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Scope & Sequence for Explicit Teaching in Writing

Scope & Sequence Overview

Year 1-3 : SENTENCE STRUCTURE Year 4-5: PARAGRAPH STRUCTURE Year 6-7: PERSUASIVE DEVICES

Simple Sentences Compound Sentences Complex Sentences Compound - Complex Sentences Vary Sentence Beginnings

Paragraph Structure Cohesion Paragraph Organisation 5 Step Building Process Troubleshooting Paragraphs

Persuasive Devices Modality Persuasive Techniques Web Links

BACKGROUND INFORMATION : SCOPE & SEQUENCE CONTEXT Analysis of the 2012 Year 7 NAPLAN Writing data highlighted these elements as a concern. We would expect our students perform better on these elements. By backward mapping the explicit teaching of these elements with a focus at different levels of schooling and a goal to thoroughly embed the skill across all curriculum learning, progressive years will be able to focus on more complex elements. A detailed Scope & Sequence follows to - equip teachers with the knowledge and understanding to support classroom implementation. - provide a diagnostic tool for students at higher levels who are not attaining standards and to advance students at lower levels who are performing above their year levels - provide a school wide picture for all levels of schooling on the focus elements across the year levels.

Kerry House 2013 WPS Writing S&S Explicit Teaching!

WINTHROP PRIMARY SCHOOL

Scope & Sequence for Explicit Teaching in Writing Year 1-3 : SENTENCE STRUCTURE Sentences A sentence is a group of words that makes complete sense. It is marked in writing by beginning with a capital letter and ending with a full stop, question mark or exclamation mark. There are four functions for sentences: Making Statements:The girl shot a goal. Asking Questions: Did the girl shoot a goal? Uttering Commands: Shoot the goal! Voicing Exclamations: What a great goal! I. Simple Sentence A simple sentence has one subject, one verb, and it expresses a complete thought (otherwise known as an independent clause). In the following sentence the subject is italicised and the verb is underlined. I jumped. The dog jumped. The painting is lovely. He spoke. Year 4-5: PARAGRAPH STRUCTURE PARAGRAPH STRUCTURE Use Topic Sentences State the controlling idea of each paragraph explicitly in a topic sentence. It serves as a mini-thesis for the paragraph. Expand on the Topic Sentences The body of a paragraph develops and demonstrates what your topic sentences state. Here are some common patterns: Explain more fully what you mean, giving definitions or indicating distinctions. Offer details, examples, or relevant quotations (with your comments). Follow through a logical sequence, showing the connections among your ideas in a recognisable pattern such as cause and effect or comparison and contrast. Year 6-7: PERSUASIVE DEVICES PERSUASIVE DEVICES Alliteration - funny, oppy ears, long, lanky legs. Repetition of words or phrases. Exaggeration or hyperbole. Questions that appeal to reader Wouldnt you agree? Stereotypes. A call for action. Posing a problem and suggesting a solution. An appeal to the reader Its a well known fact that many people neglect their pets. Groups of three Dogs are noisy, dirty and a nuisance! Personal pronouns I, you, we, our and us personalise your message to the reader I think cats make the best pet because they . . . Conditional sentences If dogs are not taken for walks . . . Encourage discussion with accountability engage students in justifying their responses in speaking activities.

Show Connections Be sure your intended logic is clear. Often the simplest words do the most to pull together ideas. Pronouns such as it and they and this keep the focus on the ideas announced at the beginning of the paragraphas long as they are clearly linked to specific nouns . Deliberate repetition of key words also helps. Concluding Sentence Restates Topic Sentence in different words or links to next paragraph.

NAPLAN
Persuasive devices continuum link

Kerry House 2013 WPS Writing S&S Explicit Teaching!

WINTHROP PRIMARY SCHOOL

Scope & Sequence for Explicit Teaching in Writing Year 1-3 : SENTENCE STRUCTURE A simple sentence, however, can also have a compound subject or a compound verb: She and I jumped. The dog and cat ran. The dog ran and jumped. The painting and couch are lovely. He and I spoke. Year 4-5: PARAGRAPH STRUCTURE COHESION Certain specialized linking words can also be powerful tools for pulling ideas together. To signal a reinforcement of ideas: also in other words in addition for example moreover more importantly Year 6-7: PERSUASIVE DEVICES MODALITY Continuums: Condence believe, suspect, sure, convinced Certainty denite, will, might, perhaps Probability certain, likely, possible, potentially Importance desirable, necessary, essential, vital Emphasis really, terribly, absolutely, simply Frequency always, usually, generally, often, seldom, never Obligation- must, ought, should, supposed to Extent partially, almost, usually Intensity slightly, extremely, incredibly.

Or a compound subject and compound verb: She and I ran and jumped. The dog and cat ran and jumped.
II. Compound Sentence A compound sentence has two independent clauses that are joined together. Writers often join two independent clauses with a comma and a coordinating conjunction. The coordinating conjunctions (FANBOYS) are: For, And, Nor, But, Or, Yet, So Examples of compound sentences (commas and coordinating conjunctions are in italics): The man was talking to his dog, but the dog was not listening. The painting and the couch are lovely, and I love the wall paint in the living room. He and I spoke briefly, but there was little to say. You can go to the store with me, or you can make dinner from scratch. I did not see the point of investing more money, yet his reasons to invest were quite convincing.

To signal a change in ideas: but on the other hand however instead yet in contrast although nevertheless in spite of [something]

To signal a conclusion: thus therefore accordingly in conclusion finally so [informal]

Kerry House 2013 WPS Writing S&S Explicit Teaching!

WINTHROP PRIMARY SCHOOL

Scope & Sequence for Explicit Teaching in Writing Year 1-3 : SENTENCE STRUCTURE Do not use commas with coordinating conjunctions unless they are between two independent clauses: Incorrect: The dog, and cat ran. Correct: The dog and cat ran. Incorrect: Julie went to the store, and bought bananas. Correct: Julie went to the store and bought bananas. But if the coordinating conjunction is between two independent clauses, you need the comma. Julie went to the store, and she bought bananas. However, if two clauses are closely related, as in the above and following example, one might choose to omit the comma. The dog ran and the cat jumped. III. Complex Sentences: A complex sentence consists of a dependent and independent clause. I find most my students can identify that an independent clause must have a subject and verb, but they struggle with the idea of a complete thought. Knowing an independent clause must have a complete thought helps as we begin to navigate complex sentences. After I find the keys to my car. The above clause is a dependent clause. Although it has a subject (I) and a verb (find), it cannot stand on its own because it is not a complete thought; therefore, it is not an independent clause. After I find my keys, what? The reader wants to know what is going to happen after you find your keys. This clause is dependent on more information in order to be complete, so it is a dependent clause. A complex sentence has a dependent and independent clause. Year 4-5: PARAGRAPH STRUCTURE PARAGRAPH ORGANISATION There are many different ways to organise a paragraph. The organisation chosen will depend on the controlling idea of the paragraph. Below are a few possibilities for organisation. Narration: Tell a story. Go chronologically, from start to finish. Description: Provide specific details about what something looks, smells, tastes, sounds, or feels like. Organise spatially, in order of appearance, or by topic. Process: Explain how something works, step by step. Perhaps follow a sequencefirst, second, third. Classification: Separate into groups or explain the various parts of a topic. Illustration: Give examples and explain how those examples prove your point.
5 STEP PARAGRAPH BUILDING PROCESS (Persuasive Writing Focus) Step 1. Decide on a controlling idea and create a topic sentence Paragraph development begins with the formulation of the controlling idea. This idea directs the paragraphs development. Often, the controlling idea of a paragraph will appear in the form of a topic sentence. Step 2. Explain the controlling idea An expression of the rationale or the explanation that the writer gives for how the reader should interpret the information presented in the idea statement or topic sentence of the paragraph. The writer explains his/her thinking about the main topic, idea, or focus of the paragraph. Step 3. Give an example (or multiple examples) The expression of some type of support or evidence for the idea and the explanation that came before it. The example serves as a sign or representation of the relationship established in the idea and explanation portions of the paragraph Step 4. Explain the example(s) An explanation of each example and its relevance to the topic sentence and rationale that were stated at the beginning of the paragraph. This explanation shows readers why this/or these particular examples are chosen as evidence to support the major claim, or focus, in the paragraph. Step 5. Complete the paragraphs idea or transition into the next paragraph Tying up the loose ends of the paragraph and reminding the reader of the relevance of the information in this paragraph to the main or controlling idea of the paper. Remind the reader about the relevance of the information in the paragraph. Could transition the reader to the next development in the next paragraph.

Year 6-7: PERSUASIVE DEVICES PERSUASIVE TECHNIQUES http://www.slideshare.net/andyfisher/persuasivewriting-1271674 View slideshare at above link - elaboration of rhetoric.

Analysis of Language Use http://resources.mhs.vic.edu.au/englishenrichment/ analysisoflanguage.htm

Kerry House 2013 WPS Writing S&S Explicit Teaching!

WINTHROP PRIMARY SCHOOL

Scope & Sequence for Explicit Teaching in Writing Year 1-3 : SENTENCE STRUCTURE Year 4-5: PARAGRAPH STRUCTURE
TROUBLESHOOTING PARAGRAPHS

Year 6-7: PERSUASIVE DEVICES

In the following examples, the dependent clause is

italicised and the independent clause is underlined. Examples of complex sentences: After I find the keys to my car, Im going to go shopping. If I go to work late, I will be paid less. Complex sentences have a dependent clause, and a dependent clause often begins with a subordinating conjunction. The subordinating conjunctions are: After, Although, As, As if, As though, Because, Before, Even though, If,Since, So that, Though, Unless, Until, When, Whenever, Where, Whereas,Wherever, Whether, While If the dependent clause begins the sentence, a comma must be used between the dependent and independent clauses: Although I enjoy work, I also enjoy vacations. Before I go to work each morning, I let the dog out for five minutes. Whether or not I pass the class, I still have to take a summer class. While I was at work, the dog chewed my favourite pair of shoes. Because I went to work early, I found a good parking space. When I was fifteen, I left home.

1) Problem: the paragraph has no topic sentence. Imagine each paragraph as a sandwich. The real content of the sandwichthe meat or other fillingis in the middle. It includes all the evidence you need to make the point. The top slice of bread (the first sentence of the paragraph) explains the topic (or controlling idea) of the paragraph. And, the bottom slice (the last sentence of the paragraph) tells the reader how the paragraph relates to the broader argument. A topic sentence, expressing the controlling idea, tells the reader the point of all the evidence. 2) Problem: the paragraph has more than one controlling idea. 3) Problem: transitions are needed within the paragraph. LOGICAL RELATIONSHIP -TRANSITIONAL EXPRESSIONS Similarity also, in the same way, just as so too, likewise, similarly Exception/Contrast but, however, in spite of, on the one hand on the other hand, nevertheless, nonetheless, notwithstanding, in contrast, on the contrary, still, yet Sequence/Order first, second, third, next, then, finally Time after, afterward, at last, before, currently, during, earlier, immediately, later, meanwhile, now, recently, simultaneously, subsequently, then Example for example, for instance, namely, specifically, to illustrate Emphasis even, indeed, in fact, of course, truly Place/Position above, adjacent, below, beyond, here, in front, in back, nearby, there Cause and Effect accordingly, consequently, hence, so, therefore, thus Additional Support or Evidence additionally, again, also, and, as well, besides, equally important, further, furthermore, in addition, moreover, then Conclusion/Summary finally, in a word, in brief, briefly, in conclusion, in the end, in the final analysis, on the whole, thus, to conclude, to summarise, in sum, to sum up, in summary
Source: Adapted from http://writingcenter.unc.edu/handouts/paragraphs/

Web Links

10 Timeless Persuasive Writing Techniques http://www.copyblogger.com/persuasive-writing/ Persuasive Devices http://www.yarrileess.eq.edu.au/home/ngilm6/naplan2/ devices.html Persuasive Writing http://www.youtube.com/watch?v=jaGJNxCxB-s The Art of Persuasive Writing: A few pointers http://www.youtube.com/watch?v=AJ2IVKruQSw

Kerry House 2013 WPS Writing S&S Explicit Teaching!

WINTHROP PRIMARY SCHOOL

Scope & Sequence for Explicit Teaching in Writing Year 1-3 : SENTENCE STRUCTURE IV. Compound-Complex Sentence As the name implies, the compound-complex sentence consists of a compound and complex sentence. Therefore, a compound-complex sentence will have a dependent clause and at least two independent clauses. In the following sentence the dependent clause is in italics and the compound sentence is underlined. Although I enjoy watching movies, I prefer reading a book, and I love to write. Until I found my husband, I didnt understand how to effectively communicate with a significant other, and I had given up on having a healthy relationship. When I was young, I loved climbing trees, but my favourite exercise was swimming in the summer. Year 1-3 : SENTENCE STRUCTURE VARY SENTENCE BEGINNINGS 1 The most common sentence pattern is to write the subject first, followed by the verb: The cat ran to the ball. 2 Reverse the sentence to begin with the dependent adverbial clause: Because birds eat the seeds, weeds are important too. 3 Begin a sentence with an infinitive phrase used as an adjective: To get a head start, he arrived 20 minutes early. 4 Use an infinitive phrase as a subject: To get a head start was his goal. 5 Begin a sentence with a prepositional phrase and end it with the subject: From out of nowhere came a loud shriek. 6 Begin a sentence with an adjective: Sad about being alone in the house, the puppy lay down and waited by the front door. 7 Begin with an adverb: Regretfully, I will not be able to attend the wedding. 8 Begin with an "ing" participial phrase: Muttering to himself, the old man shuffled throughout the house. 9 Begin with an "ed" participial phrase: Angered by the long wait, I slammed the phone down on the receiver. 10 Start with a transitional word: Finally, we found the lost keys. 11 Begin a sentence with an appositive: An obedient child, Samantha turned off the light and went to sleep. SOURCE: http://www.ehow.com/how_7906729_vary-sentence-beginnings.html

WEB RESOURCES Sample Texts for Teaching Persuasive writing http://www.qsa.qld.edu.au/downloads/ early_middle/naplan_persuasive_sample.pdf NAPLAN Persuasive Text Sample Sheets
https://docs.google.com/viewer? a=v&q=cache:RWvWrGgKnyAJ:www.blake.com.au/v/vsples/ assets/images/naplan_pri_persuasive_worksheets_download.pdf +&hl=en&gl=au&pid=bl&srcid=ADGEEShtCtW-BWnfF1zhciZe15P6kUpSxJZIpo4vVH17Q0s8fKIkOF3mO9DPEva XMLHt4wf8FnnsS06uyH_Ajk5eOpznWfz5MkGnfyMURlCRMLYp 7UhBtHDDgP_Y2HW7uT-6EA4Lw4&sig=AHIEtbTiWFP0uWIPqiC0qKiKtAwqup o7wA

Source: http://frances30s.hubpages.com/hub/Learning-Grammar-andUnderstanding-Sentence-Structure

Kerry House 2013 WPS Writing S&S Explicit Teaching!

WINTHROP PRIMARY SCHOOL

Scope & Sequence for Explicit Teaching in Writing Teacher personal notes:

Kerry House 2013 WPS Writing S&S Explicit Teaching!

WINTHROP PRIMARY SCHOOL

Scope & Sequence for Explicit Teaching in Writing

Kerry House 2013 WPS Writing S&S Explicit Teaching!