A Scaffolding Strategy for Descriptive Writing Assignments Chicken Foot Writing A Scaffolding Strategy for Descriptive Writing Assignments

Chicken Foot Writing: Introduction This is a teaching strategy and tool that helps students like yourself organize and structure descriptive writing assignments. Ranging from a descriptive writing assignment to “A Letter to the Editor”, students can scaffold their thoughts and converting them in to 3 to 5 sentence paragraphs that adequately transforms rough notes into complete thoughts. It’s a process that takes the you from beginning to competition of an assignment, while allowing for independent thought and correct literary construction. As the you use and become familiar with this model, each student can reference or construct it independently as new assignments are encountered. Eventually you should be able to assimilate it into your cognitive academic tool box, allowing for a quick and efficient method to make short work of any standards based literary assignment. Keith Brown an Intervention Specialist at Chippewa High School in Doylestown, Ohio modified a teaching model into a successful classroom scaffolding device.

How it works: Hand out, draw or project the “Chicken Foot Writing” diagram so all students can see it. A hand out as well as projecting the image helps meet some of your teacher’s diversity and IEP teaching requirements. You will notice that the diagram has 3 main parts to it. The front and back sections resemble foot prints a chicken might have left in the dirt…hence the name. It’s fun to say and offers you an immediate hook to grab attention the attention of almost any cognitive level in your classroom, use it to set up the entire lesson.

Diagram / Scaffolding Strategy Senses: sight, sound, smell, feel, emotional connections should be put into supporting sentences 3-5. 6. ¶ 2 ¶ 5 3.Best supporting detail. 9. Restate 1.¶1 4. Second best supporting detail 1. Hypothesis 7. ¶ 3 10. Summarize 12. Conclusion 2. . Supporting Sentence 5. 3rd best supporting detail 8. ¶ 4 11. Condense ¶ 2, 3, 4 3-5 sentences embellishing each of the supporting detail sentence from the first ¶

Remember it’s a descriptive writing assignment. So find a subject or place that ties in real or imaginary senses to any experience you’ve had so that you can capture your experiences using descriptive words. This is an excellent opportunity to tie in cross curriculum subjects don’t be afraid to use it especially with your IS kids it reinforces previous lessons! I find it helps to have them imagine themselves in that location. Have them close their eyes and visualize it, then ask them what smells, sights and sounds are associated with it. As you stair step through the process the and feel more comfortable begin to use curriculum vocabulary to develop a richer descriptive narrative. It also helps you get a better grade! Looks like Mr. Hawkins is in hot water again….I wonder how he’ll get out of it this time?!

Pecking away at how to do this~ First Line: Use both sides of this line: A: define your Hypothesis or Subject Sentence on the upper side of the line B: on the bottom side; develop a supporting sentence or question that you can build your entire paper or letter on. These two sentences are the foundation of your first paragraph on which everything else is built. Next Three Lines: The next three lines are the toes of the first chicken foot and they are individual support sentences derived from any of the senses: sight, smell, touch, sounds and emotions. They should stack up in order of importance and relevance of your thoughts and finish your first paragraph.

Diagram / Scaffolding Strategy Senses: sight, sound, smell, feel, emotional connections should be put into supporting sentences 3-5. 6. ¶ 2 ¶ 5 3.Best supporting detail. 9. Restate 1.¶1 4. Second best supporting detail 1. Hypothesis 7. ¶ 3 10. Summarize 12. Conclusion 2. . Supporting Sentence 5. 3rd best supporting detail 8. ¶ 4 11. Condense ¶ 2, 3, 4 3-5 sentences embellishing each of the supporting detail sentence from the first ¶

Scratching Out a Conclusion Middle Three Lines: These three lines are support ideas. They’ll be developed into 3-5 sentences, each line becoming its own independent paragraph supporting each of the original chicken toe support sentences you’ve just completed. Last Chicken Foot: Top Toe: Restating sentence Middle Toe: Summarizing sentence Bottom Toe: Condensing sentence Back Toe: This is your conclusion sentence. I often take the time to include my reader in my writing at this point of any assignment; it demonstrates that you have a larger audience in mind when writing and broader cognitive skills. You’ll find most teachers find it flattering you’ve thought of them and grade accordingly.