1. Practicing Elaboration

2. Definition of Elaboration
Elaboration means. . .
To tell the reader more using
Specific words
Extensions (phrases, clauses)
Onion-like layering of detail
Specific strategies, e.g., anecdotes or scenario, lists for specificity, examples, definitions, descriptions, quotations, statistics, and facts.
It has been very successful with groups of students to have them respond chorally. The teacher asks, “What does elaboration mean?” The students respond, “Tell me more.” The teacher then proceeds to tell them more.
Lesson 1
Copyright 2006 Washington OSPI. All rights reserved.

3. Elaboration answers questions for the reader.
What
problems?
Teenagers have problems.
The yellow boxes demonstrate a “Think-Aloud” that your students may recognize from reading instruction. They illustrate how a proficient reader approaches the text and interacts with it.
Lesson 2
Copyright 2006 Washington OSPI. All rights reserved.

4. Elaboration answers questions for the reader.
Teenagers have problems. For example, teens don’t always have enough money to buy what they want.
Hmmm . . .what do teenagers want to buy?
Lesson 2
Copyright 2006 Washington OSPI. All rights reserved.

5. Elaboration answers questions for the reader.
Teenagers have problems. For example, 80% of teens don’t always have enough money to buy CD’s, food for after school, and the kind of clothes they want, according to Teen Journal.
Oh…now I understand. Teens want money for CDs, food, and clothes.
Copyright 2006 Washington OSPI. All rights reserved.
Lesson 2

6. Copyright 2006 Washington OSPI. All rights reserved.
Huh?! I want to know more. . .
I wonder if this paper is going to be about affirmative action or women’s rights?
I believe we should all have equal rights and should be treated the same; not looking down on those who are younger than us. That’s how it is at our school. Eighth and ninth grade students tease seventh graders and don’t give them the respect they want to be given. That’s why I think the seventh grade students should be offered the elective “Media.”
Sounds like their school has some problems with how kids interact – too bad!
I’m curious what kind of teasing she’s talking about? Pranks or really bad stuff. . .
First, do not click the mouse until all students have read and discussed this slide. Put your students’ questions on a chart so they can compare them to the ones that will appear as you click the mouse for four possible question examples. Hopefully your students will have found more and different questions as well.
This activity demonstrates what students need to consider when thinking of their audience. When elaboration is complete, the audience’s needs are met.
Media?? MEDIA? I wonder if this is like a newspaper class. This threw me off. . . I hope she explains.
Lesson 2
Copyright 2006 Washington OSPI. All rights reserved.

7. What does elaboration look like?
DEFINITIONS -- are restatements of an unfamiliar word or phrase to tell what it means. This sounds like…
The best part of our hot lunch program is the A La Carte. What I mean by A La Carte is the little deli line past the lunch line where you can buy cookies, slushies, and candy bars.
Lesson 1
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8. What does elaboration look like?
STATISTICS and FACTS -- are the numbers (data) and information that help support your idea or argument.
Well, Son, did you know that 3 out of 4 parents would have grounded you for staying out so late?
Mom, did you know that 98% of all my friends get to stay up until 1:00 AM on weekends?
Kids who smoke at an early age are prone to heart attacks later in life.
Copyright 2006 Washington OSPI. All rights reserved.
Lesson 1

9. What does elaboration look like?
QUOTATIONS -- are words someone says that can help support your idea or argument.
Dr. Stein, the veterinarian from the animal shelter, agreed when she said,
Definition of quotation with example
You can elaborate your ideas by quoting someone. The person could be an authority you know or have invented whose words support your idea or argument.
“Spaying or neutering dogs and cats is the single best gift a pet owner can give.”
Lesson 1
Copyright 2006 Washington OSPI. All rights reserved.

10. What does elaboration look like?
DESCRIPTIONS --are ways to create vivid images for the reader.
The sound of my phone cut through the silent class, and
I anxiously dug into my backpack to grab it before Mrs.
Schuman, the writing teacher, noticed. Pawing through
Chapstick, lipstick, gum wrappers, and rubber hair wraps,
my hand darted around the deep pockets of my backpack.
“Must shut off ringer,” I thought.
Explain how you can use description to elaborate.
One way is to use sensory images to create vivid pictures for your reader by appealing to the senses of sight, touch, hearing, taste, and smell.
Lesson 1
Copyright 2006 Washington OSPI. All rights reserved.

11. Copyright 2006 Washington OSPI. All rights reserved.
Your Turn
Think about the questions you generated yesterday.
Rewrite your paragraph from the Helen Keller reading using the elaboration strategies of definition, statistics and facts, adding detail, etc. Include information that the reader wants and needs to know. Look up any information you need in order to elaborate effectively for this assignment.
Opportunity for practice
The student sample, Media Class, can be found in the Document Folder and is an example of a Post-Instruction revision of this activity. It is from a 7th grader. After your students complete this activity, you may wish to use this Media Class sample to discuss elaboration strategies before handing back your students’ papers.
You might wish to point out to your students the phrase “talk smack.” This is a good opportunity to discuss with students appropriate word choice. Ask your students to generate a more appropriate register or tone if addressing their principal.
Lesson 2
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12. Copyright 2006 Washington OSPI. All rights reserved.
Example, Paragraph 3
In 1886, Helen’s mother read the book “American Notes,” by famous English novelist Charles Dickens. The book included information about the successful education of a deaf and blind child, Laura Dewey Lynn Bridgman at the Perkins School for the Blind. Mrs. Keller decided to seek help for Helen and contacted the Perkins school. She was put in touch with 20-year-old teacher Anne Sullivan. Ms. Sullivan had been a student at the school herself, having had several surgeries on her own eyes. Although young, she was well prepared to work with Helen and she became Helen’s instructor and friend for the next 49 years. With Ms. Sullivan’s help, Helen learned Braille, a system of reading and writing for the blind that uses raised bumps to signify letters, and then used Braille to learn French, German, and Greek.
Copyright 2006 Washington OSPI. All rights reserved.