National RtI Writing Demonstration Project Table of Contents Prewriting Stage Modules Sections are designed to be used separately and in any order, except

National RtI Writing Demonstration Project

Table of ContentsPrewriting 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……… What-Why-How Strategy …………………………………………..Essay Organizer ………………………………………………………….Topic and Prompt …………………………………………..…………. No Prompt and Topic T-Chart Strategy ….…………..….…. Thesis Statement ……………………………………………………... Handouts …………………………………………………………………. What-Why-How Strategy Form ………………………..…… Essay Organizer Form ……………………………………………. Practice Writing Prompt ………………………………………...What-Why-How Strategy Examples ………………………….. Language Arts ……………………………………………………….. Math …………………………………………………………………….. Science ………………………………………………………………….Six Writing Traits Rubric …...………………………………………

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The Writing Process

What is the Writing Process?

• a series of stages to help you write well;

It is …

• like using a map to get to an unfamiliar place;

• comprised of six stages - prewriting, drafting, sharing, revising, editing, and publishing; and

It is not …

• a linear process; you may revisit any stage as many times as needed.

• a process that is enhanced by collaboration.


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.


The First Stage is the Prewriting…


Writing Process: Prewriting Stage

• the first stage of the writing process;

• what you do before you start writing (drafting).

Planning Writingbefore

What is “prewriting?”

It is...

• an opportunity to discover ideas and write them down; and


Prewriting is a time to…

• try out something new with only a little effort; and

• turn your brain on and think about the topic/prompt;

• jot down a few quick ideas;

• experiment with the ideas;

• warm up, like playing a sport or musical instrument, with a good idea.


Prewriting is any activity that helps you…

Prewriting is about generating ideas for writing.

• decide on or clarify your topic;

Tools that help with prewriting:

• Graphic organizers;• Charts;• Story webs; and• Word lists.

• brainstorm ideas on the subject;• find your voice;• organize your ideas; and

• list places you can research information.


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?

Prewriting – Developing your Ideas


Strategies

This Prewriting Stage lesson is about…


Prewriting Strategies

What-Why-Howhelps to clarify your opinion, identify reasons to support your opinion, and develop evidence to support each reason

Did You Know?The more time spent on prewriting, the higher the quality of the writing.

I didn’t know that.

Source: The Writing Teacher’s Strategy Guide by Steve Peha at http://www.ttms.org/


Topic T-Chart

Graphic Organizers

assists in develop your main idea, identify reasons to support your opinion, and identify examples to support each reason

assists you to generate topics to write about

Prewriting StrategiesWhat-Why-How Strategy

What-Why-How Strategy

This is a strategy to support any opinion you might have about your topic.

Prewriting – Develop Your Idea

What do you think?

Why do you think it?

How do you know?



What do you think?


How do you know?

One sentence stating your opinion. It can also be your main idea.

The reasons you have to support your opinion.

The evidence, examples, or proof you have to support each reason.




What do you think?Write one sentence that tells what you think.

What do you think?What is the main idea of the paragraph?

How do you know this?Give examples to support each reason.

What details describe what you think?What examples prove your thought?

Why do you think it?Give reasons that tell why you think what you think. • What reasons support the main idea?

1.

Name _______________________________ Class _________ Date ___________ Period ____

What – Why – How Strategy Form

2.

3.

What-Why-How Strategy Form

The purpose of this form is to help you develop andrecord your ideas about your topic.

Locate the “What” column on the form.

This is the column you fill out first.

All your ideas will be helpful when you start drafting your paper.



One sentence stating your opinion about your topic.

This may also be your main idea.

For example, consider a topic about the “dog” character.

The dog is the most amazing animal in the whole world.

What is your opinion about the dog?

What do you think?





What do you think?Write one sentence that tells what you think..


1.

2.

3.






“Why do you think it?”

The reasons you have to support your opinion.



Why – list of reasons• He protects Sam (main character).• He plays with Sam.• He does homework for Sam.• He makes money for Sam.



Brainstorm reasons that supports your opinion.



What: The dog is the most amazing animal in the whole world.

Select the three most important reasons and write in “why” column.





1.

2.

3.

He protects Sam (main character).

He plays with Sam.

He does homework for Sam.





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.”




Examples, evidence, or descriptions are important as your readers need proof to understand your opinion.

Why• He protects Sam. • Whenever someone comes to the

door he barks to let Sam know.

How


• He plays with Sam.

• He does homework for Sam.

• 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.

Example: The “dog”How do you know?



• He’s great with math. • He has a little trouble holding the pencil, though.

• Whenever someone comes to the door he barks to let Sam know.

• At the park he plays Frisbee. • He catches it in his mouth and brings it back.





1.

2.

3.

He protects Sam (main character).

He plays with Sam.

He does homework for Sam.





Let’s look at one more example





1.



2.

3.

Waimanalo is a sacred and special place to live.

Queen Kapi‘olani’s Summer home is in Waimanalo.

We have one of the world’s beautiful beaches.

Prince Jonah Kuhio Kalanianole had designated Waimanalo as a Hawaiian Homestead.

• 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.

• 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.

• Majority of the population is Native Hawaiian

•It allowed the Native Hawaiian people to live off the land.

•Helped maintain a strong Ohana system.




• How you know it. Examples, evidence, proof to support your opinion.

Review


• Why you think it. Reasons that support your opinion.

• What you think about the topic. Your opinion.

You identify:



Use the information on the What-Why-How Strategy

to write the body (3 paragraphs) of your essay.

The Essay Organizer form is one way to do this.




Introduction(First paragraph)

Body(3 paragraphs)

Conclusion(last paragraph)

++

Essay Organizer Form – 5 Paragraph EssayHook:

Restate Thesis:Summary of reasons (optional)Final thoughts (conclude with a “clincher” or a “call to action”)CO

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WHY #1/Main Idea – Reason (topic sentence):

HOW #2: For instance, (evidence, examples, descriptions):Quote and explanation of quote and refers back to thesis:Transition sentence:





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Introduce issue (prompt):WHAT/Thesis statement:Explanation of Thesis:Lead in (transition to body):IN

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Why and How information goes herefrom (What-Why-How Strategy)

What information goes here from(What-Why-How Strategy)

Essay Organizer

The Prewriting Stage is about…


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.

Essay Organizer

Topic What-Why-HowStrategy

Essay OrganizerPrompt

NoPrompt




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Why and How information goes herefrom (What-Why-How Strategy)

What information goes here from(What-Why-How Strategy)

Your Turn

Essay Organizer

Step 4: Fill in the “Why” and “How” for each paragraph.

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 5: Write the information you have for the “Conclusion.”

Now you are ready for the “Drafting Stage.”


Topic

Let’s look at writing to a prompt…

Prompt


What is a Prompt?

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.

Basically, a prompt is a question or an instruction that tells you what you're supposed to write.


Deconstructing a Prompt

How do I do that?


Constructing means to build and deconstructing means to take apart

1. Read it. 2. Take it apart. 3. Understand what you need to do.

4. Determine how to respond to the prompt correctly.

To deconstruct a prompt:

• Pay careful attention to the wording of the prompt. Hints

Does the prompt give you suggestions to get started?

• 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.

Identifying Key Parts of a Written Prompt


Role

What role do you take as the writer? (student, citizen, expert)

Audience

Who is your audience? (class, parent, teacher, friend)

Format

What kind of response are you writing?

(essay, letter, descriptive)

What are the verbs in the prompt asking you to do?

(advise your classmate, justify your opinion, explain why…)Task

Strong key words

What are the key words that you need to include in your response?

Hint: Use these words to construct your thesis statement.

You can use the word RAFTS to help you remember how to deconstruct a prompt.

Identifying Key Parts of a Written Prompt

Role

What role do you take as the writer? (student, citizen, expert)

Audience

Who is your audience? (class, parent, teacher, friend)

Format

What kind of response are you writing?

What are the verbs in the prompt asking you to do?

Task

Strong key words

What are the key words that you need to include in your response?

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.

I am writing this as a student.

My audience will be the teacher.

I am writing a descriptive multi-paragraph essay.

Select a person, write an essay describing why he/she is good at his/her job, include examples and details

Profession, successful

Example of Deconstructing a Prompt

Your Turn

Form Pairs

Re-read the prompt and deconstruct it by writing your response for:

Role TaskAudience

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.


Format Strong Key Words

Role

Audience

Format

Task

Strong key words

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.

Practice Writing Prompt

• clarifying the topic/deconstructing the prompt;

• identifying strong feelings about the topic; and

The most important prewriting activity is to think about what you are going to write about.

Good writing is about…

icon

• forming an opinion about the topic.


Writing to a PromptReview

Write one to two complete sentences describing how to deconstruct a prompt.

Read your sentences to a partner.


Topic


Prompt No Prompt


Sometimes you might choose a topic.

What are you going to write about?

icon

Sometimes you are given the topic or prompt.

PROMPT

NO PROMPT


Topic

No Prompt

Let’s look at developing your own topic…


Prewriting Strategies

What-Why-Howhelps to clarify your opinion, identify reasons to support your opinion, and develop evidence to support each reason

Did You Know?The more time spent on prewriting, the higher the quality of the writing.

I didn’t know that.

Prewriting StrategiesTopic T-Chart



Topic T-Chart

Graphic Organizers

assists in develop your main idea, identify reasons to support your opinion, and identify examples to support each reason

assists you to generate topics to write about

• brainstorm ideas of things you care about

One helpful strategy is to use a

Topic T-Chart

How do you find things you care and feel strongly about?

• make a list on a T-Chart

Let’s try it together!

Sometimes you have a choice about what to write about.

No Prompt


Topic T-Chart Strategy

Like Hate

Write things you “like” and things you “hate.”

Your Turn: Make a T-Chart on a piece of paper and brainstorm a list of ideas.


Share your “likes” and “hates” with a partner.

Identify which “like” and “hate” on your list do you feel strongest about?


Let’s try another one.

Typical life experiences and unusual life experiences.

Typical Unusual


Share your “typical” and “unusual” life experiences with a partner.

Identify which experience you feel strongest about.


Other things you might explore for topic ideas…

Important/Not ImportantThings that are very important to you and

things that are not important.

Change/Stay the SameThings you might want to change and

things you want to stay the same.

Regret/Proud ofThings you regret and things you are proud of

Fun/RequiredThing you do for fun and

things you do because you have to do them.National RtI Writing Demonstration Project

Prewriting Stage – Pick Your Topic

After you have made a list of possible ideas, it is time to pick your topic.

Select one topic from your list.

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.


Share your topic with a partner.

State why you believe your topic meets all the criteria below.

Now you have your topic and one that you care about.National RtI Writing Demonstration Project

__know a lot about the topic__can describe in great detail__think will interest your audience__think will be worth reading for your audience

__have strong feelings about the topic

The most important prewriting activity is to think about what you are going to write about.

icon “Voice” is choice!


• clarifying the topic/deconstructing the prompt;

• identifying strong feelings about the topic; and

Good writing is about…

• forming an opinion about the topic.

Thesis Statement



Thesis Statement

WHY: The primary purpose of a thesis statement is to persuade the reader that your “thesis” is valid.

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.


PARTS: It must contain two parts:

EXAMPLE:

Elvis Presley (subject) was an extremely influential musician and public figure (opinion about the subject) before his death.

Thesis Statement

• subject (also called a topic); and

• opinion or assertion about that subject.


An effective thesis statement makes an assertion, is a main idea, takes a stand, narrows the topic, and is specific.

Five General Rules for an Effective Thesis Statement

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:

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.

Swimming (subject) is great way to improve physical and mental health (opinion about the subject).


Example of an Effective Thesis Statement:

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.

3. A thesis takes a stand; it is NOT an announcement.

Announcement: This paper is about the benefits of swimming.


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.

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:


Share a few as a whole class.

Share the “better” thesis statement with a partner.


Keep in mind:

• A thesis statement does not need to be perfect before you start writing your essay.

• Nothing in your thesis should be left out of your essay, and nothing in your essay should be left out of your thesis.

Thesis Statement

As your ideas evolve, you may revise your thesis statement.


Review

What do you know now about writing a thesis statement that you did not know before?

Thesis Statement

Share your answer with a partner.

Share a few answers as a class.


HandoutsPrewriting




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ORGANIZATIONAdapted from The Writing Teacher’s Strategy Guide by Steve Peha at

http://www.ttms.org/




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Prompt:

Practice Writing Prompt

Examples of What-Why-How Strategy




1.


What – Why – How Strategy Form – Descriptive Essay Example

2.

3.

The adults in my ‘ohana have tattoos.

My Mom and Dad have tattoos.

My Uncles and Aunties have tattoos.

My older siblings and cousins 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.

• 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..

• 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.






1.


What – Why – How Strategy Form – Descriptive Essay Example

2.

3.

Waimanalo is a sacred and special place to live.

Queen Kapi‘olani’s Summer home is in Waimanalo.

We have one of the world’s beautiful beaches.

Prince Jonah Kuhio Kalanianole had designated Waimanalo as a Hawaiian Homestead.

• 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.

• 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.

• Majority of the population is Native Hawaiian

•It allowed the Native Hawaiian people to live off the land.

•Helped maintain a strong Ohana system.






1.


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.

Child labor banned in USA but not other countries.

• 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.

Young children in other countries are forced to work.

Children are not paid in full for the work they do.

• “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.

2.

3.

What – Why – How Strategy Form: Persuasive Essay Example






1.


My mother is my hero. 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.

My mom got a diploma from the University of Hawaii.

My mom started her own business.

• 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.

• She wanted to be her own boss.• She helps people make money. • She employs two other people.

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3.

What – Why – How Strategy Form: Persuasive Essay Example






1.


What – Why – How Strategy Form: Expository Essay Example

My dog is the most amazing animal in the whole world.

He protects me. • Whenever someone comes to the door he barks to let me know.• When we take a walk, he growls at strangers.

He plays with me.

He does my homework for me.

• At the park we play 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.

2.

3.






1.


A square is also a rectangle, a parallelogram, and a rhombus.

The definition of a rectangle fits a square.

• A rectangle has two sets of congruent parallel sides.• A rectangle has four right angles.

The definition of a parallelogram fits a square.

A square fits the definition of a rhombus.

• A parallelogram has opposite sides that are congruent.• The opposite sides of a parallelogram are parallel.

• A rhombus has four sides.• All the sides of a rhombus are congruent.

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3.

What – Why – How Strategy Form: Math Example






1.


What – Why – How Strategy Form: Math Example

Jun Ken Po is a fair game. 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.

The definition of fair applies to the game.

A tree diagram show the game is fair.

• Everybody has the same chance of winning.• The player has a 50/50 chance of winning.

• 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.

2.

3.






1.


What – Why – How Strategy Form – Science Example

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3.

The energy in storms is what creates ocean swells.

Faster wind means bigger waves.

Bigger storms produce bigger swells.

The amount of time the wind blows over a spot in the ocean affects the size of the swell.

•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.

•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.

•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.






1.


What – Why – How Strategy Form – Science Example

2.

3.

Food chains are made up of three different types of living things that depend on each other.

Decomposers make nutrients that are used by producers.

Producers rely on the decomposers for nutrients and are eaten by some consumers.

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



Ideas5 – 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

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

1 – Focus is unclear, has disconnected details and a common approach.

__ Main idea is not clearly defined__Limited or disconnected details__ Telling does not help understanding__ Purpose is unclear__ Common approach

Organization5 – 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

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 transitions1 – 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

Voice5 – 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 – 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 – 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

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Sentence FluencyWord Choice Conventions

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

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

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

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

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

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

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 – 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

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

Six Writing Traits RubricM

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Documents

National RtI Writing Demonstration Project Table of Contents Prewriting Stage Modules Sections are designed to be used separately and in any order, except