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

2. 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.

3. 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

4. Identify the Text
Title
Book
Article 
Type of text
Author

5. 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

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

7. 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.

8. 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.

9. 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

10. T-Chart

11. 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

12. Social Studies