T=_________________________
Brainstorm the details in random order.
Create an outline with a title and color coded items.
Write about the main ideas of narrative or expository writing.

Title = Shoes
Step 2: List 12 descriptors for each pair
First Pair
Brown
Loafers
Rubber soles
Second Pair
Black
Lace up
New
3.25

Step 4:
Age
Brand
Color
Comfort
Condition
Cost
Create Categories (These will be the yellows)
Decoration
Fasteners
Heels
Height
Material
Purpose
Safety
Size
Sole
Style
Use
3.25

Step 5: Write a Topic Sentence
You may use any of these pairs of words or another pair like them.
Alike – Different
Compare – Differences
Opposite – Varied
In common - Unlike
3.25

• Power number with a “compare” word:
___ and ___are wearing shoes that are alike in three noticeable ways.
• Occasion/position with a “contrast” word
While ___and ___are both wearing black shoes, their footwear is significantly different.
• However topic sentence with a “contrast” word
___and ____are both wearing black shoes; however, their footwear differs significantly.

Step 6: Do an informal outline of your paragraph.
Step 7: Add transitions next to the categories you selected.
Step 8: Write draft
Step 9: Revise and edit
Step 10: Final copy
3.25

Persuading or Convincing
Paragraphs
Yellows are the arguments or reasons
• A clear topic sentence
• Obvious organization
• Strong transitions
• Specific examples & evidence
•
• A memorable and very strong conclusion
3.30

• Who is my audience?
• What will my reader need to know?
• What emotions do I want my reader to feel?
• What do I want my reader to do?
3.31

• Start with a strong point.
• Transition into a weaker point.
• End with your strongest point.
• If writer begins with a weak point or ends with a weak point, they will loose their audience.
3.31

There are a variety of ways to helps students organize their thinking that may be used in many different content areas.

Q=
Step 1
Step 2
Step 3
Ex.
Ex.
Ex.
3.53-3.55; 9.9-9.11

• Adding fractions is easy if you just follow these four instructions.
• _______, the main character in
______, is involved in two conflicts.
• The Civil War occurred for three reasons.
• The water cycle has three parts.
3.56-3.57

Framed paragraphs are great. You can use them for science, history, art, and social studies. You can even leave them with a substitute teacher. Try them!
You will like them!
3.59

Name________________ Date_____
After completing my reading this week, there are several things I want to tell you about the book, _______, by ________.
First, ___________________. Second,
_______________. Then, ___________
________________. Finally, I predict __
________________________________
_______________________________.
3.59

(Step 2)
• Is the heart of your paper
• Gives the main idea of an essay
• Contains key words
• Presents a general idea that will be supported
• Might be called your position statement
4.17-4.31

Steps 2-4
(thesis)
Even though Ben Franklin was seventy years old at the time of the Revolution, he still had a lot to do with the independence of the colonies.
(plan)
Helping the colonists, informing people of the world about the revolution, and serving on many committees were some of the important things that he did.
Helping Informing Serving Conclusion
4.20

• Purposes and processes are different in these two kinds of writing.

Baseball and football require similar skills; however, the goals of each game are different.

• Step 1 Title
• Step 2 Quick Sketch
• Step 3 Quick Notes
• Step 4 Get the Story Rolling
• Step 5 Story transitions
• Step 6 Smooth stop
• Step 7 Revise, Edit, Proofread

Topic=
Narrative
Beginning
Setting
•
•
Time
Place
Meet Characters
Glimpse of problem
Middle
Learn more about problem
Conflict developed
End
Solve problem
Conflict resolution
2.15

Step 1 Title___________
Step 2 Quick sketch your plan for your story in pictures. (May use sticky notes)
Step 3 Jot ideas, descriptions, and plans for your story

Quick Sketch Method
•Sara fakes sick
•Beach
•Decides to skip school
•Parents leave for work
•Rides bike to beach
•Swims
•Sunburned
•Trouble with parents and school
•Stay home next day
•Sick from sunburn

Title:_______________
Who:
Where: Problem:
Beginning Middle End

OK, so I have my story sketched out. How do I begin writing?
• Try one of these ideas to hook your reader into reading on.

Get the Story Rolling
Provide a Where
• Step 4
– Near the park…
– Below the surface of the water…
– In Chicago…
– Behind the old shed near mother’s rake…
– Beyond the city limits…
– Throughout the crowded room…

Get the Story Rolling
Provide a When
• Step 4
– Just as the bell rang…
– After we left the movie…
– Before I turned six…
– Before my eighth birthday…
- When the alarm went off…
– When the firefighters arrived…

Get the Story Rolling
Other Options
• Step 4
– Provide an Action Verb
(Run. That’s all I could think—run for your life!)
– Introduce a Character
(Uncle Charlie tops the list of weird folks I know. As a matter of fact, he is WAY at the top!)
– Interesting Comment
(I glanced up and saw Death staring me in the face. )
– Dialogue ( with younger students limit this)
(“Mom, I think I’m going to be sick,” Timmy whined from the back seat.)
– Sound effect
(Br-r-r-ring!)

Story Transitions Move the Story Along
• The next day
• At dusk
• In between times
• Some time later
• In the afternoon
• When we arrived
• Immediately
• Hours went by
• After we walked a mile

Writing the Story of Goldilocks
Once upon a time there were three bears, Papa Bear, Mama Bear, and Baby Bear, who lived in a house in the woods.
Each morning Mama Bear would make wonderful porridge, Papa
Bear had a big bowl of porridge, Mama Bear had a medium–sized bowl, Baby Bear had a little bowl for his porridge.
One morning Mama said the porridge was too hot to eat, so the bears decided to go for a walk and let the porridge cool off.
While they were gone, a little girl by the name of Goldilocks came to the house, She knocked on the door and looked in the window, but no one was home. She tried the door and it opened. She went in and she saw the bowls of porridge on the table.

Writing the Story of Goldilocks
Once upon a time there were three bears, Papa Bear, Mama Bear, and Baby Bear, who lived in a house in the woods.
Each morning Mama Bear would make wonderful porridge, Papa
Bear had a big bowl of porridge, Mama Bear had a medium–sized bowl, Baby Bear had a little bowl for his porridge.
One morning Mama said the porridge was too hot to eat, so the bears decided to go for a walk and let the porridge cool off.
While they were gone, a little girl by the name of Goldilocks came to the house, She knocked on the door and looked in the window, but no one was home. She tried the door and it opened. She went in and she saw the bowls of porridge on the table.
6.8

Step 1 Title___________
Each morning
Just as she
About that time
10-46

Step 6:Come to a Smooth Stop
Don’t write “THE END.” Instead, finish with a strong sentence that will help your reader
• Feel a feeling ending
– Tori lived in Mobridge for the next fifteen years, and she never forgot the kindness that the children shared that first day.
• Remember a character ending
– No one spoke up, but everyone knew that it was Edgar, the class clown, who gave Mrs. Anderson the flowers and the thank-you card.
• Get your point ending
– The children finally understood what the police officer said about hitchhiking.
• Think about the story ending
– Sometimes it pays to help someone, even if they don’t appreciate it!
6.9; 10-47

• Capitalization
• Usage
• Punctuation
• Spelling

• Head- Write down one thought you have that relates to what you learned today.
• Heart- How do you feel about that new learning?
• Feet- What will you do differently because of what you learned?