1. On-demand writing: Finding a formula
Rachel McConnachie and Lexie Kremer

2. Science vs. art
While there is certainly an “art” to writing, ODW centers around the “science.”
You must help your students see the process behind writing.

3. The ODW language PAM Your Prompts
3 Purposes: inform, opinion, narrate a Story
Audience: To whom are you writing?
Modes: What am I writing?
Stand-Alone VS. Passage Based
Introduce your organizers
YOU MUST SPEND TIME FRONT LOADING THE SPECIFICS OF ODW!

4. Pre-writing organizers
Abel and Atherton Training
Part of front-loading is making sure students know when to use what organizer!

5. Love YOUR RUBRIC
Again, students should know the rubric inside and out to ensure they know their expectations!
Dive in and familiarize your students.
Take time to understand the vocabulary and expectations.

6. Don’t teach pieces, teach parts
Chronological order makes sense to kids!
Begin with introductory paragraphs.
Remember in ODW there’s little time for fluff!
Get to the GDTC!
G-Grabbers
D-Diamond Words
T-Topic Sentence
C-Conclusion

7. Teach paragraphs Work to create alignment K-5 K and 1st - 1.4
2nd and 3rd - 2.6
4th and 5th - 3.8
Keep details general to allow your support to be specific.

8. 1.4 TEmplate
Topic Sentence: (this sentence introduces the ONE topic your paragraph is about) ___________________________________________________________________________________ ___________________________________________________________________________________ Reason or Point: Support for Reason or Point: Concluding sentence: ___________________________________________________________________________________

9. 2.6 paragraph template
Topic Sentence: (this sentence introduces the ONE topic your paragraph is about)
_______________________________________________________________________________________________________________________________________________________________________
First Reason or Point:
Support for First Reason or Point:
Second Reason or Point:
Support for Second Reason or Point:
Concluding sentence:

10. 3.8 paragraph template
Topic Sentence: (this sentence introduces the ONE topic your paragraph is about)
_______________________________________________________________________________________________________________________________________________________________________
First Reason or Point:
Support for First Reason or Point:
Second Reason or Point:
Support for Second Reason or Point:
Third Reason or Point:
__________________________________________________________________________________________________________________________________
Support for Third Reason or Support:
Concluding sentence:

11. Differentiate for students
Meet students where they are and then move forward.
Be flexible with your 3.8.
Create a template.

12. Idea Development Meet Abell and Atherton’s EX-Team:
Expert Opinion (be careful, used mainly with PBP)
Example –Be specific
Explanation/Elaboration
Experience- Share your own
PUMP UP YOUR IDEAS!

13. Narrative writing Expect students to follow the plot structure.
They should have this skill mastered (RL.5.3)
As you teach overlapping concepts in reading and writing, it is important to point out plot structure during reading class and refer to the structure as something strong writers use.
Be sure students know their organizer inside and out!
Strong writers include an intro paragraph for narratives.

14. Narrative writing Cont.
Students should take a “SIP” at the beginning of their stories.
S-setting, I-introduce important characters, P-share the problem. This should set the scene for the rest of the story.
Students should also remember to include EMOTIONS through out their story (Exposition, rising action, climax, falling action, and Resolution).
In a short conclusion it is imperative that writers share how they or their main character changed as a result of the events in the plot. Strong writers can add these subtleties throughout the plot.

15. 30 minute stand-alone
Don’t allow time to become and excuse –for yourself or your students.
Scrimmages and timed writing are critical. Set timed parameters for pre- writing.
Teach students to be flexible.
Discuss the importance of the choice they make as writers on the Stand- Alone.
Assure students that taking time to prewrite DOES save time later.
Short conclusions are acceptable.

16. Passage based Prompts DOS DON’TS Don’t answer like an ERQ
Read the prompt first. PAM
Read the passage closely and underline what I want to use!
Prewrite.
Write 5 Full 3.8 paragraphs.
Use as much from the passage as possible!
Edit! Edit! Edit!
Don’t answer like an ERQ
Don’t refer to the passage with quotes. Instead paraphrase like the ideas are my own.
Only use my own ideas to support what was stated in the passage.
Don’t be an early finisher!

17. Model, practice, conference
Take time to “think aloud” for students.
Give scrimmages and provide specific and timely feedback.
Expect your feedback to be used and monitor work to ensure that it is!
Repeat!

18. Thank you!
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