Presented by: Ana Muro October 11, 2013 Writing Strategies Presented by: Ana Muro October 11, 2013

IVF: Identify-Verb It- Finish Your thought Purpose: It helps students write a powerful topic sentence. Students are able to create a powerful sentence for both fiction and non fiction text.

IVF: Identify-Verb It- Finish Your thought Identify the Item Verb It! Finish Thought What is the text? What type of text is it? Who is the author? What is the big idea? What is the big concept? What is the main idea? ACTION WORD

Identify the Text Title Book Article  Type of text Author

Verb It! Use a strong verb to set the purpose of your writing piece. adds asks clarifies confirms confronts compares critiques demonstrates describes encourages endorses entertains enumerates explains explores features furnishes gives identifies illustrates invites lists names offers praises presents provides proposes recommends shows suggests supports teaches tells traces

Finish Your Thought Answer the question: What is the big idea? What is the big concept? What is the main idea?

Fiction-IVF Identify Verb Finish Book Dogzilla Dav Pikley Choose One tells explains describes compares presents lists about a peaceful town named Mousopolis. The book Dogzilla by Dav Pilkey tells about a peaceful town named Mousopolis.

Non-Fiction-IVF Identify Verb Finish Chapter 5 Science book   Chapter 5 Science book "Electronics" Choose One explains describes compares presents lists how a simple telegraph works. Chapter five, titled "Electronics," in the science book explains how a simple telegraph works.

Color Organization GO! Write a topic sentence. SLOW DOWN! Give a reason, detail, or fact. Include a transition. This slide is for audiences using the Primary and Intermediate levels. Direct participants to the Tool as shown on the slide. Direct them to cross out the paragraph at the bottom of this tool, as it is worded awkwardly and can be confusing. The traffic light is used as a mnemonic for students (memory cue). For paragraphs, reports, and essays, students are taught to guide the organization of the writing piece by using the colors of a traffic light. Locate this tool in your handout packet. Use the stickers from your supply packet to insert colors. As I reveal the descriptors, fill in the language of Traffic Light Organization. Beginning with green (click), students are taught to focus on the topic. Just as if they were going to “take off,” students write a topic sentence. The topic sentence is the starting point for the paragraph, report, or essay. Once the topic sentence is determined, students are taught to (click) slow down and think about a reason, detail, or fact that could support the topic. These are the “key/star ideas”- the “big ideas”. Yellow is used for key/star ideas and the transitions (word or phrase). Once yellows are shared, it’s time to stop (click) and explain the yellow with an example (the Es are also called the Reds). The final color, once again, is green. (click) However, green now represents “go back.” Green reminds the reader of the topic. Let’s take a look at how Traffic light Colors look in action. STOP! Explain. Give an example. GO BACK! Remind the reader of your topic. May 2011

T-Chart

T-Chart T: Grandma-Life different than today Grew up in a farm Woke up early to milk cows I don’t milk cows Way to play with friends Fishing Playing with farm animals Life different when grandma was young

Social Studies