Prewriting Stage Modules: National Rti Writing Demonstration Project

Table of Contents
Prewriting Stage Modules

Sections are designed to be used separately
and in any order, except for the Introduction
which should be taught first.
Introduction: Writing Process & Prewriting
Slide
Stage
Slide
What-Why-How Strategy
Slide
..
Slide
Essay Organizer
Slide
. Slide
Topic and Prompt
Slide
...
Slide
No Prompt and Topic T-Chart Strategy .Slide
....
Slide
Thesis Statement
Slide
...
Slide
Handouts
Slide
.
Slide
What-Why-How Strategy Form
Slide
..
National RtI Writing Demonstration Project
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10 - 28
29 - 32
33 - 42
43 - 55
56 65
66
67 - 68
69
70
71
72 - 76
77 78
79 80
81 - 83
The Writing Process
What is the Writing Process?

It is
a series of stages to help you write
well;
like using a map to get to an

unfamiliar
place;
comprised of six stages prewriting, drafting,

sharing, revising, editing, and
a process that is enhanced by

publishing; and
collaboration.
It is not
a linear process; you may revisit
any stage as
Why might you need a Writing Process?
Writing is not a natural

talent; writing skills can
be learned.
Writing takes practice and
patience; with
practice your skills will improve.
Good writers follow a writing process
The First Stage is the Prewriting
Writing Process: Prewriting Stage

What is prewriting?
It is...
the first stage of the writing process;
an opportunity to discover ideas and

write them
down; and
what you do before you start writing (dra
Planning before
Writing
Prewriting is a time to
turn your brain on and think about the
topic/prompt;
jot down a few quick ideas;
experiment with the ideas;
try out something new with only a
little effort; and
warm up, like playing a sport or
musical instrument,
with a good idea.
Prewriting is about generating ideas

for writing.
Prewriting is any activity that helps
you
decide on or clarify your topic;
brainstorm ideas on the subject;
find your voice;
organize your ideas; and
list places you can research information.
Tools that help with
prewriting:
Graphic organizers;
Charts;
Story webs; and
Word lists.
Prewriting Developing your Ideas
Remember to keep these two

things in mind as you begin to
develop your ideas.
Purpose Why are you writing this?
Audience Why is it important to the
This Prewriting Stage lesson is about
Strateg
ies
Prewriting Strategies
Prewriting
Strategies
helps to clarify your opinion,
What-Why- identify reasons to support
How
your opinion, and develop
evidence to support each
assists you to generate topics to
Topic T-Chart reason
write about
Graphic
Organizers
assists in develop your main idea,

identify reasons to support your
opinion, and identify examples to
support each reason
I didnt
know
that.
Did You Know?

The more time spent on prewriting, the higher the
quality of
the writing.
Source: The Writing Teachers Strategy Guide by Steve Peha at http://www.ttms.org/
Prewriting Develop Your Idea

This is a strategy to support
any opinion you might have
about your topic.
What do you think?
Why do you think
it?
How do you know?
What do you think?
One sentence stating
your opinion. It can also
be your main idea.
Why do you think
it?
The reasons you have to support
your opinion.
How do you know?
The evidence, examples, or
proof you have to support each
Name _______________________________
Class _________ Date ___________ Period ____
What Why How Strategy Form

What do you think?
Why do you think it?
Write one sentence that tells what you Give reasons that tell why you think
think.
what you think.
What do you think?
What reasons support the main idea?
What is the main idea of the
paragraph?
1.
2.
3.
How do you know this?

Give examples to support each
reason.
What details describe what you
think?
What examples prove your
thought?
The purpose of this form is to help you de

record your ideas about your topic.
All your ideas will be helpful when you
start drafting your paper.
Locate the What column on the form.
This is the column you fill out first.

What do you think?

One sentence stating your opinion about
your topic.
This may also be your main idea.
For example, consider a topic about the
dog character.
What is your opinion about the
dog?
The dog is the most amazing animal in
the whole world.
Name _______________________________
What Why How Strategy

Form
What do you think?
Write one sentence that tells what you

Give reasons that tell why you think
think..
what you think.
What do you think?
paragraph?
The dog is
the most
amazing
animal in
the whole
world.
1
.
2
.
3
.

reason.
think?
thought?
The reasons you have to support

your opinion.
Brainstorm reasons that supports your
opinion.
What: The dog is the most amazing
animal in the whole world.
Why list of reasons
He protects Sam (main
character).
He plays with Sam.
He does homework for
Sam.
Select the
three most important reasons
He
makes column.
money for
and write
in why
Sam.
Name _______________________________

Form
What do you think?
Write one sentence that tells what you

Give reasons that tell why you think
think.
what you think.
What do you think?
paragraph?
The dog is the

most amazing
animal in the
whole world.
1
.
2
.
3
.
He protects Sam
(main
character).
He plays with
Sam.
He does
homework
for Sam.

reason.
think?
thought?
How do you know?
The evidence, examples, or
proof you have to support
each reason.
Identifying evidence can be
challenging.
You may need to keep asking
questions about each reason to
uncover the how.
National RtI Writing Demonstration
Examples, evidence, or descriptions are
important as your readers need proof to
understand
How doyour
youopinion.
know?
Example: The dog
How
Why
He protects Sam. Whenever someone comes
to the
hepark
barks
let Sam
He plays with
door
At the
hetoplays
know.
Sam.
Frisbee. He
catches it in his mouth
brings
He does homework and
Hes
great with math. He
it a
back.
for Sam.
has
little
trouble
holding
the
Name _______________________________

Form
What do you think?
think.
what you think.
What do you think?
paragraph?
The dog is the

most amazing
animal in the
whole world.
1
.
2
.
3
.
He protects Sam
(main
character).
He plays with
Sam.
He does
homework
for Sam.

reason.
think?
thought?
Whenever
someone
comes to the
door he
barks to let Sam
At the park he
know.
plays
Frisbee.
He catches it in
his
mouth
andwith
Hes
great
brings
math. it
back.
He
has a little
trouble
holding the
Lets look at one more example
Name _______________________________

What do you think?
think.
what you think.
What do you think?
paragraph?
1. Queen Kapiolanis
Waimanalo is a sacred
and special place to
live.
Summer home is in
Waimanalo.
2. We have one of the

worlds beautiful beaches.

reason.
think?
She
thought?
spent her leisure time
at her
summer home in Waimanalo
She went there to have tea and

share stories with people of the
area.
She entertained other royal
families and special guest.
I learned to pole fish for Oio, and
fish of the area.
Learned to body and bogie board
and surf in the waves.
3. Prince Jonah Kuhio

Kalanianole had
designated Waimanalo as
a Hawaiian Homestead.
All our family gatherings and

special occasions were spent in
Waimanalo.
Majority of the population is
Native Hawaiian
It allowed the Native Hawaiian
people to live off the land.
Helped maintain a strong Ohana
system.
Review
You identify:
What you think about the topic. Your opi

Why you think it. Reasons that support
your opinion.
How you know it. Examples,
evidence, proof
to support your opinion.
Use the information
on the What-WhyHow Strategy
to write the body
(3 paragraphs)
of your essay.
Introduct
ion
(First
paragraph)
Body
+(3 paragraphs)
+
Conclusi
on
(last
paragraph)
The Essay Organizer form

is one way to do this.
National RtI Writing Demonstration
INTRODUCTIO
Hook:
Essay Organizer Form 5 Paragraph Essay
Introduce issue (prompt):

WHAT/Thesis statement:
Explanation of Thesis:
Lead in (transition to body):
What information goes here from

(What-Why-How Strategy)
CONCLUSION
BODY 3 PARAGRAPHS
WHY #1/Main Idea Reason

(topic sentence):
HOW #1: For instance,
(evidence, examples,
descriptions):
Quote and explanation of quote
and refers back to thesis:
Transition
sentence:
WHY #2/Main
Idea Reason
(topic sentence):
descriptions):
Transition sentence:
(topic sentence):
descriptions):
Quote and explanation of
quote and refers back to
thesis:
Restate Thesis:
Summary of reasons (optional)
Final thoughts (conclude with a
clincher or a call to action)
Why and How information goes here

from (What-Why-How Strategy)
The Prewriting Stage is about
Essay
Organiz
er
Essay
Organizer
WHAT: The essay organizer helps you
arrange the ideas
you generated in the prewriting
HOW: Use the What-Why-How Strategy form
stage.
you filled
out and arrange your ideas/sentences
on the
essay organizer.
Prompt
Topic
No
Prompt
What-Why-How
Strategy
Essay Organizer
INTRODUCTIO
Hook:

What information goes here from

(What-Why-How Strategy)
CONCLUSION
BODY 3 PARAGRAPHS

(topic sentence):

descriptions):
Transition
sentence:
WHY #2/Main
Idea Reason
(topic sentence):
descriptions):
(topic sentence):
descriptions):
Quote and explanation of
quote and refers back to
thesis:
Restate Thesis:
Why and How information goes here

from (What-Why-How Strategy)
Essay Organizer
Your
Turn
Step 1: Locate your completed What-Why-How
Strategy and
Essay Organizer.
Step 2: Fill in the information you have for the
Introduction on
the Essay Organizer.
Step 3: Decide on the order of your main ideas (#1,
#2, and #3).
Step 4: Fill in the Why and How for each
paragraph.
Step 5: Write the information you have for the
Conclusion.
Now you are ready for the
Drafting Stage.
Lets look at writing to a prompt
Topic
Prompt
What is a Prompt?
Basically, a prompt is a question or
an instruction that tells you what
you're supposed to write.
For example, a prompt might instruct
you to write about
a story you have read;
your opinion on a topic;
something you have
experienced;
or
a research topic.
Deconstructing a
Prompt
Constructing means to build
and deconstructing means
to take apart
To deconstruct a prompt:
How do
I do
that?
1. Read it.
2. Take it apart.
3. Understand what you need to do.
4. Determine how to respond to the
prompt correctly.
Identifying Key Parts of a

Written Prompt
Hints
Does the prompt give you

suggestions to get
Pay careful attention to the wording of the
started?
prompt.
Look for suggestions in the
prompt to get you
started (ideas to think about, verbs
that tell
Use
you key
whatwords
to do).from the prompt
to construct
your thesis statement.
Identifying Key Parts of a

Written Prompt
You can use the word RAFTS to help you remember how to
deconstruct a prompt.
Role
What role do you take as the writer? (student,

citizen, expert)
Who is your audience? (class, parent, teacher, friend)
Audience
What kind of response are you writing?
Format
(essay, letter, descriptive)

What are the verbs in the prompt asking you to
do?
Task
(advise your classmate, justify your opinion, explain

why)
What are the key words that you need to include
Strong key in your response?

words
Hint: Use these words to construct your thesis
Example of Deconstructing a
Doing
a Good Job
Prompt
Select a person you know who does a good job in his or her profession. This
person may be an
entertainer, an athlete, a character in a story, or simply a successful family
member.
Write a multi-paragraph essay describing why you think this individual is so
good at his or her What role do you take as the writer? (student, citizen,
expert)
job. Include specific
examples and details to support your response.
I am writing this as a student.
Role
Who is your audience? (class, parent, teacher, friend)
Audience
My audience will be the teacher.
What kind of response are you writing?

Format
I am writing a descriptive multi-paragraph essay.
What are the verbs in the prompt asking you to do?

Task
Strong key
words
Select a person, write an essay describing why he/she is good

at his/her job, include examples and details
What are the key words that you need to include in your
response?
Profession, successful
Your Turn
Prompt:
Lots of people try to give us adviceparents,
friends, brothers or sisters, teachers, etc.
Tell a true story about a time you were
given or gave advice. Tell if the advice was
followed or not and the results.
Form Pairs
Re-read the prompt and
deconstruct it by writing your
response for:
Rol
e
Audie
nce
Forma
t
Ta
s
k
Strong
Key
Words
Practice Writing Prompt

Lots of people try to give us adviceparents, friends, brothers, or
sisters, teachers, etc. Tell a true story about a time you were given
or gave advice. Tell if the advice was followed or not and the results.
Role
Audience
Format
Task
Strong key
words
The most important prewriting

activity is to think about what you
are going to write about.
Good writing is
about
clarifying the topic/deconstructing
the prompt;
identifying strong feelings about
the topic; and
forming an opinion about the
topic.
icon
Writing to a Prompt
Review
Write one to two complete

sentences describing
how to deconstruct a prompt.
Read your sentences to a partner.
Topic
Prompt
No
Prompt
What are you going to write about?

PROMPT
Sometimes you are given the topic
or prompt.
NO
PROMPT
Sometimes you might choose a
topic.
icon
Lets look at developing your own topic
Topic
No
Prompt
Prewriting Strategies
Topic T-Chart
Prewriting
Strategies
helps to clarify your opinion,
What-Why- identify reasons to support your
How
opinion, and develop evidence to
support each reason
assists you to generate topics
Topic T-Chart
to write about
Graphic
Organizers
assists in develop your main idea,

identify reasons to support your
opinion, and identify examples to
support each reason
I didnt
know
that.
Did You Know?

The more time spent on prewriting, the higher the
quality of
the
writing.
Source:
The Writing
Teachers Strategy Guide by Steve Peha at http://www.ttms.org/
No
Prompt
Sometimes you have a choice about what to
write about.
How do you find things you care and feel
strongly about?
One helpful strategy is to use a
Topic T-Chart
brainstorm ideas of
things
you care about
make a list on a TChart
Lets try it together!
Topic T-Chart Strategy

Your Turn: Make a T-Chart on a piece of
paper and brainstorm a list of ideas.
Write things you like and things you
Like
Hate
Share your likes and hates

with a partner.
Identify which like and hate

on your list
do you feel strongest about?
Lets try another one.

Typical life experiences
and unusual life
experiences.
Typical
Unusual
Share your typical and

unusual life experiences
with a partner.
Identify which experience you

feel strongest about.
Other things you might explore for topic idea

Important/Not Important
Things that are very important to you and
things that are not important.
Change/Stay the Same
Things you might want to change and
things you want to stay the same.
Regret/Proud of
Things you regret and things you are proud of
Fun/Required
Thing you do for fun and
things you do because you have to do them.
Prewriting Stage Pick Your Top

After you have made a list of
possible ideas, it is time to pick
your topic.
Pick something that you
__ have strong feelings about;

__ know a lot about;
__ can describe in great detail;
__ think will interest your audience; and
__ think will be worth reading for your au
Select one topic from your list.
Share your topic with a

partner.
State why you believe your

topic meets all the criteria
below.
__have strong feelings about the top
__know a lot about the topic
__can describe in great detail
__think will interest your audience
__think will be worth reading for
your audience
you have your topic and one that you care ab

The most important prewriting

activity is to think about what you
are going to write about.
Good writing is
about
clarifying the topic/deconstructing
the prompt;
identifying strong feelings about
the topic; and
forming an opinion about the
topic.
icon
Voice is choice!
Thesis
Statem
ent
Thesis
Statement
WHAT: A thesis statement is the:
main point of your essay;
basic stand you take;.
opinion you express; and/or
central point you wish to make.
WHY: The primary purpose of a thesis
statement is to persuade the reader that
your thesis is valid.
Thesis
Statement
PARTS: It must contain two
parts:
subject (also called a topic);
and
opinion or assertion about that
subject.
EXAMPLE:
Elvis Presley (subject) was an extremely
influential musician and public figure
(opinion about the subject) before his
death.
Five General Rules for an Effective Thesis

An effective thesis statement makes an
assertion, is a main idea, takes a stand,
narrows the topic, and is specific.
1. A thesis statement makes an assertion;
it is NOT a simple statement or
observation.
2. A thesis is a main idea; it is
NOT a title.
3. A thesis takes a stand; it is NOT an
announcement.
4. A thesis statement narrows the topic;
it is NOT a broad statement.
5. A thesis statement is specific; it is NOT
vague.
http://www.irsc.edu/uploadedFiles/Students/AcademicSupportCenter/WritingLab/E13-Writing-an-Effective-Thesis-Statement.pdf
Example of an Effective Thesis

Statement:
Swimming (subject) is great way to
improve physical and mental health
(opinion about the subject).
Compare the effective thesis statement above with
ineffective statements below.
1. A thesis statement makes an assertion; it is NOT a

simple
statement or observation.
Simple statement: Kids swim in the ocean.
2. A thesis is a main idea; it is NOT a title.
Title: Swimming is fun.
Example of an Effective Thesis

Statement:
Swimming (subject) is great way to
improve physical and mental health
(opinion about the subject).
Compare the effective thesis statement above with

ineffective statements below.
3. A thesis takes a stand; it is NOT an announcement.

Announcement: This paper is about the benefits
of swimming.
4. A thesis statement narrows the topic; it is NOT a
broad statement.
Broad statement: There are many reasons to go
5. swimming.
A thesis statement is specific; it is NOT vague.
Vague: Swimming has many benefits.
Example of improving a thesis

statement:
Simple thesis statement: I believe eating the
right foods is very important.
Better thesis statement: Eating the right

foods can improve ones physical
appearance, ability to learn, and capability to
think critically.
Your Turn: Rewrite the thesis statemen
Simple thesis statement: I think a stronger
bullying policy at school is needed.
Better thesis statement:
Share the better

thesis statement with
a partner.
Share a few as a whole class.
Thesis
Statement
Keep in mind:
A thesis statement does not need to be
perfect before
you
start
writing
youryou
essay.
As
your
ideas
evolve,
may revise your
thesis statement.
Nothing in your thesis should be left out of
your essay,
and nothing in your essay should be left
out of your
thesis.
Review
Thesis Statement
What do you know now about
writing a thesis statement that you
did not know before?
Share your answer with a
partner.
Share a few answers as a
class.
Handouts
Prewriting
Name _______________________________

What do you think?
think.
what you think.
What do you think?
paragraph?
1.
2.
3.

reason.
think?
thought?
My opinion:
Date: __________________
How: Ask yourself
VOICE
Period: _____
(evidence, examples, descriptions,

quotes)

quotes)

quotes)
Main Idea reason to support your

opinion

opinion

opinion
Why do I think this way?

How do I know this?
What are the reasons that support my opinion?
What is the evidence that proves your
Why: Ask yourself
IDEAS
What is my overall opinion? My thesis statement:

What will my thesis statement be?
What: Ask yourself
Paragraph
Paragraph
Paragraph
ORGANIZATION
Name _______________________________
Adapted from The Writing Teachers Strategy Guide by Steve Peha at http://www.ttms.org/
INTRODUCTIO
Hook:

BODY 3 PARAGRAPHS

(topic sentence):
HOW: For instance, (evidence,
examples, descriptions):
(topic sentence):
(topic sentence):
CONCLUSION

Restate Thesis:
Practice Writing Prompt

Prompt:
Role
Audience
Format
Task
Strong key
words
Examples of
Name _______________________________
What Why How Strategy Form Descriptive

Essay Example
What do you think?
think.
what you think.
What do you think?
paragraph?
1. My Mom and Dad have
The adults in my
ohana have tattoos.
tattoos.

reason.
think?
Dad thought?
said his tattoo signifies our
family genealogy.
Dad was in the army when he got

his first tattoo.
My mom loved butterflies when she
was in high school.
2. My Uncles and Aunties

have tattoos.
Uncle said his friend did it for free.

Aunty put Uncles name when they got
married.
Uncle put grandpa and grandmas
name in memory of them after they died.
Uncle has all my cousins names to
signify their birth..
3. My older siblings and

cousins have tattoos.
My cousin put our zip code and said,

thats where Im from.
My brother put his girlfriends name.
My sister put her Hawaiian Name.
My cousin put a Chicken cause he like
to chicken fight.
Name _______________________________
What Why How Strategy Form Descriptive

Essay Example
What do you think?
think.
what you think.
What do you think?
paragraph?
1. Queen Kapiolanis
Waimanalo is a sacred
and special place to
live.
Summer home is in
Waimanalo.
2. We have one of the

worlds beautiful beaches.

reason.
think?
Shethought?
spent her leisure time at
her
summer home in Waimanalo

She went there to have tea and
share stories with people of the
area.
She entertained other royal
families and special guest.
I learned to pole fish for Oio, and
fish of the area.
Learned to body and bogie board
and surf in the waves.
3. Prince Jonah Kuhio

Kalanianole had
designated Waimanalo as
a Hawaiian Homestead.
All our family gatherings and

special occasions were spent in
Waimanalo.
Majority of the population is
Native Hawaiian
It allowed the Native Hawaiian
people to live off the land.
Helped maintain a strong Ohana
system.
Name _______________________________
What Why How Strategy Form: Persuasive

Essay Example
What do you think?
think.
what you think.
What do you think?
paragraph?
You should think before

buying something made
in a country that uses
child labor to make
cheap items for
Americans and other
people to buy.

reason.
think?
thought?
Child
labor is banned in
America .
200 million children world-wide
work
full time in conditions not fit for
an
animal.
Pakistan and India use child
Bonded labor systems force
2. Young children in other
laborers as
countries are forced to work. children
young as four years old.
to work for a single employer
for many
years.
13% of the workforce in
Honduras is
between 12 and 15 years old.
paid
3. Children are not paid in full Children
Children are
maynot
work
14minimum
hours a
pay.
for the work they do.
day with
Children
in Haiti are paid 28
no break.
cents per
hour on average and 18 cents
in Sri
Lanka.
1. Child labor banned in USA
but not other countries.
Name _______________________________
What Why How Strategy Form: Persuasive

Essay Example
What do you think?
think.
what you think.
What do you think?
paragraph?
My mother is my hero.
1. My mom was in the army.
2. My mom got a diploma

from the University of
Hawaii.
3. My mom started her own

business.

reason.
think?
thought?
She joined the army when men

laughed
at women in the service.
She survived wilderness tests
most
men could not do.
She is in the World Book of
records.
She wanted
about
receivedtoa learn
metal.
managing
peoples money.
She started school after we
were born.
She studied after we went to
bed.
She graduated with high
She wanted to be her own
grades.
boss.
She helps people make
money.
She employs two other
people.
Name _______________________________
What Why How Strategy Form: Expository

Essay Example
What do you think?
think..
what you think.
What do you think?
paragraph?
My dog is the most

amazing animal in the
whole world.

reason.
think?
thought?
1. He protects me.
Whenever someone comes to

the
door he barks to let me know.
When we take a walk, he
growls at
strangers.
2. He plays with me.
At the park we play Frisbee.

He catches it in his mouth and
brings
it back.
3. He does my homework for

me.
Hes great with math.

He has a little trouble holding
the
pencil, though.
Name _______________________________
What Why How Strategy Form: Math

Example
What do you think?
think..
what you think.
What do you think?
paragraph?
A square is also a
rectangle, a
parallelogram, and a
rhombus.

reason.
think?
thought?
1. The definition of a rectangle

fits a square.
A rectangle has two sets of

congruent
parallel sides.
A rectangle has four right
angles.
2. The definition of a
parallelogram fits a
square.
A parallelogram has opposite

sides that
are congruent.
The opposite sides of a
parallelogram
are parallel.
3. A square fits the definition

of a rhombus.
A rhombus has four sides.

All the sides of a rhombus are
congruent.
Name _______________________________
What Why How Strategy Form: Math

Example
What do you think?
think..
what you think.
What do you think?
paragraph?
Jun Ken Po is a fair

game.
1. Everybody has the same

three choices: rock, paper,
scissors.
2. The definition of fair

applies to the game.
3. A tree diagram show the

game is fair.

reason.
think?
thought?
Each player has a 1/3

probability of
selecting rock, paper or
scissors.
Each choice only beats one of
the other
choices.
Everybody has the same
chance of
winning.
The player has a 50/50 chance
of
winning.
There are 9 possible outcomes
in the
game.
Rock wins in two of the
outcomes,
scissors wins in two of the
outcomes,
Name _______________________________

Science Example
What do you think?
think..
what you think.
What do you think?
paragraph?
The energy in storms

is what creates
ocean swells.
1.
Faster wind means

bigger waves.

reason.
think?
Energy
thought?
is not created it is
transferred.
Fast wind has more energy to
transfer to the waves.
2. Bigger storms produce

bigger swells.
The speed of the wind is wind

velocity.
Fetch is the surface area affected
by the storm.
Bigger storms cover more surface
area on the ocean transferring more
energy.
3. The amount of time the

wind blows over a spot
in the ocean affects the
size of the swell.
When waves slam together they

combine their energy to make
swells that can travel great
The amount of time the wind
distances.
blows is called duration.
Longer storms transfer more
energy to the ocean.
Long, strong storms make the best
swells.
Name _______________________________
What do you think?

Science Example How do you know this?

reason.
think.
what you think.
What do you think?
think?
Fungi
and bacteria are examples
thought?
paragraph?
Food chains are

made up of three
different types of
living things that
depend on each
other.
1. Decomposers make
nutrients that are used
by producers.
2. Producers rely on the

decomposers for
nutrients and are eaten
by some consumers.
3. Consumers eat
producers and are
broken down by
decomposers when
they die.
of
decomposers.
Decomposers break down unused

dead material and turn them in to
nutrients for the soil.
The nutrients in the soil help plants
grow.
Plants are producers.
They make their own food through
photosynthesis.
Photosynthesis uses the energy
from the sun, carbon dioxide from
the air, and nutrients from the soil to
make food for the plants.
Consumers eat plants and other
animals for energy.
There are three types of
consumers, herbivores, carnivores,
and omnivores.
When consumers die, their bodies
are used by the decomposers to
Six Writing Traits Rubric
Does not meet criteria Approaches criteria
Meets criteria
Ideas
Six Writing Traits

Rubric
Organization
5 Focused, clear, specific.

Holds readers attention.
Effective and appropriate
details.
__ Main idea clear and important
__ Interesting details
__Showing and telling
__ Purpose is clear and
meaningful
__Surprising or unusual approach
that
3 Focus on topic is
works
somewhat defined. Holds
readers attention. Effective
and appropriate details.
__ Main idea somewhat clear
__ Somewhat interesting details
__Telling and no showing
__Purpose is somewhat clear
__ Fresh approach to topic, yet
lacks
support to aid understanding
1 Focus is unclear, has
disconnected details and a
common approach.
__ Main idea is not clearly
defined
__Limited or disconnected details
__ Telling does not help
understanding
__ Purpose is unclear
__ Common approach
5 Clear and compelling.

Cohesive and unified
structure with an engaging
introduction and strong
conclusion.
__Introduction catches the
audiences
attention
__Feels finished at the end
__Parts arranged in the best
order
3 Generally unified structure
__
Parts
well paced introduction
with
a noticeable
__Easy
to follow
from part to use
part
and ending;
inconsistent
__Effective
transitions
of transitions.
__Introduction attempts to
establish focus
__Feels somewhat finished at the
end
__Parts not arranged in the best
order
__Most parts paced adequately
1
Demonstrates
__ Somewhat
easy tono
follow from
evidence
of
a
unified
part to
structure
with no
part
introduction
__Inconsistent or
useconclusion;
of transitions
transitional devices not used.
__No real introduction
__Does not feel finished at the
end
__Parts were missing or hard to
follow
__ Parts unevenly paced or
Voice
5 Writers personality is
expressed; confidence and
feeling are apparent;
connection to topic and
audience is strong.
__Author cares strongly about
the topic
__Strong feelings; honest
statements
__Individual, authentic, and
original
3 Individuality fades in and
__Well developed personality
out; result is personable, but
__Writing evokes strong
not compelling.
connection in
__Author cares somewhat about
the reader
the topic
__Pleasant, but cautious
statements
__ Individuality shows up
sometimes
__ Personality shows through
sometimes
1
Writerevokes
lacks limited
commitment
__ Writing
emotion
to
topic
and
connection
to
in the
audience;
evokes
minimal
reader
emotion in the reader.
__Author lacks caring or
involvement
with topic
__Lacks feelings or honesty in
statements
__ Individuality is not evident
__ Personality is not evident
Word Choice
Six Writing Traits

RubricFluency
Sentence
Does not meet criteria Approaches criteria
Meets criteria
5 Words convey the

intended message in a
precise, vivid, and natural
way. The words are effective
and engaging.
__ Strong verbs that inform
actions
__ Effective adjectives and
adverbs
__Memorable words and phrases
3
Functional
language;
__Accurate
and effective
words &
verbs,
nouns,
adjective,
and
phrases
phrases
are
adequate;
__Effective and engaging
message
is clear.
language for
__ purpose
Ordinaryand
verbaudience
choice
__ Adequate adjectives and
adverbs
__Basic words and phrases
__Somewhat accurate and
effective
words and phrases
1
Limited
__Somewhat vocabulary
effective language
searches
for words to create
for
meaning;
choice &
purpose word
and audience
phrasing is inappropriate or
repetitive.
__ Limited verb choice
__ Ineffective adjectives and
adverbs
__Uninspiring words and phrases
__Inaccurate or ineffective words
and
National RtI Writing phrases
Demonstration Project
5 Writing has an easy flow,

rhythm, and cadence; varied,
natural, and well built
sentences.
__ Variety in sentence beginnings
__ Variety in sentence length &
structure
__Sentences are easy to read
aloud
expressively
__Sentences
3 Rhythm alternate
and flowin
islength
to
createand functional;
routine
rhythm and
sentences
areflow
clear but some
__
Sentences
are
to
are choppy and easy
awkward.
understand
__Some variety in sentence
beginnings
__Some variety in sentence
length and
structure
__ Some sentences are smooth
and
1 Rhythm
flow is
others areand
halting
lacking;
sentences
are unclear
__Sentences
follow a predictable
and
patterns are repetitive.
pattern
__Little
no variety
in sentence
__ Most or
sentences
are
beginnings
understandable
__Lacks variety in length and
structure
__ Sentences lack pattern when
read
aloud
__Sentences lack rhythm and flow
__ Sentences are not easy to
Conventions
5 Good grasps of standard
writing conventions; uses
conventions appropriately to
enhance readability.
__ Punctuation is smooth and
enhances
meaning (inside and ending)
__ Capitalization is accurate
__Paragraphing enhances
organization
__Spelling
is correct
3 Basic grasp
of the
__
Grammar
is
correct
standard writing
conventions; conventions are
sometimes effective and
enhance readability.
__ Punctuation sometimes
causes the
reader to stumble and pause
__ Capitalization is mostly
accurate
__Paragraphing is present
1
Minimal
grasp correct
of the
__Spelling
is mostly
standard
writing
__ Grammar
is mostly correct
conventions; numerous
errors in conventions distract
and/or confuse the reader.
__ Punctuation frequently causes
reader
to stumble and pause
__ Capitalization is frequently
inaccurate
__Paragraphing distracts the
reader
National RtI Writing Demonstration Project - all rights

Prewriting Stage Modules: National Rti Writing Demonstration Project

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Table of Contents

Prewriting Stage Modules

The Writing Process

What is the Writing Process?

like using a map to get to an

comprised of six stages prewriting, drafting,

a process that is enhanced by

Why might you need a Writing Process?

Writing is not a natural

National RtI Writing Demonstration Project

The First Stage is the Prewriting

National RtI Writing Demonstration Project

Writing Process: Prewriting Stage

an opportunity to discover ideas and

Prewriting is about generating ideas

Prewriting Developing your Ideas

Remember to keep these two

Audience Why is it important to the

National RtI Writing Demonstration Project

This Prewriting Stage lesson is about

National RtI Writing Demonstration Project

assists in develop your main idea,

Did You Know?

Prewriting Develop Your Idea

National RtI Writing Demonstration Project

Source: The Writing Teachers Strategy Guide by Steve Peha at http://www.ttms.org/

Source: The Writing Teachers Strategy Guide by Steve Peha at http://www.ttms.org/

Class _________ Date ___________ Period ____

What Why How Strategy Form

Why do you think it?

How do you know this?

What-Why-How Strategy Form

The purpose of this form is to help you de

This is the column you fill out first.

Source: The Writing Teachers Strategy Guide by Steve Peha at http://www.ttms.org/

What do you think?

Source: The Writing Teachers Strategy Guide by Steve Peha at http://www.ttms.org/

Class _________ Date ___________ Period ____

What Why How Strategy

Why do you think it?

Write one sentence that tells what you

How do you know this?

Why do you think it?

The reasons you have to support

National RtI Writing Demonstration Project

Source: The Writing Teachers Strategy Guide by Steve Peha at http://www.ttms.org/

National RtI Writing Demonstration Project

Class _________ Date ___________ Period ____

What Why How Strategy

Why do you think it?

Write one sentence that tells what you

The dog is the

How do you know this?

Source: The Writing Teachers Strategy Guide by Steve Peha at http://www.ttms.org/

Class _________ Date ___________ Period ____

What Why How Strategy

Why do you think it?

The dog is the

How do you know this?

Lets look at one more example

National RtI Writing Demonstration Project

Class _________ Date ___________ Period ____

Class ___ Date _ Period

Class ___ Date _ Period

Class ___ Date _ Period

Class ___ Date _ Period

Class ___ Date _ Period