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Literacy Guidelines – Writing Organizers

Adapted from First Steps - Notes for Tutors. 1994 IX - 28

Teaching a New Writing Text Form When introducing a new text form to students, it is important to go through the following process to ensure that students are familiar with the text form (modelled reading), understand the characteristics of the text form (modelled writing and shared writing) before being asked to independently write a text using that form.

Modelled Reading Familiarization, Immersion and Discovery of the characteristics and specific language features

of the text form

Modelled Writing

Writing for students

Shared Writing Writing with students

Guided Writing Writing by students in groups or pairs, or alone with

teacher support

Independent Construction Writing by students within the given framework, based

on a provided model of the form

Independent Writing Writing by students

Kindergarten: Writing Organizer

Adapted from the Ministry of Ontario's: Curriculum Unit Planner. 2001 IX - 29

Simple Story Web

Topic

Kindergarten: Writing Organizer

Adapted from the Ministry of Ontario's: Curriculum Unit Planner. 2001 IX - 30

Simple Story Web • Students put ideas on paper and represent the connections between and

among ideas using lines and circles. • Students see categories or clusters of ideas. • Webs help to generate creativity and new ideas. • The web can set limits to what should be addressed within the topic. • Frames are generally set in advance, and webs evolve as the students

brainstorm ideas.

Kindergarten: Writing Organizer

Adapted from the Ministry of Ontario's: Curriculum Unit Planner. 2001 IX - 31

Idea Map

Kindergarten: Writing Organizer

Adapted from the Ministry of Ontario's: Curriculum Unit Planner. 2001 IX - 32

Sample Idea Map

Hockey Player

Grade 1: Writing Organizer

Adapted from the Ministry of Ontario's: Curriculum Unit Planner. 2001 IX - 33

Simple Story Web

Topic

Grade 1: Writing Organizer

Adapted from the Ministry of Ontario's: Curriculum Unit Planner. 2001 IX - 34

Simple Story Web • Students put ideas on paper and represent the connections between and

among ideas using lines and circles. • Students see categories or clusters of ideas. • Webs help to generate creativity and new ideas. • The web can set limits to what should be addressed within the topic. • Frames are generally set in advance, and webs evolve as the students

brainstorm ideas.

Grade 1: Writing Organizer

IX - 35

Journal Map

Event #1 Event #2

Event #3 Event #4

Grade 1: Writing Organizer

Adapted from the Ministry of Ontario's: Curriculum Unit Planner. 2001 IX - 36

Idea Map

Grade 1: Writing Organizer

Adapted from the Ministry of Ontario's: Curriculum Unit Planner. 2001 IX - 37

Sample Idea Map

Hockey Player

Grade 1: Writing Organizer

IX - 38

5 Senses Web

Hear Smell

See

Feel

Taste

Topic

Grade 2: Writing Organizer

IX - 39

Friendly Letter

, .

Dear ,

Your friend,

Grade 2: Writing Organizer

IX - 40

Friendly Letter

Date Month Day, Year.

Dear

Name of Recipient,

Body of letter

Your friend,

Name of Sender

Grade 2: Writing Organizer

Adapted from the Ministry of Ontario's: Curriculum Unit Planner. 2001 IX - 41

Paragraph Sequencing Chart Topic Sentence

Related Idea # 1 Related Idea # 2

Related Idea # 3 Related Idea # 4 Summary Statement

Grade 2: Writing Organizer

Adapted from the Ministry of Ontario's: Curriculum Unit Planner. 2001 IX - 42

Paragraph Web

Idea #2

Idea #1

Idea #3

Idea #4

Topi

Idea #5

Topic Sentence

Summary Statement

Grade 2: Writing Organizer

Adapted from the Ministry of Ontario's: Curriculum Unit Planner. 2001 IX - 43

Story Plan Sheet

Character(s) - Who? Setting - Where?

Plot - What happened and why? 1. 2.

3. Conclusion - The End

Grade 2: Writing Organizer

IX - 44

The Writing Process -Revising My Work (Narrative / Story)

Fill in this form by yourself or with a partner after you have written your draft copy.

If you have answered No to any of these questions, list the changes you will make:

• My story has a beginning with:

Yes No

• characters ¨ ¨ • setting ¨ ¨ • My story has a middle with: Yes No • a problem ¨ ¨ • a solution ¨ ¨ Yes No

• My story has an ending that tells how everything turned out.

¨ ¨

Yes No • My story ideas are in order. ¨ ¨ • My ideas are interesting. ¨ ¨ • My ideas make sense. ¨ ¨ • My story has interesting

words. ¨ ¨

Grade 2: Writing Organizer

IX - 45

The Writing Process -Editing My Work (Narrative / Story)

Fill in this form by yourself or with a partner after you have written your draft copy.

If you have answered No to any of these questions, list the changes you will make:

• My story has capital letters: Yes No • for the title ¨ ¨ • to start sentences ¨ ¨ • for names ¨ ¨ • My story has correct

punctuation: Yes No

• periods ( .) at the ends of sentences

¨ ¨

• question marks ( ?) after questions

¨ ¨

• quotation marks (" ") when people speak

¨ ¨

• exclamation marks ( !) to show strong feelings and excitement

¨ ¨

Yes No • My story has correct spelling ¨ ¨ • I know because I used

Yes No • My story has different kinds

of sentences. ¨ ¨

• My story has an interesting title.

¨ ¨

• My story has paragraphs. ¨ ¨

Grade 2: Writing Organizer

IX - 46

Story Planner

Where will your story happen? (Setting) Who will be in your story? (Characters)

How does you story begin? (Problem)

What happens in your story? (Events)

How does your story end? (Solution)

Grade 3: Writing Organizer

IX - 47

The Writing Process -Revising My Work (Narrative / Story)

Fill in this form by yourself or with a partner after you have written your draft copy.

If you have answered No to any of these questions, list the changes you will make:

• My story has a beginning with:

Yes No

• characters ¨ ¨ • setting ¨ ¨ • My story has a middle with: Yes No • a problem ¨ ¨ • a solution ¨ ¨ Yes No

• My story has an ending that tells how everything turned out.

¨ ¨

Yes No • My story ideas are in order. ¨ ¨ • My ideas are interesting. ¨ ¨ • My ideas make sense. ¨ ¨ • My story has interesting

words. ¨ ¨

Grade 3: Writing Organizer

IX - 48

The Writing Process -Editing My Work (Narrative / Story)

Fill in this form by yourself or with a partner after you have written your draft copy.

If you have answered No to any of these questions, list the changes you will make:

• My story has capital letter: Yes No • for the title ¨ ¨ • to start sentences ¨ ¨ • for names ¨ ¨ • My story has correct

punctuation: Yes No

• periods ( .) at the ends of sentences

¨ ¨

• question marks ( ?) after questions

¨ ¨

• quotation marks ( " ") when people speak

¨ ¨

• exclamation marks ( !) to show strong feelings and excitement

¨ ¨

Yes No • My story has correct spelling ¨ ¨ • I know because I used

Yes No • My story has different kinds

of sentences. ¨ ¨

• My story has an interesting title.

¨ ¨

• My story has paragraphs. ¨ ¨

Grade 3: Writing Organizer

IX - 49

The Mind Map

Grade 3: Writing Organizer

IX - 50

Cardiovascular

Stretching Reading

Mind

Food

Fruit Grains

Vegetables

Exercise

Thinking

Sample Mind Map • Shows the relationship among ideas • Review prior knowledge of an idea.

KEEPING HEALTHY

Grade 3: Writing Organizer

IX - 51

The Venn Diagram

Grade 3: Writing Organizer

IX - 52

Sample Venn Diagram • Students list ideas and categorize them into common groupings • This tool helps students to organize ideas by designated attributes • Students see similarities within and among topics.

Car Rowboat

on road

carry people

driver

seats

wheels

covered

garage

steering wheel

oars

open

dock

on water

rudder

Grade 3: Writing Organizer

IX - 53

Formal Letter Outline

,

,

,

, .

,

,

, , Dear :

Sincerely,

Grade 3: Writing Organizer

IX - 54

Formal Letter Sample Name of Sender,

Street Address,

City, Province Postal Code

Date Month Day, Year.

Name of Recipient,

Street Address,

City, Province, Postal Code

Dear Name of Recipient:

Body of letter

Sincerely, Name of Sender

Grade 3: Writing Organizer

IX - 55

Notice Planner

Header

Simple description

Time:

Location:

Time to call: Contact /Phone number:

Grade 4: Writing Organizer

IX - 56

Procedure Outline Planner

Purpose/Goal: Materials / Tools: List the materials needed to carry out your procedure. w w

w w w

w

Steps: List the steps for your procedure. 1.

Results: What was the result of your procedure?

Grade 4: Writing Organizer

IX - 57

Narrative Plan Orientation: When will your story start? What will the setting look like? (5 describing words) Who are the main characters? And how do they look? (5 describing words) 1. 2. 3.

w w w w w w w w w w w w w w w

How do they act? (2 personality traits) ð ð ð ð ð ð Problem: What problem will the main character face? Events: What happens?

First

Second

Third Resolution: How is the problem solved? How will your story end?

Grade 4: Writing Organizer

IX - 58

Plot Diagram #1

Grade 4: Writing Organizer

IX - 59

Exposition Planner #1

Topic:

My point of view:

Reason 1- Why I think this…

Reason 2- Why I think this…

Reason 3- Why I think this…

Conclusion - restate or paraphrase your

position:

Grade 4: Writing Organizer

IX - 60

Factual Report

Topic:

Introductory information (What is it?):

Subtopic 1: Subtopic 2: Subtopic 3:

Facts: Facts: Facts:

Summary:

Grade 5: Writing Organizer

IX - 61

Exposition Planner #2

Topic: Reason 1 - Why I think this: Supporting Facts: My point of view/position: Reason 2 - Why I think this: Supporting Facts: Reason 3 - Why I think this: Supporting Facts: Conclusion - restate or paraphrase my position:

Grade 5: Writing Organizer

IX - 62

Narrative Planner: Mystery

Orientation: When will your story start? What will the setting look like? (5 describing words) Problem: What will be the mystery? Events: What will happen? Include clues.

First

Second

Third

Fourth Resolution: How will your mystery be solved?

Grade 5: Writing Organizer

IX - 63

Procedure: Science Experiment

Hypothesis: Materials: List the materials you will need to do your experiment w w w w w w w w Method: List the steps you will follow when doing your experiment 1.

Evaluation: Was your hypothesis correct or incorrect? What did you learn from your experiment?

Grade 5: Writing Organizer

IX - 64

Summary Report

Article Title (Topic ):

Paragraph #1 Paragraph #2 Paragraph #3 Subtopic:

Subtopic: Subtopic:

Opening sentence… Opening sentence… Opening sentence…

Important points… Important points… Important points... • • • • • • • • • • • • • • • • • • • • • • • • • • •

Closing statement(s):

Grade 5: Writing Organizer

IX - 65

Plot Diagram #1

Grade 6: Writing Organizer

IX - 66

News Report Outline

Title:

1. In the beginning On (date) To begin with The start of It started when It began on (date)

2. Not long after

Second Next Then The second thing And then

3. Next

Third..fourth..fifth Now Then As And then

4. Then

Afterwards Now Next Therefore Following that

5. After

Finally Last At the end And the last thing After everything In conclusion

Grade 6: Writing Organizer

IX - 67

W Questions

Who How

Why When

Where

What (Topic):

Grade 6: Writing Organizer

IX - 68

Procedure: Communication in Math

Problem: Materials / Tools: List the materials you will need to solve your problem w w

w w w

w

Steps: List the steps you will follow to solve your problem 1.

Solution: What was the answer to your problem? How do you know

this is a reasonable answer?

Grade 6: Writing Organizer

IX - 69

Exposition Planner #3 Topic: Reason 1 - Why I think this: Evidence 1: ¨ Personal experience

¨ Expert opinion ¨ Research

My point of view/opinion: Reason 2 - Why I think this: Evidence 2: ¨ Personal experience

¨ Expert opinion ¨ Research

Reason 3 - Why I think this: Evidence 3: ¨ Personal experience

¨ Expert opinion ¨ Research

Conclusion - restate or paraphrase my position:

Grade 6: Writing Organizer

IX - 70

Plot Diagram #2

Climax

Event # 4

Event #3

Event # 5

Event #2

Event #6

Event #1 (initiating event)

Resolution

Grade 7/8 Writing Organizer

IX - 71

Biography Organizer

Person

Significant Accomplishments in Chronological Order 1. Summary Statement 2. 3. 4. 5.

Grade 7/8 Writing Organizer

IX - 72

Cause and Effect Organizer

The Fish Bone: Cause and Effect

from the Ministry of Education’s Curriculum Unit Planner, 2001

Grade 7/8 Writing Organizer

IX - 73

Sample Cause and Effect Organizer

EFFECT

car

accident

misjudgement

wet road

brake failure

drunk

MACHINES PEOPLE

OTHER ENVIRONMENT

from the Ministry of Education’s Curriculum Unit Planner, 2001

Grade 7/8 Writing Organizer

IX - 74

KWL Chart Topic:

Know Want to know Learned

Grade 7 Writing Organizer

IX - 75

Formal Letter Outline ,

,

, ,

, .

,

,

, , Dear :

Sincerely,

Grade 7 Writing Organizer

IX - 76

Formal Letter Sample Name of Sender,

Street Address,

City, Province, Postal Code

Date Month Day, Year.

Name of Recipient,

Street Address,

City, Province, Postal Code

Dear

Name of Recipient:

Body of letter

Sincerely, Name of Sender

Grade 7/8 Writing Organizer

IX - 77

Editorial Planner Issue:

Opening Statement: Background: Other side's arguments: Supporting Evidence for your point of view (Refute): Closing Statement:

Grade 7/8: Writing Organizer

IX - 78

Classification Schema Topic

Subtopic(s)

Questions or branch-off topics

Grade 7/8: Writing Organizer

IX - 79

Sample Classification Schema Topic Canadian Geography

Subtopic(s) Rivers Mountains

Questions or branch-off topics

St. Lawrence Niagara Rocky Laurentians

Location Source Location Location Source Altitude Altitude Location

Grade 7/8: Writing Organizer

Adapted from Learning How to Learn. Novak & Gowin. 1984 IX - 80

The Gathering Grid Topic:

Item 1 Item 2 Item 3 Item 4

Category

Grade 7/8: Writing Organizer

Adapted from Learning How to Learn. Novak & Gowin. 1984 IX - 81

Sample - The Gathering Grid Topic: Canadian Geography

Item 1 Item 2 Item 3 Item 4

Lake Ontario • location • source

Lake Winnipeg • location • source

Category

Lakes Great Slave Lake • location • source

Lake Melville • location • source

Victoria • location • population

Saskatoon • location • population

Cities Hamilton • location • population

Halifax • location • population

Grade 7/8: Writing Organizer

Adapted from Learning How to Learn. Novak & Gowin. 1984 IX - 82

The Vee Map Topic for

Research:

Finished Product: What I already

know: Key Concepts: (web/definitions)

Research Plan/Date:

The Research Question(s): Teacher Approval: Date: Initials:

Grade 8: Writing Organizer

Adapted from Learning How to Learn. Novak & Gowin. 1984 IX - 83

Exposition Planner #4

Social Issue:

Question/Appeal:

Opinion / Point of View:

Option #1 Option #2 Option #3

Pros Cons Pros Cons Pros Cons w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w w

Option chosen: Reasons:

Conclusion / Recommended Action: