Writing in Wit & Wisdom
®
Handouts
Professional Learning
© 2021 Great Minds PBC
Contents
Handout 1: Visual Art Terms .............................................................. 1
Handout 2: Examine a Claim .............................................................. 3
Handout 3: “The Open Boat” .............................................................. 5
Handout 4: Experiment with Writing a Claim ................................................. 7
Handout 5: Execute a Claim .............................................................. 9
Handout 6: Writing Types ................................................................11
Handout 7: Kindergarten through Grade 8 Essential Questions and End-of-Module Tasks ..........13
Handout 8: Wit & Wisdom Writing Models .................................................21
Handout 9: Writing Instruction Overview ...................................................29
Handout 10: Craft Stage Analysis .........................................................43
Handout 11: Craft Stage Sequence Analysis Charts .........................................47
Handout 12: Analyzing Writing Effectiveness ...............................................67
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Writing in Wit & Wisdom • Handout 1
Page 1 of 70
Handout 1: Visual Art Terms
Directions: Read the following visual art terms and denitions. When directed, use this information in your
analysis of the artwork.
Element Definition
color e way we see light reected from objects
line A mark that is made or suggested that can vary in direction, weight, and length
palette e range of colors an artist uses to make a specic work or works of art
repetition Strategic repeated use of line, pattern, color, or another element in a work of art
scale e size or ratio of a component in a work of art in comparison with its surroundings
value How light or dark a color looks
These terms and definitions, except repetition, are from the Wit & Wisdom
®
Visual Art Glossary. The glossary is part of a free online resource, The Art of
Wit & Wisdom, available at https://greatminds.org/resources/products/art-of-wit-wisdom-18.
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Handout 2: Examine a Claim
Directions: Read the task prompt and the evidence collected to address it. When directed, read the paragraph
written in response to the prompt. Analyze what makes the underlined claim eective.
Task Prompt: Write an argument paragraph about which visual element in e Great Wave most eectively
conveys the ocean’s power.
Evidence
Line Color Repetition Scale
e wave is depicted
through multiple
curved lines.
Small curved lines in
the wave’s crests look
like ngers.
Dark lines outlining the
wave create contrast.
e mountain’s slightly
curved lines mimic the
wave’s lines.
e shermen with
curved backs hunch over.
e palette of the
painting consists of
mainly blue and
yellow-orange hues.
e deep blues in the
wave, mountain base, and
men’s clothing stand out.
e white of the snowy
mountaintop mimics the
wave’s foamy crests.
e blue and white of
the wave overwhelm the
muted colors of the sky
and the shermen.
Gray sky near the horizon
directs our eye down to
the mountain.
e artist repeats the use
of blue in the wave and
mountains and the use of
white in the wave foam,
snow, and clouds.
e artist uses warm,
muted hues both for the
sky and the boats.
All the boats and
shermen are depicted
almost identically.
e curved lines of
the wave, boats,
mountainsides, and
clouds create movement
in the wave and for
the boats.
e artist duplicates the
form of the largest wave
in the white cloud in
the background.
e shing boats and
mountain appear much
smaller than the wave
even though mountains
are far bigger than waves.
e wave is
overwhelmingly larger
than the shermen.
It appears that the wave
will swallow the shing
boats as well as the great
mountain in the distance.
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Argument Paragraph Response
What is it about e Great Wave that inspires such awe? As the title of this woodblock print suggests, it is
the artist’s masterful use of scale that creates a striking image of the ocean’s power. Viewers’ eyes are drawn
immediately to the gigantic cresting wave that dominates the foreground of the composition. In contrast, the
three shing boats and the snow-capped mountain in the distance appear small and insignicant—and on the
verge of being engulfed by the wave’s foaming white tendrils. e wave’s size relative to that of the shermen in
their boats evokes the sheer power of the ocean, its capacity for destruction, and its indierence to humankind.
Hokusai’s use of curved lines and contrast reinforces the ocean’s dynamic power; however, his dramatic
manipulation of scale most eectively communicates this power. Hokusai’s woodblock print humbles viewers
and instills a renewed respect for Mother Nature.
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Handout 3: “The Open Boat”
Directions: Read and analyze the short story excerpt from “e Open Boat” by Stephen Crane.
from “The Open Boat”
by Stephen Crane
1 A wave suddenly fell with a thundering roar, and the water came rushing down upon the boat.
2 “Steady, now,” said the captain. e men were silent. ey turned their eyes from the shore and
waited. en the next wave broke upon them. Rolling oods of white water caught the boat and
whipped it around. Water came in from all sides.
3 e little boat, dying under this weight of water, sank deeper into the sea.
4 “Empty her out, cook! Empty her out!” said the captain.
5 “All right, Captain,” said the cook.
6 “Now, boys, the next one will nish us,” said the oiler. “Remember to jump free of the boat.”
7 e third wave moved forward—huge, angry, merciless. It seemed to drink the tiny boat and, at the
same time, threw the men into the sea.
8 e January water was icy. e correspondent thought immediately that it was colder than he had expected
to nd it o the coast of Florida. is appeared to his dulled mind as a matter important enough to be
noted at the time. e coldness of the water was sad; it was very sad. is fact was somehow mixed with
opinion of his own situation, so that it seemed almost a proper reason for tears. e water was cold.
9 When he came to the surface, he knew of little but the noisy water. Aerward he saw his companions
in the sea. e oiler was ahead in the race. He was swimming strongly and rapidly. O to the correspondent’s
le, cook’s great back appeared out of the water. Behind him the captain was hanging with his one
unhurt hand to the overturned boat.
10 ere is a certain motionless quality to a shore, and the correspondent wondered that it could exist so near the
awful sea. It seemed very desirable. But the correspondent knew that it was a long journey, and he swam slowly.
11 But nally he arrived at a place in the sea where travel was dicult. He did not stop swimming to consider
what kind of current had caught him, but there his progress ceased. e shore was before him, and he looked
at it and understood with his eyes each detail of it.
12 As the cook passed, much farther to the le, the captain was calling to him, “Turn over on your back, cook!
Turn over on your back and use the oar.”
13 “All right, sir.” e cook turned on his back and, using the oar, went ahead as if he were a boat himself.
14 e boat also passed, with the captain holding on with one hand.
15 ey passed nearer to shore—the oiler, the cook, the captain—and following them went the water jar, sailing
merrily over the sea.
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16 e correspondent remained in the grasp of this strange new enemy—a current. e shore, with its white sand
and green trees, was spread like a picture before him.
17 He thought: “I’m going to die. Can it be possible? Can it be possible? Can it be possible?”
Perhaps an individual must consider his own death to be the nal act of Nature.
18 But later a wave pushed him out of this small, deadly current, and he found suddenly that he
could again make progress toward the shore. Later still he knew that the captain had his face
turned toward him and was calling his name. “Come to the boat! Come to the boat!”
19 In his struggle to reach the captain and the boat, he realized that when one gets tired beyond
limit, death must be comfortable—an end of ghting accompanied by a large sense of relief.
20 Aer a while he saw a man running along the shore. He was removing his clothes with
most remarkable speed. Coat, trousers, shirt, everything came o him like magic.
21 “Come to the boat!” called the captain.
22 “All right, Captain.” As the correspondent swam, he saw the captain stand on the oor of the
ocean and leave the boat. en the correspondent performed his one bit of magic of the voyage.
A large wave caught him and threw him with ease and speed completely over the boat and far
beyond it. He was amazed by his own performance and by that of the marvelous sea.
23 e correspondent arrived in water that reached only to his chest, but his condition did not
enable him to stand for more than a moment. Each wave pushed him down again.
24 en he saw the running man come leaping into the water. He dragged ashore the cook; and then
went toward the captain; but the captain motioned him away and sent him to the correspondent. e
man gave a strong pull, a long drag, and a big push. e correspondent said, “anks, old man.” But
suddenly the man cried, “What’s that?” He pointed a quick nger. e correspondent said, “Go.”
25 In the low water, face down, lay the oiler. His forehead touched sand that was sometimes, between each
wave, above the sea.
26 e correspondent did not know all that happened aerward. When he reached safe ground he
fell, striking the sand with each part of his body. It was as if he had dropped from a roof.
27 It seemed that instantly the beach was crowded with men bringing blankets and clothes, and with women
carrying coee. e welcome of the land to the sea was warm and generous. But a quiet and wet shape was
carried up the beach. And the land’s welcome for it could only be the dierent and silent one of the grave.
28 When night came, the white waves rolled back and forth in the moonlight, and the wind brought the
sound of the great sea’s voice to the men on the shore. And they felt that they could then understand.
Crane, Stephen. “The Open Boat.” The Red Badge of Courage and Other Stories. 1897. Bureau of Educational and Cultural Affairs; U.S. Department of State,
http://witeng.link/0829. Accessed 8 Apr. 2021.
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Handout 4: Experiment with Writing a Claim
Directions: Read the prompt and the evidence collected to address it. Analyze the evidence to determine a
position. Write a claim for that position. e number in parentheses identies the paragraph that is the source
of the evidence from “e Open Boat” by Stephen Crane.
Task Prompt: What determines whether the men in the story “e Open Boat” survive—the men or the sea?
Evidence
Men Control Their Survival The Sea Determines Survival
• e captain tells the cook to turn on his back
and use his oar (12–15). e cook survives.
• e captain holds onto the boat (14).
• e correspondent recognizes that it would
be a relief to stop ghting and succumb to
death but keeps ghting anyway (19).
• “He was amazed by his own performance”
(22).
• e correspondent is in water up to his chest
but can barely stand; waves are pushing him
down (23). He is saved, though, by a man who
leaps into the water to rescue him (24).
• Waves capsize the boat (7).
• “Perhaps an individual must consider his own
death to be the nal act of Nature” (17).
• A wave pushes the correspondent out of a
small deadly current (18).
• e “marvelous sea” casts the correspondent
beyond the boat (22).
• e oiler who, “swimming strongly
and rapidly” (9), had earlier passed the
correspondent in the end drowns (25, 27).
Crane, Stephen. “The Open Boat.” The Red Badge of Courage and Other Stories. 1897. Bureau of Educational and Cultural Affairs; U.S. Department of State,
http://witeng.link/0829. Accessed 8 Apr. 2021.
Claim:
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Handout 5: Execute a Claim
Directions: Read the prompt. en collect evidence for both sides from the Barry Cunlie video,
e Great Wave, Waynders: A Pacic Odyssey, and “e Open Boat.” Evaluate the evidence and take a position
based on your analysis. en write a claim for the prompt.
Task Prompt: Which is more powerful—the sea or humans’ desire to explore it?
Evidence
The Sea Humans’ Desire to Explore the Sea
Claim:
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Handout 6: Writing Types
Directions: Read and annotate the purpose and characteristics of each writing type.
Opinion/Argument
Purpose
To persuade or try to inuence the reader’s point of view or actions
Key Characteristics
• An important topic that lends itself to debate
• A clear statement of topic or a claim
• Reasons and evidence to support the position
• Eective transitions and a logical structure
• A conclusion that restates the claim and includes a call to action
Available evidence must lead to more than one possible conclusion for an opinion/argument to be worthy
of a writer’s time. e writer should use informative/explanatory writing if most people would reach the
same conclusion.
e writer’s goal is to engage in a logical and rational examination of evidence and issues. While the writer
takes a position, the goal is not to win an argument but to advance understanding, lead those reading the
argument to examine evidence and issues more deeply, and support the audience’s decision-making or actions.
e writer must logically develop the argument, connecting the dots so that the reader understands why the
evidence supports the opinion or claim.
Informative/Explanatory
Purpose
To explain, inform, or educate the reader
Key Characteristics
• A clear statement of the topic
• Facts, denitions, details, and text evidence to develop the topic
• Eective transitions and a logical, focused structure with an introduction, body, and conclusion
• Formal and academic tone (when appropriate)
• Formatting and visuals to support comprehension (when appropriate)
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e informative/explanatory writer strives to educate readers. e writer must determine which support
is most meaningful and relevant. Unlike opinion/argument, which focuses on taking a specic position,
informative/explanatory writing has a broader purpose, helping the reader understand the what, why, and how
of the topic. e writer must gather evidence broadly but then select wisely, to provide focus and engagement.
Writers who try to share everything they have learned about a topic oen lose focus and coherence. e
writer needs to connect the dots to support the reader building and retaining the desired knowledge, as with
argument writing.
Narrative
Purpose
To convey real or imagined experiences
Key Characteristics
• A clear sequence of events
• Dialogue and description to develop character, plot, and setting
• Transitional words to manage the sequence
• A sense of closure
• Use of narrative techniques (as appropriate to writers’ stage of writing development)
No matter for what purpose—to entertain, inspire, convey a message, connect with others, or provide insight
into the human experience—narrative writers must create characters, settings, and a plot that immerse readers
in the people, places, and events described. e writer must create a coherent experience for readers. For many
writers, this requires narrowing the scope of the narrative to a manageable degree. A focused, detailed narrative
is more compelling than an extensive but less detailed one.
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Writing in Wit & Wisdom • Handout 7
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Handout 7: Kindergarten through Grade 8
Essential Questions and End-of-Module Tasks
Directions: Read and make connections among the modules’ Essential Questions, writing types, and End-of-Module Tasks (EOMs). Consider
how these provide purpose and suggest structure for students. Keep in mind that these charts provide a high-level overview; the modules include
more detailed information building up to and at the point that the teacher assigns each task. To access student-facing tasks, see the Assessment Pack
(print) or, in the digital Teacher Edition, go to the Module Overview > Major Assessments > End-of-Module Task and select the link to view.
Kindergarten
Module 1
The Five Senses
Kindergarten
Module 2
Once Upon A Farm
Kindergarten
Module 3
America, Then and Now
Kindergarten
Module 4
The Continents
Essential
Question
How do our senses help
us learn?
What makes a good story? How has life changed in
America over time?
What makes the world
fascinating?
Writing Type
Informative Writing Narrative Writing Informative Writing
(Research)
Opinion Writing
Summary of
EOM Task
Students explain how the ve
senses help both them and a
character from a text learn.
Students write an original
narrative set on Maple Hill
Farm and featuring one farm
animal they learned about in
the module.
Students create an informative
poster to explain how a
particular aspect of life in
America has changed
over time.
Students choose a continent
other than North America
and create a travel brochure
to explain why someone
should visit.
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Grade 1 Module 1
A World of Books
Grade 1 Module 2
Creature Features
Grade 1 Module 3
Powerful Forces
Grade 1 Module 4
Cinderella Stories
Essential
Question
How do books change lives
around the world?
What can we discover about
animals’ unique features?
How do people respond to the
powerful force of the wind?
Why do people around the
world admire Cinderella?
Writing
Type
Narrative Writing Informative Writing (Research) Narrative Writing Opinion Writing
Summary of
EOM Task
Students write and illustrate
a narrative about a character
whose life has changed because
of books.
Students write an informative
paragraph about an animal’s
unique features.
Students create an original
story about a character who
must respond to the powerful
force of the wind to solve
a problem.
Students write an opinion
paragraph telling which
Cinderella character they most
admire and why.
Grade 2 Module 1
A Season of Change
Grade 2 Module 2
The American West
Grade 2 Module 3
Civil Rights Heroes
Grade 2 Module 4
Good Eating
Essential
Question
How does change impact
people and nature?
What was life like in the West
for early Americans?
How can people respond to
injustice?
How does food nourish us?
Writing
Type
Informative Writing Informative Writing Narrative Writing Opinion Writing
(Research)
Summary of
EOM Task
Students contribute to a class
informational text titled
“Changes in Fall” by writing an
informative paragraph about
how changes in weather impact
plants or animals in fall.
Students write an informative
paragraph explaining how the
life of a legendary gure in the
American West—either John
Henry or Johnny Appleseed—
diered from the lives of
real pioneers.
Students write an original
narrative from Ruby Bridges or
Sylvia Mendez’s point of view,
describing a key moment from
e Story of Ruby Bridges
by Robert Coles or
Separate Is Never Equal
by Duncan Tonatiuh.
Students write an opinion
paragraph stating their opinion
and provide reasons and
evidence from two module
texts to support their choice
of a food plate to nourish a
healthy body.
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Grade 3 Module 1
The Sea
Grade 3 Module 2
Outer Space
Grade 3 Module 3
A New Home
Grade 3 Module 4
Artists Make Art
Essential
Question
Why do people explore the sea? How do people learn
about space?
How do stories help us
understand immigrants’
experiences?
What is an artist?
Writing
Type
Informative Writing Opinion Writing Narrative Writing Informative Writing
(Research)
Summary of
EOM Task
Students write two paragraphs
explaining why an author,
artist, or scientist explored
the sea.
Students write a four-paragraph
essay expressing their opinion
about which is humankind’s
most important attempt to
learn more about space.
Students write a short narrative
from the point of view of a
main character from one of the
module’s core texts.
Students research the life and
work of one of the artists from
the module and then write an
essay explaining why that artist
is important.
Grade 4 Module 1
A Great Heart
Grade 4 Module 2
Extreme Settings
Grade 4 Module 3
The Redcoats Are Coming!
Grade 4 Module 4
Myth Making
Essential
Question
What does it mean to have a
great heart, literally
and guratively?
How does a challenging setting
or physical environment
change a person?
Why is it important to
understand all sides of a story?
What can we learn from myths
and stories?
Writing
Type
Informative Writing Narrative Writing Opinion Writing
(Research)
Informative Writing
Summary of
EOM Task
Students write an informative
essay in response to the
Essential Question, explaining
what it means to have a great
heart, literally and guratively.
Students write an original
survival story imagining they
are lost on a mountain and
must rely on their
survival skills.
Students write an opinion
essay to convince a friend that
the American patriots were, or
were not, justied in ghting
for independence from Britain.
Students write an essay
explaining two themes that
myths and stories can teach.
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Grade 5 Module 1
Cultures in Conflict
Grade 5 Module 2
Word Play
Grade 5 Module 3
A War Between Us
Grade 5 Module 4
Breaking Barriers
Essential
Question
How do cultural beliefs and
values guide people?
How and why do writers play
with words?
How did the Civil War
impact people?
How can sports inuence
individuals and societies?
Writing
Type
Informative Writing Narrative Writing Opinion Writing Informative Writing
(Research)
Summary of
EOM Task
Students write an informative/
explanatory essay explaining
how Chief Joseph’s “Lincoln
Hall Speech” conveys two
important beliefs and values of
the Nez Perce people.
Students write an exploded
moment narrative in which
Milo, the main character in e
Phantom Tollbooth, encounters
one of the demons from the
Mountains of Ignorance and
helps him resolve a conict
related to the wordplay of his
name and experiences in
the story.
Students write an opinion essay
expressing their opinion about
whether the Civil War has a
mostly positive or negative
impact on the Pruitt family in
e River Between Us.
Students apply their research
skills to research one of three
soccer organizations and write
an essay explaining how the
organization uses soccer
to transform individuals
and societies.
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Grade 6 Module 1
Resilience in the Great
Depression
Grade 6 Module 2
A Hero’s Journey
Grade 6 Module 3
Narrating the Unknown
Grade 6 Module 4
Courage in Crisis
Essential
Question
How can enduring tremendous
hardship contribute to personal
transformation?
What is the signicance and
power of the hero’s journey?
How did the social and
environmental factors in the
unknown world of Jamestown
shape its development
and decline?
How can the challenges of
a hostile environment
inspire heroism?
Writing
Type
Informative Writing Narrative Writing Argument Writing Informative Writing
(Research)
Summary of
EOM Task
Students choose one of the
protagonists—Bud from
Bud, Not Buddy, or Billie Jo
from Out of the Dust—and
write a cause-and-eect essay
explaining how that character’s
responses to the hardships
they face during the Great
Depression contribute to
their transformation.
Students use their knowledge
of the monomyth to create an
original hero’s journey.
Students evaluate the factors
that had the most signicant
impact on the Jamestown
colony’s development and
decline and write an essay
arguing whether the social
or environmental factors
were most signicant to the
settlement’s struggle to thrive.
Students choose an individual
whose heroic action during
a time of challenge or
controversy aected
others’ lives.
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Grade 7 Module 1
Identity in the Middle Ages
Grade 7 Module 2
Americans All
Grade 7 Module 3
Language and Power
Grade 7 Module 4
Fever
Essential
Question
How does society both support
and limit the development
of identity?
How did World War II
aect individuals?
What is the power of language? How can times of crisis aect
citizens and society?
Writing
Type
Narrative Writing Informative Writing Argument Writing Informative Writing
(Research)
Summary of
EOM Task
Students write an exploded
moment narrative expanding
on a scene from one of the
module’s literary texts to
demonstrate how medieval
society supports or limits a
character’s identity.
Students write an informative
essay explaining World War II’s
eects on the life and identity
development of either Ned
Begay in Code Talkers or Jeanne
Wakatsuki Houston in
Farewell to Manzanar.
Reecting on the power of
language, students write an
argument essay about whether
language is a more powerful
tool to upli and inspire people
to think or act in positive
ways, or is more powerful as a
negative tool to manipulate or
control people.
Students write a research essay
explaining two or three ways
that members of a selected
group of Philadelphians—the
medical community, the black
community, or government
leaders—responded to
the yellow fever crisis and
evaluating whether these
responses were helpful,
harmful, or both.
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Grade 8 Module 1
The Poetics and Power
of Storytelling
Grade 8 Module 2
The Great War
Grade 8 Module 3
What Is Love?
Grade 8 Module 4
Teens as Change Agents
Essential
Question
What is the power
of storytelling?
How do literature and art
illuminate the eects of
World War I?
What is love? How do people eect
social change?
Writing
Type
Narrative Writing Informative Writing Argument Writing Informative Writing
(Research)
Summary of
EOM Task
Students write a portfolio of
three poems, each of a distinct
poetic type, that together tell
a story about a signicant time
in their lives.
Students write an informative
essay explaining how Paul’s
experiences in All Quiet on
the Western Front illuminate
World War I’s eects on
individuals and suggest larger
reverberations in society
at large.
Students choose one of the
characters from William
Shakespeare’s A Midsummer
Night’s Dream and write
an argument essay asserting
whether the outcome of
this character’s romantic
relationship by the end of the
play is a result of agency or an
outcome directed by fate.
Using the research they have
gathered throughout the
module, students write an
informative essay explaining
how a teen (or teen group) has
responded to an important
social issue, why that social
issue matters to teens and their
communities, the motivations
for the teen’s actions, and
the strategies and goals of
those actions.
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Handout 8: Wit & Wisdom Writing Models
Informative/Explanatory Writing Models
Grades K–1: TopIC — Make a TopIC sandwich.
Grades 2–3: I-TEE-C — Describe your knowledge to a TEE.
Grades 3–8: To-SEEC (To SEE Clearly) — Write a To-SEEC paragraph.
Top
To p i c State the topic.
I
Information Supply facts and details about the topic.
C
Conclusion Reinforce your topic.
ToS
Topic Statement State your essential idea about a topic.
E
Evidence Cite evidence that develops your topic, including necessary context.
E
Elaboration Explain how the evidence develops your topic.
C
Conclusion Reinforce your essential idea.
I
Introduction Introduce your reader to the topic.
T
Topic Statement State your essential idea about the topic.
E
Evidence Supply evidence that develops your topic.
E
Elaboration Explain how the evidence develops your topic.
Evidence Supply evidence that develops your topic.
Elaboration Explain how the evidence develops your topic.
C
Conclusion Reinforce your essential idea.
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Informative/Explanatory Writing Models
Grades 3–8: To-SEEC (To SEE Clearly) — Write a To-SEEC essay.
H
Hook Catch your audience’s attention.
I
Introduce Introduce your audience to the topic.
T
esis State your essential idea about the topic and preview your
supporting points.
C
Conclusion Reinforce your thesis, reecting on its signicance.
ToS
Topic Statement Transition from your last point and state another point that supports
your thesis.
E
Evidence Cite evidence for your point, including necessary context.
E
Elaboration Explain how the evidence relates to the point.
C
Concluding
Statement
Close the paragraph.
ToS
Topic Statement State a point that supports your thesis.
E
Evidence Cite evidence for your point, including necessary context.
E
Elaboration Explain how the evidence relates to the point.
C
Concluding
Statement
Close the paragraph.
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Opinion/Argument Writing Models
Grades K–1: OReO — Make an opinion sandwich.
Grade 2: I-OReO — Write an opinion paragraph.
Grades 3–5: OREEO — Write an opinion paragraph.
O
Opinion Grade K: State an opinion about the topic.
Grade 1: Introduce the topic and state an opinion about it.
Re
Reasons Supply reason(s) that support the opinion.
O
Opinion Reinforce your opinion.
I
Introduction Introduce your reader to the topic.
O
Opinion Statement State your opinion on the topic.
R
Reason Supply a reason that supports your opinion.
E
Evidence Cite evidence for the reason.
Reasons Supply another reason that supports your opinion.
Evidence Cite evidence for the reason.
O
Opinion
Conclusion
Reinforce your opinion in a conclusion.
O
Opinion Statement State your opinion on a topic.
R
Reason Supply a reason that supports your opinion.
E
Evidence Cite evidence for the reason, including necessary context.
E
Elaboration Explain how the evidence relates to the reason.
O
Opinion Reinforce your opinion in a conclusion.
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Opinion/Argument Writing Models
Grades 3–5: HI-OREE-CO — Write an opinion essay.
H
Hook Catch your audience’s attention.
I
Introduce Introduce your audience to the topic.
O
Opinion Statement State your opinion on the topic and preview your supporting reasons.
R
Reason State a reason that supports your opinion.
E
Evidence Cite evidence for the reason, including necessary context.
E
Elaboration Explain how the evidence relates to the reason.
C
Concluding
Statement
Close the paragraph.
R
Reason Transition from your last reason and state another reason that supports
your opinion.
E
Evidence Cite evidence for the reason, including necessary context.
E
Elaboration Explain how the evidence relates to the reason.
C
Concluding
Statement
Close the paragraph.
O
Opinion Reinforce your opinion, reecting on its signicance.
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Opinion/Argument Writing Models
Grades 6–8: CREEA-C — Write an argument paragraph.
C
Claim State your claim(s) about a topic.
R
Reason State a reason that supports your claim.
E
Evidence Cite evidence for the reason, including necessary context.
E
Elaboration Explain how the evidence relates to the reason.
A
Alternate Claim(s)* Grade 7: Acknowledge alternate or opposing claim(s).
Grade 8: Acknowledge and distinguish from alternate or
opposing claim(s).
C
Concluding
Statement
Reinforce your argument.
*Acknowledgment of alternate or opposing claim(s) does not occur in a fixed order; it can happen anywhere in the paragraph or essay.
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Opinion/Argument Writing Models
Grades 6–8: HI-CREEA-CC — Write an argument essay.
H
Hook Catch your audience’s attention.
I
Introduce Introduce your audience to the topic.
C
Claim State your claim(s) on the topic and preview your supporting reasons.
R
Reason State a reason that supports your opinion.
E
Evidence Cite evidence for the reason, including necessary context.
E
Elaboration Explain how the evidence relates to the reason.
C
Concluding
Statement
Close the paragraph.
R
Reason Transition from your last reason and state another reason that supports
your opinion.
E
Evidence Cite evidence for the reason, including necessary context.
E
Elaboration Explain how the evidence relates to the reason.
C
Concluding
Statement
Close the paragraph.
A
Alternate Claim(s)* Grade 7: Acknowledge alternate or opposing claim(s).
Grade 8: Acknowledge and distinguish from alternate or
opposing claim(s).
C
Conclusion Reinforce your argument, reecting on its signicance.
*Acknowledgment of alternate or opposing claim(s) does not occur in a fixed order; it can happen anywhere in the paragraph or essay.
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Narrative Writing Models
Grades K–2: CSPER — Write a narrative.
C
Characters Who is the story about
S
Setting When and where the story takes place
P
Problem e main character’s challenge
E
Events What happens
R
Resolution End of the problem
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Narrative Writing Models
Grades 3–8: ESCAPE* — ESCAPE into a story.
E
Establish Grades 3–5: Orient your reader to a situation
Grade 6: Engage and orient your reader by
establishing a context
Grades 7–8: Engage and orient your reader
by establishing a context and point of view
S
Setting When and where the story takes place
C
Characters Who the story is about and what they want
A
Action Grades 3–5: What events happen and
how characters respond
Grades 6–8: What events happen and
how characters experience the events
P
Problem What prevents the main character(s) from
getting what they want
E
Ending Resolution to the problem
*As appropriate in Grades 3–8, emphasize that students can change the sequence of the story elements for effect.
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Handout 9: Writing Instruction Overview
is overview lists the key writing skills taught through Wit & Wisdom’s Cra Stage instruction for each
module in Kindergarten through Grade 8; style and conventions skills are not included. e Module Map in
each Module Overview provides more detail about how the module addresses these skills, including the Cra
Stage sequence and questions for each lesson.
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Writing in Wit & Wisdom: Writing Instruction Overview
Kindergarten
Kindergarten Module 1
End-of-Module Task Writing Type: Informative
Writing Skills Taught through Craft Stage Instruction in This Module
• Responding to a prompt
• Using text evidence
• Adding details
• Writing complete sentences
• Improving writing
Kindergarten Module 2
End-of-Module Task Writing Type: Narrative
Writing Skills Taught through Craft Stage Instruction in This Module
• Expanding sentences
• Creating and describing characters and setting in a story
• Creating a problem and a resolution in a story
• Sequencing events in a story
• Improving writing
Kindergarten Module 3
End-of-Module Task Writing Type: Informative (Research)
Writing Skills Taught through Craft Stage Instruction in This Module
• Asking questions to learn about a topic
• Writing and supporting a topic statement
• Writing a conclusion sentence
• Adding details and drawings to informative writing
• Improving writing
Kindergarten Module 4
End-of-Module Task Writing Type: Opinion
Writing Skills Taught through Craft Stage Instruction in This Module
• Writing an opinion statement
• Supporting an opinion with text evidence
• Restating an opinion
• Expanding sentences
• Improving writing
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Writing in Wit & Wisdom: Writing Instruction Overview
Grade 1
Grade 1 Module 1
End-of-Module Task Writing Type: Narrative
Writing Skills Taught through Craft Stage Instruction in This Module
• Using sentence frames to understand how writers organize and express ideas through sentences
• Writing complete sentences
• Using adjectives in writing
• Retelling events in sequence
• Using story elements in a narrative
• Improving writing
Grade 1 Module 2
End-of-Module Task Writing Type: Informative (Research)
Writing Skills Taught through Craft Stage Instruction in This Module
• Structuring an informative paragraph
• Writing a topic statement for an informative paragraph
• Selecting information for and adding illustrations to an informative paragraph
• Gathering evidence from multiple sources
• Adding a conclusion to an informative paragraph
• Using a digital tool to type and publish writing
• Improving writing
Grade 1 Module 3
End-of-Module Task Writing Type: Narrative
Writing Skills Taught through Craft Stage Instruction in This Module
• Gathering key details from multiple sources to write an informative paragraph
• Writing a problem and a resolution in a narrative
• Using sensory and feelings words
• Improving writing
Grade 1 Module 4
End-of-Module Task Writing Type: Opinion
Writing Skills Taught through Craft Stage Instruction in This Module
• Examining evidence to form an opinion
• Writing an opinion statement for an opinion paragraph
• Supplying reasons to support an opinion
• Structuring an opinion paragraph
• Writing introductions and conclusions to opinion paragraphs
• Improving writing
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Writing in Wit & Wisdom: Writing Instruction Overview
Grade 2
Grade 2 Module 1
End-of-Module Task Writing Type: Informative
Writing Skills Taught through Craft Stage Instruction in This Module
• Draing a topic statement for an informative paragraph
• Choosing evidence to support the topic of an informative paragraph
• Writing a conclusion for an informative paragraph
• Including evidence from multiple texts
• Improving writing
Grade 2 Module 2
End-of-Module Task Writing Type: Informative
Writing Skills Taught through Craft Stage Instruction in This Module
• Using topic specic words in an informative paragraph
• Choosing evidence for specic points in informative writing
• Adding clearly explained details to informative paragraphs
• Writing introductions to informative paragraphs
• Using digital tools to make an online book
• Improving writing
Grade 2 Module 3
End-of-Module Task Writing Type: Narrative
Writing Skills Taught through Craft Stage Instruction in This Module
• Writing a rst-person narrative
• Gathering information from multiple sources
• Adding detail through adverbs and adjectives
• Showing sequence through temporal words
• Ending a narrative with a sense of closure
• Improving writing
Grade 2 Module 4
End-of-Module Task Writing Type: Opinion (Research)
Writing Skills Taught through Craft Stage Instruction in This Module
• Writing an informational paragraph that tells the steps in a process
• Collecting and recording evidence on a topic for informative and opinion writing
• Using research from multiple sources
• Craing an opinion statement based on text evidence and research
• Structuring an opinion paragraph
• Improving writing
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Writing in Wit & Wisdom: Writing Instruction Overview
Grade 3
Grade 3 Module 1
End-of-Module Task Writing Type: Informative
Writing Skills Taught through Craft Stage Instruction in This Module
• Draing a topic statement
• Using a planner to organize ideas before writing an informative paragraph
• Adding illustrations to an informative paragraph to aid readers’ comprehension
• Developing informative paragraph topics with facts, denitions, and details
• Using linking words and phrases to connect ideas
• Improving writing
Grade 3 Module 2
End-of-Module Task Writing Type: Opinion
Writing Skills Taught through Craft Stage Instruction in This Module
• Researching a topic
• Developing an informative paragraph/essay topic with facts, denitions, and details
• Writing an introduction paragraph for an opinion essay
• Supporting an opinion with reasons
• Using linking words and phrases to connect opinions and reasons
• Adding a conclusion paragraph to an opinion essay
• Improving writing
Grade 3 Module 3
End-of-Module Task Writing Type: Narrative
Writing Skills Taught through Craft Stage Instruction in This Module
• Comparing and contrasting texts
• Craing hooks and introductions in narrative writing to engage and orient the reader
• Grouping related information in narrative writing
• Using linking words and phrases
• Organizing an event sequence in a narrative
• Using dialogue and description in narrative writing
• Improving writing
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Grade 3 Module 4
End-of-Module Task Writing Type: Informative (Research)
Writing Skills Taught through Craft Stage Instruction in This Module
• Writing a thesis statement for an informative essay
• Choosing words and phrases for eect in informative writing
• Identifying and evaluating print and digital sources for research
• Taking notes when researching
• Supporting an informative research topic with appropriate facts and relevant details
• Improving writing
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Writing in Wit & Wisdom: Writing Instruction Overview
Grade 4
Grade 4 Module 1
End-of-Module Task Writing Type:
Informative
Writing Skills Taught through Craft Stage Instruction in This Module
• Writing a focus statement for an informative essay
• Supporting a topic with evidence for an informative essay
• Elaborating on evidence in informative writing
• Structuring informative writing
• Quoting, paraphrasing, and summarizing
• Writing an introduction for an informative essay
• Improving writing
Grade 4 Module 2
End-of-Module Task Writing Type:
Narrative
Writing Skills Taught through Craft Stage Instruction in This Module
• Using details and visuals to support informative writing
• Creating characters, setting, and plot in a narrative
• Including sensory details
• Using dialogue and description to develop characters, setting, and plot
• Concluding a narrative
• Improving writing
Grade 4 Module 3
End-of-Module Task Writing Type:
Opinion (Research)
Writing Skills Taught through Craft Stage Instruction in This Module
• Locating and recording text evidence to build topic knowledge or form an opinion
• Supporting a topic with evidence in informative and opinion essays
• Structuring informative and opinion writing
• Writing a supporting paragraph in an opinion essay
• Writing an introduction and a conclusion in an opinion essay
• Improving writing
Grade 4 Module 4
End-of-Module Task Writing Type:
Informative
Writing Skills Taught through Craft Stage Instruction in This Module
• Gathering and choosing relevant evidence to support a topic
• Writing an introduction and a conclusion
• Structuring informative writing, including as a compare/contrast essay
• Using linking words and precise vocabulary
• Improving writing
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Writing in Wit & Wisdom: Writing Instruction Overview
Grade 5
Grade 5 Module 1
End-of-Module Task Writing Type:
Informative
Writing Skills Taught through Craft Stage Instruction in This Module
• Writing a summary
• Composing a topic statement and thesis for an informative essay
• Draing an introduction for an informative essay
• Structuring informative writing, including using compare/contrast paragraphs
• Gathering, using, and elaborating on evidence in informative writing
• Using transition words
• Repeating words and ideas for eect
• Improving writing
Grade 5 Module 2
End-of-Module Task Writing Type:
Narrative
Writing Skills Taught through Craft Stage Instruction in This Module
• Describing characters and settings in a narrative
• Using sensory language and precise word choice
• Establishing a situation and narrative structure
• Using dialogue to enhance a narrative
• Improving writing
Grade 5 Module 3
End-of-Module Task Writing Type:
Opinion
Writing Skills Taught through Craft Stage Instruction in This Module
• Writing an opinion statement
• Using evidence to determine an opinion
• Supporting an opinion with reasons and evidence
• Expressing a ctional character’s point of view in the form of an opinion paragraph
• Gathering and elaborating on evidence in an opinion essay
• Improving writing
Grade 5 Module 4
End-of-Module Task Writing Type:
Informative (Research)
Writing Skills Taught through Craft Stage Instruction in This Module
• Paraphrasing and directly quoting evidence
• Searching for and gathering evidence from multiple research sources
• Synthesizing information from dierent sources, including online sources
• Using visual and multimedia elements to enhance an exhibit
• Improving writing
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Writing in Wit & Wisdom: Writing Instruction Overview
Grade 6
Grade 6 Module 1
End-of-Module Task Writing Type: Informative
Writing Skills Taught through Craft Stage Instruction in This Module
• Structuring informative writing
• Writing topic statements in informative writing
• Choosing and incorporating relevant and sucient textual evidence in informative writing
• Elaborating on evidence in informative writing
• Using transitions
• Writing an introduction and a conclusion in an informative essay
• Using cause–eect structures to organize informative writing
• Using a formal style
• Improving writing
Grade 6 Module 2
End-of-Module Task Writing Type: Narrative
Writing Skills Taught through Craft Stage Instruction in This Module
• Establishing the context for a narrative
• Following a logical sequence and using transitions
• Using descriptive details
• Using precise word choice
• Using narrative techniques, including dialogue, pacing, and description
• Establishing characters and point of view in a narrative
• Using technology to produce and publish writing
• Improving writing
Grade 6 Module 3
End-of-Module Task Writing Type: Argument
Writing Skills Taught through Craft Stage Instruction in This Module
• Collecting evidence to form a claim for an argument
• Supporting an argument with reasons, evidence, and elaboration
• Writing an introduction and conclusion to an argument
• Establishing the reliability and credibility of sources
• Improving writing
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Grade 6 Module 4
End-of-Module Task Writing Type: Informative (Research)
Writing Skills Taught through Craft Stage Instruction in This Module
• Searching for credible sources
• Gathering information from multiple sources
• Maintaining consistency in style and tone
• Integrating evidence from research
• Improving writing
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Writing in Wit & Wisdom: Writing Instruction Overview
Grade 7
Grade 7 Module 1
End-of-Module Task Writing Type: Narrative
Writing Skills Taught through Craft Stage Instruction in This Module
• Using sensory language
• Using the elements of an eective summary
• Engaging and orienting readers in narrative writing
• Pacing a narrative sequence
• Adding details and description to a narrative
• Developing characters in a narrative
• Beginning and ending a narrative
• Using elements of historical ction
• Improving writing
Grade 7 Module 2
End-of-Module Task Writing Type: Informative
Writing Skills Taught through Craft Stage Instruction in This Module
• Summarizing
• Organizing an informative paragraph
• Writing an eective topic sentence for an informative paragraph
• Providing evidence and elaboration in support of a topic in an informative essay
• Adjusting style to genre, task, and purpose
• Using formal style in informative writing
• Writing precisely and concisely
• Using transitional words, phrases, and clauses
• Writing introductions and conclusions in informative writing
• Improving writing
Grade 7 Module 3
End-of-Module Task Writing Type: Argument
Writing Skills Taught through Craft Stage Instruction in This Module
• Writing a claim to introduce an argument
• Writing precisely and concisely
• Supporting a claim with relevant evidence
• Using transitions
• Acknowledging alternate or opposing claims
• Structuring a logical argument
• Writing introductions and conclusions in an argument essay
• Improving writing
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Grade 7 Module 4
End-of-Module Task Writing Type: Informative (Research)
Writing Skills Taught through Craft Stage Instruction in This Module
• Identifying a topic and formulating a research question
• Using search terms
• Gathering and synthesizing evidence from multiple, credible print and online sources to research a topic
• Quoting, paraphrasing, and summarizing
• Structuring a research paper
• Writing introductions and conclusions
• Improving writing
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Writing in Wit & Wisdom: Writing Instruction Overview
Grade 8
Grade 8 Module 1
End-of-Module Task Writing Type:
Narrative
Writing Skills Taught through Craft Stage Instruction in This Module
• Using descriptive and sensory language in narrative writing
• Organizing a narrative arc
• Incorporating evidence in a narrative
• Creating a portfolio of poems
• Improving writing
Grade 8 Module 2
End-of-Module Task Writing Type:
Informative
Writing Skills Taught through Craft Stage Instruction in This Module
• Developing a thesis statement for an informative essay
• Using evidence to support a topic in an informative essay
• Organizing ideas in informative writing
• Using transitions to create cohesion
• Writing a conclusion in an informative essay
• Improving writing
Grade 8 Module 3
End-of-Module Task Writing Type:
Argument
Writing Skills Taught through Craft Stage Instruction in This Module
• Writing an evidence-based claim in an argument
• Structuring an argument
• Writing with a formal style, improving clarity and concision
• Distinguishing alternate or opposing claims in an argument
• Sequencing an argument
• Writing a concluding statement for an argument
• Improving writing
Grade 8 Module 4
End-of-Module Task Writing Type:
Informative (Research)
Writing Skills Taught through Craft Stage Instruction in This Module
• Formulating a research question
• Presenting research ndings
• Identifying and assessing sources
• Paraphrasing and quoting
• Providing and synthesizing evidence
• Improving writing
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Handout 10: Craft Stage Analysis
Directions: Read the information in the rst three columns of the table. Reect on the thinking and action you took as a writer during each
Cra Stage in the shared writing experience. Annotate column 2 as to the key thinking and actions you took at each stage. en, respond in the last
column to the questions about your assigned stage.
Craft Stage and Question
Writer Thinking
and Actions
Craft Stage in
This Session
Craft Stages in
the Module
Analysis
Examine
Why is [specic skill]
important?
Students analyze an
exemplar that shows the
writing skill in action.
• In the Examine Stage,
students examine
the skill’s function in
writing, and
• the criteria for eective
use of the skill.
Craft Question
Why is a claim important?
Instruction
Participants examine a
model of a claim and use it
to determine qualities of an
eective claim.
• Exemplars come from
a variety of texts,
including module texts,
collaborative class
writing, or texts written
for the module.
• Exemplars may be
revisited in multiple
lessons to rene
understanding.
• Students examine
exemplars in
dierent ways, such
as with noticing and
wondering, annotation,
or teacher-facilitated
analysis.
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Craft Stage and Question
Writer Thinking
and Actions
Craft Stage in
This Session
Craft Stages
in the Module
Analysis
Experiment
How does [specic skill]
work?
Students apply learning
from Examine lesson(s) to
practice the target writing
skill in a scaolded task.
In the Experiment Stage,
students think about
how the skill functions
in their writing. rough
self-reection or input from
teachers or peers, students
use criteria from the
Examine Stage to analyze
their use of the target skill.
Craft Question
How does a claim work?
Instruction
Apply learning from
Examine by writing a claim.
• Tasks provide
signicant support, for
example, by limiting
the volume of writing,
providing already
completed parts of a
writing piece, and/or
focusing on a relatively
narrow or simple
prompt.
• Scaolds allow students
to focus on applying the
newly learned skill.
• Students oen work
with a partner or small
group, which provides
further scaolding.
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Craft Stage and Question
Writer Thinking
and Actions
Craft Stage in
This Session
Craft Stages
in the Module
Analysis
Execute
How do I use [specic skill]
in [specic task]?
Students apply learning
from Examine and
Experiment lessons to use
the skill independently in
text-based writing.
In the Execute Stage,
students think about
how to apply the skill in
a specic context and in
combination with other
skills they have learned.
Craft Question
How do I use a claim
to begin an argument
paragraph?
Instruction
Write a claim for an
argument paragraph about
which is more powerful—
the sea or humans’ desire to
explore it.
• Students plan
and/or dra a full
writing piece.
• Execute lessons
typically involve
completing Focusing
Question Tasks or
End-of-Module (EOM)
Tasks.
Excel
How do I improve my use
of [specic skill]?
Students reread writing
with a critical eye, revising
based on identied criteria
for success.
In the Excel Stage, students
cultivate mastery of the
target skill and understand
how to apply the skill
more eectively in a
specic context.
Craft Question
How do I improve
my claim?
Instruction
(discussed but not done in
the session)
Revise your claim aer
assessing performance and
working with a partner.
• Students revise their
Focusing Question
Task or EOM Task
responses.
• Students receive
feedback from their
teachers, peers,
and/or themselves on
their application of the
target strategy.
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Handout 11: Craft Stage Sequence Analysis Charts
Contents
Grade K Module 1 .................................................................................... 48
Grade 1 Module 1 .................................................................................... 50
Grade 2 Module 1 .................................................................................... 52
Grade 3 Module 1 .................................................................................... 54
Grade 4 Module 1 .................................................................................... 56
Grade 5 Module 1 .................................................................................... 58
Grade 6 Module 1 .................................................................................... 60
Grade 7 Module 1 .................................................................................... 62
Grade 8 Module 1 .................................................................................... 64
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Grade K Module 1: Craft Stage Sequence Analysis
Directions: Use the guiding questions to analyze the instruction for the cra skill in the sequence of lessons listed in the table that follows. Respond
in the guiding questions column or annotate within the lessons.
Writing Type: informative/explanatory
Craft Skill for This Lesson Sequence: using evidence to support points in writing
Lesson/Section Craft Stage and Question Guiding Question(s) for Analysis
Lesson 7
Examine the Importance of
Text Evidence
Examine
Why is text evidence
important?
What makes the exemplar—the teacher ink Aloud of evidence of when the boy
uses more than one sense in My Five Senses—a quality example of the skill?
Lesson 7
Deep Dive
Experiment
How does using
text evidence work?
In what kind of task(s) do students apply the cra skill?
What criteria will you use to assess student work? (See Examine lesson criteria,
Checks for Understanding [CFUs], and/or Analyze section.)
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Grade K Module 1: Craft Stage Sequence Analysis – continued
Lesson/Section Craft Stage and Question Guiding Question(s) for Analysis
Lesson 8
Collect Text Evidence;
Execute Using Text Evidence
Lessons 9–10
Execute Focusing Question
Task 2
Lesson 30
Introduce the EOM Task;
Conduct a Gallery Walk;
Execute the EOM Task
Lesson 31
Execute the EOM Task
Execute
How do I use text evidence in
my Focusing Question Task?
Execute
How do I execute my
EOM Task?
How do the Focusing Question Task and End-of-Module (EOM) Task require
students to use the cra skill?
What criteria will you use to assess student work on these tasks? (See Examine lesson
criteria, CFUs, Analyze section, success criteria on the student-facing assessment
sheet[s], writing rubrics, and/or Appendix C resources.)
Lessons 30–31
Deep Dives
Excel
How do I improve my ability
to respond to a prompt?
How do these Deep Dives guide students to evaluate and revise their use of the
cra skill?
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Lesson/Section Craft Stage and Question Guiding Question(s) for Analysis
Lesson 9
Examine Complete
Sentences
Examine
Why is writing complete
sentences important?
What makes the exemplars, the three sentences provided in the lesson, a quality
example of the skill?
Lesson 10
Experiment Using
Complete Sentences
Experiment
How does writing complete
sentences work?
In what kind of task(s) do students apply the cra skill?
What criteria will you use to assess student work? (See Examine lesson criteria,
Checks for Understanding [CFUs], and/or Analyze section.)
Grade 1 Module 1: Craft Stage Sequence Analysis
Directions: Use the guiding questions to analyze the instruction for the cra skill in the sequence of lessons listed in the table that follows. Respond
in the guiding questions column or annotate within the lessons.
Writing Type: informative/explanatory
Craft Skill for This Lesson Sequence: writing complete sentences
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Lesson/Section Craft Stage and Question Guiding Question(s) for Analysis
Lesson 11
Execute Using
Complete Sentences
Execute
How does writing complete
sentences work in writing?
How does the task require students to use the cra skill?
What criteria will you use to assess student work? (See Examine lesson criteria,
CFUs, Analyze section, success criteria on the student-facing assessment sheet[s],
writing rubrics, and/or Appendix C resources.)
Lesson 12
Excel in Writing
Complete Sentences
Excel
How do I improve my
writing by using
complete sentences?
How does the lesson guide students to evaluate and revise their use of the cra skill?
Grade 1 Module 1: Craft Stage Sequence Analysis – continued
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Lesson/Section Craft Stage and Question Guiding Question(s) for Analysis
Lesson 11
Examine Evidence
Examine
Why is evidence important
in informative writing?
What makes the exemplar, a paragraph about e Little Yellow Leaf, a quality
example of the skill?
Lesson 12
Relate Beginning, Middle,
and Ending to Problem
and Resolution
Experiment
How does evidence work in
informative writing?
In what kind of task(s) do students apply the cra skill?
What criteria will you use to assess student work? (See Examine lesson criteria,
Checks for Understanding [CFUs], and/or Analyze section.)
Grade 2 Module 1: Craft Stage Sequence Analysis
Directions: Use the guiding questions to analyze the instruction for the cra skill in the sequence of lessons listed in the table that follows. Respond
in the guiding questions column or annotate within the lessons.
Writing Type: informative/explanatory
Craft Skill for This Lesson Sequence: using evidence to support the topic statement of an informative paragraph
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Lesson/Section Craft Stage and Question Guiding Question(s) for Analysis
Lesson 13
Prepare and Answer the
Focusing Question Task
Execute
How do I use evidence to
organize my informative
paragraph?
How does the task require students to use the cra skill?
What criteria will you use to assess student work? (See Examine lesson criteria,
CFUs, Analyze section, success criteria on the student-facing assessment sheet[s],
writing rubrics, and/or Appendix C resources.)
Lesson 14
Excel with Evidence
Excel
How do I improve my use
of evidence to organize my
informative paragraph?
How does the lesson guide students to evaluate and revise their use of the cra skill?
Grade 2 Module 1: Craft Stage Sequence Analysis – continued
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Lesson/Section Craft Stage and Question Guiding Question(s) for Analysis
Lesson 2
Examine Writing a
Topic Statement
Examine
Why is a topic
statement important?
How will you need to discuss and write the exemplar, the topic statement you add to
complete the lesson’s model paragraph, to make it a quality example of why a topic
statement is important?
Lesson 3
Experiment with Using a
Topic Statement
Experiment
How does using a topic
statement work?
In what kind of task(s) do students apply the cra skill?
What criteria will you use to assess student work? (See Examine lesson criteria,
Checks for Understanding [CFUs], and/or Analyze section.)
Grade 3 Module 1: Craft Stage Sequence Analysis
Directions: Use the guiding questions to analyze the instruction for the cra skill in the sequence of lessons listed in the table that follows. Respond
in the guiding questions column or annotate within the lessons.
Writing Type: informative/explanatory
Craft Skill for This Lesson Sequence: writing a topic statement for an informative paragraph
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Lesson/Section Craft Stage and Question Guiding Question(s) for Analysis
Lesson 8
Group Related Information
Execute
How do I group related
information together in an
explanatory paragraph?*
How does the task require students to use the cra skill?
What criteria will you use to assess student work? (See Examine lesson criteria,
CFUs, Analyze section, success criteria on the student-facing assessment sheet[s],
writing rubrics, and/or Appendix C resources.)
Lesson 9
Create an Explanatory
Paragraph; Excel at Writing
an Explanatory Paragraph
Excel
†
How do I improve my
writing by using topic
statements and grouping
related information together
in an explanatory paragraph?
How does the lesson guide students to evaluate and revise their use of the cra skill?
*Although the Craft Question focuses on grouping related information, the Focusing Question Task also requires students to demonstrate their ability to write a topic statement.
†In Grade 3 Module 1 Lesson 9, students also work at the Execute Stage as they write their explanatory paragraphs.
Grade 3 Module 1: Craft Stage Sequence Analysis – continued
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Lesson/Section Craft Stage and Question Guiding Question(s) for Analysis
Lesson 9
Write an
Evidence/Elaboration
Sentence Set
Examine*/Experiment
Why are
evidence/elaboration
sentence sets important?
What makes the exemplar, the teacher modeling of evidence/elaboration sentence
sets, a quality example of the skill?
Lesson 11
Write
Evidence/Elaboration
Sentence Sets
Experiment
How does an
evidence/elaboration
sentence set work?
In what kind of task(s) do students apply the cra skill?
What criteria will you use to assess student work? (See Examine lesson criteria,
Checks for Understanding [CFUs], and/or Analyze section.)
*In Grade 4 Module 1 Lesson 9, students also work at the Examine Stage as they examine an exemplar that uses figurative language to describe an erythrocyte.
Grade 4 Module 1: Craft Stage Sequence Analysis
Directions: Use the guiding questions to analyze the instruction for the cra skill in the sequence of lessons listed in the table that follows. Respond
in the guiding questions column or annotate within the lessons.
Writing Type: informative/explanatory
Craft Skill for This Lesson Sequence: writing evidence and elaboration sentences
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Lesson/Section Craft Stage and Question Guiding Question(s) for Analysis
Lesson 13
Write an
Evidence/Elaboration
Sentence Set
Execute
How do I use
evidence/elaboration
sets to describe how gurative
language makes hard ideas
easier to understand?
How do the Focusing Question Task and End-of-Module Task (EOM) require
students to use the cra skill?
Lesson 32
Prepare for the EOM Task;
Complete the EOM Task
Execute
How do I use my informative
writing skills to respond to
the End-of-Module Task?
What criteria will you use to assess student work on these tasks? (See Examine lesson
criteria, CFUs, Analyze section, success criteria on the student-facing assessment
sheet[s], writing rubrics, and/or Appendix C resources.)
Grade 4 Module 1: Craft Stage Sequence Analysis – continued
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Lesson/Section Craft Stage and Question Guiding Question(s) for Analysis
Lesson 5
Analyze an Exemplar
Informative Paragraph
Examine
Why is a topic statement in
an informative/explanatory
paragraph important?
What makes the exemplar, the Handout 5B paragraph, a quality example of the skill?
Lesson 6
Examine a Model of an
Informative/Explanatory
Paragraph; Experiment with
a Topic Statement
Experiment*
How does a
topic statement in an
informative/explanatory
paragraph work?
In what kind of task(s) do students apply the cra skill?
What criteria will you use to assess student work? (See Examine lesson criteria,
Checks for Understanding [CFUs], and/or Analyze section.)
*In Grade 5 Module 1 Lesson 6, students also work at the Examine Stage as they analyze why topic statements are important.
Grade 5 Module 1: Craft Stage Sequence Analysis
Directions: Use the guiding questions to analyze the instruction for the cra skill in the sequence of lessons listed in the table that follows. Respond
in the guiding questions column or annotate within the lessons.
Writing Type: informative/explanatory
Craft Skill for This Lesson Sequence: writing a topic statement for an informative paragraph
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Lesson/Section Craft Stage and Question Guiding Question(s) for Analysis
Lesson 7
Dra a Topic Statement for
an Explanatory Paragraph
Execute
How do I use a
topic statement in my
explanatory paragraph?
How does the task require students to use the cra skill?
What criteria will you use to assess student work? (See Examine lesson criteria,
CFUs, Analyze section, success criteria on the student-facing assessment sheet[s],
writing rubrics, and/or Appendix C resources.)
Lesson 8
Revise a Topic Statement for
an Explanatory Paragraph
Excel
How can I strengthen
my topic statement in my
explanatory paragraph?
How does the lesson guide students to evaluate and revise their use of the cra skill?
Grade 5 Module 1: Craft Stage Sequence Analysis – continued
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Lesson/Section Craft Stage and Question Guiding Question(s) for Analysis
Lesson 2
Examine and Experiment
with the ToSEEC Model
Examine*
How does the ToSEEC
model work?
What makes the exemplar, the Handout 2B ToSEEC Sample 1 paragraph, a quality
example of the skill?
Lesson 2
Examine and Experiment
with the ToSEEC Model
Experiment
How does the ToSEEC
model work?
In what kind of task(s) do students apply the cra skill?
What criteria will you use to assess student work? (See Examine lesson criteria,
Checks for Understanding [CFUs], and/or Analyze section.)
*In Grade 6 Module 1 Lesson 2, students also work at the Experiment Stage as they write a ToSEEC paragraph of their own.
Grade 6 Module 1: Craft Stage Sequence Analysis
Directions: Use the guiding questions to analyze the instruction for the cra skill in the sequence of lessons listed in the table that follows. Respond
in the guiding questions column or annotate within the lessons.
Writing Type: informative/explanatory
Craft Skill for This Lesson Sequence: using a writing model to organize and write an informative/explanatory paragraph or essay
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Lesson/Section Craft Stage and Question Guiding Question(s) for Analysis
Lesson 5
Execute ToSEEC
Paragraph
Lesson 32
Plan an Explanatory Essay
Lesson 33
Dra an Explanatory Essay
Execute
How do I use a ToSEEC
paragraph to respond to the
Focusing Question Task?
Execute
How do I use cause–eect
structure in a ToSEEC
explanatory essay to respond
to the EOM Task?
Execute
How do I use cause–eect
structure in a ToSEEC
explanatory essay to respond
to the EOM Task?
How do the Focusing Question Task and End-of-Module Task (EOM) require
students to use the cra skill?
What criteria will you use to assess student work on these tasks? (See Examine lesson
criteria, CFUs, Analyze section, success criteria on the student-facing assessment
sheet[s], writing rubrics, and/or Appendix C resources.)
Lesson 34
Excel at Explanatory Writing
Excel
How do I improve my
ToSEEC explanatory essay in
response to the EOM Task?
How does the lesson guide students to evaluate and revise their use of the cra skill?
Grade 6 Module 1: Craft Stage Sequence Analysis – continued
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Lesson/Section Craft Stage and Question Guiding Question(s) for Analysis
Lesson 6
Examine Sensory Language
Examine
Why is sensory language
important?
What makes the exemplar, pages 69–71 of Castle Diary, a quality example of
the skill?
Lesson 6
Experiment with
Sensory Language
Experiment
How does sensory language
work?
In what kind of task(s) do students apply the cra skill?
What criteria will you use to assess student work? (See Examine lesson criteria,
Checks for Understanding [CFUs], and/or Analyze section.)
Grade 7 Module 1: Craft Stage Sequence Analysis
Directions: Use the guiding questions to analyze the instruction for the cra skill in the sequence of lessons listed in the table that follows. Respond
in the guiding questions column or annotate within the lessons.
Writing Type: narrative
Craft Skill for This Lesson Sequence: using sensory language in narrative writing
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Lesson/Section Craft Stage and Question Guiding Question(s) for Analysis
Lesson 7
Express Understanding
Lesson 32
Execute Narrative Planning;
Improve Narrative Planning
Lesson 33
Execute Prewriting;
Dra Narratives
Execute
How can I use rst person
point of view and sensory
language in a diary entry?
Execute
How can I use elements of
historical ction to create
my own historical ction
narrative?
Execute
How can I use elements of
historical ction to create
my own historical ction
narrative?
How do the Focusing Question Task and End-of-Module Task (EOM) require
students to use the cra skill?
What criteria will you use to assess student work on these tasks? (See Examine lesson
criteria, CFUs, Analyze section, success criteria on the student-facing assessment
sheet[s], writing rubrics, and/or Appendix C resources.)
Lesson 34
Improve Writing
Excel
How do I improve my
historical ction narrative?
How does the lesson guide students to evaluate and revise their use of the cra skill?
Grade 7 Module 1: Craft Stage Sequence Analysis – continued
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Lesson/Section Craft Stage and Question Guiding Question(s) for Analysis
Lesson 3
Examine Descriptive and
Sensory Language
Examine
Why is descriptive and
sensory language important
in narrative writing?
What makes the exemplar, “Ode to My Hair,” a quality example of the skill?
Lesson 3
Experiment with Descriptive
and Sensory Language
Lesson 5
Complete an Ode
Lesson 6
Compose a Poem
Experiment
How do descriptive and
sensory language work in
narrative writing?
In what kind of task(s) do students apply the cra skill?
What criteria will you use to assess student work? (See Examine lesson criteria,
Checks for Understanding [CFUs], and/or Analyze section.)
Grade 8 Module 1: Craft Stage Sequence Analysis
Directions: Use the guiding questions to analyze the instruction for the cra skill in the sequence of lessons listed in the table that follows. Respond
in the guiding questions column or annotate within the lessons.
Writing Type: narrative
Craft Skill for This Lesson Sequence: using descriptive and sensory language in narrative writing
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Lesson/Section Craft Stage and Question Guiding Question(s) for Analysis
Lesson 10
Execute a Found Materials
Poem
Execute
How do I use descriptive
and sensory language in
narrative writing?
How does the task require students to use the cra skill?
What criteria will you use to assess student work? (See Examine lesson criteria,
CFUs, Analyze section, success criteria on the student-facing assessment sheet[s],
writing rubrics, and/or Appendix C resources.)
Lesson 11
Revise Found Materials
Poem
Excel
How do I improve
descriptive and sensory
language in narrative writing?
How does the lesson guide students to evaluate and revise their use of the cra skill?
Grade 8 Module 1: Craft Stage Sequence Analysis – continued
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Handout 12: Analyzing Writing Effectiveness
Directions: Read and analyze the writing sample for your grade level for its eectiveness. Consider what
students do well. Be sure to evaluate the writer’s demonstration of these elements:
1. Depth of knowledge and understanding
2. A clear focus or central idea and purpose
3. A structure in which they develop ideas
4. Appropriate control over language and conventions
Grade K Informative/Explanatory Sample
Prompt: What can you do to save water?
Student writing:
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Edited version:
I am taking a bath. It is not all full.
I am shutting o the water.
I am lling the bucket up, not too high.
“Saving Water.” In Common: Effective Writing for All Students, Vermont Writing Collaborative with Student Achievement Partners and CCSSO, 6 Aug. 2013,
https://achievethecore.org/page/2746/informative-explanatory-writing-on-demand. Accessed 14 Mar. 2021.
Grade 1 Informative/Explanatory Sample
Prompt: What can you do to save water?
Student writing:
we need to save water! To save water do not ll up the tub all the way. if your fawsit is leking turn it of. if we
didint save water we woldent have any.
Edited version:
We need to save water! To save water, do not ll up the tub all the way. If your faucet is leaking, turn it o. If we
didn’t save water, we wouldn’t have any.
“Saving Water.” In Common: Effective Writing for All Students, Vermont Writing Collaborative with Student Achievement Partners and CCSSO, 6 Aug. 2013,
https://achievethecore.org/page/2746/informative-explanatory-writing-on-demand. Accessed 14 Mar. 2021.
Grade 2 Informative/Explanatory Sample
Prompt: What can you do to save water?
Student writing:
Water is Important
Water is important You should help save water. And I am going to tell you how. 1 way is TuRN OFF e
SINK AFTER YOu BRuSH Your TEETH! Another way is ONLY FILL YOuR BATHTuB UP HALF
WAY! Also water is important so you should TAKE A SHORT SHOWer. Also WHEN YOU WASH
YOUR HANDS DON’T LEAVE THE WATER RUNNING! ese are the ways why you should help save
water
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Edited version:
Water is Important
Water is important. You should help save water, and I am going to tell you how. One way is to turn
o the sink aer you brush your teeth! Another way is to only ll your bathtub up halfway! Also, water is
important, so you should take a short shower. Also, when you wash your hands, don’t leave the water running!
ese are the ways you can help save water.
“Water is Important.” In Common: Effective Writing for All Students, Vermont Writing Collaborative with Student Achievement Partners and CCSSO, 6 Aug. 2013,
https://achievethecore.org/page/2746/informative-explanatory-writing-on-demand. Accessed 14 Mar. 2021.
Grade 3–5 Grade Band Informative/Explanatory Sample (Grade 4)
Prompt: What can you do to save water?
Student writing:
Conserving Water
Conserving water is a great way to help the earth. Without our water, plants, humans, and animals,
would not be able to live. We need to save water because we will eventuly run out of it. en we will have to use
and drink saltwater. It is extremly expensive to lter salt water. is why we need save water. What can you do
to save water?
One way you can save water is by getting a rain barrel. Rain barrels collect water so that you can water
your plants with recycled water. Recycled water is better for plants because it is more naturail. Recycled water
also have good nutrients.
Another way you can save water is by getting an airrating facet and shower head. ese items use less
water but make it feels the same because of more pressure. One more way you can save water is when you go in
the sprinkelers in the summer, make sure it is in a spot where it is watering the lawn.
One ways my family saves water is by turning o the water when you brush your teeth. Water is the
most important natural resorce of all with out water, we would die. If we ran out of water, as I said, we would
die. So if you think dieing is bad, try to conserve water as best you can.
“Conserving Water.” In Common: Effective Writing for All Students, Vermont Writing Collaborative with Student Achievement Partners and CCSSO, 6 Aug. 2013,
https://achievethecore.org/page/2746/informative-explanatory-writing-on-demand. Accessed 14 Mar. 2021.
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Grade 6–8 Grade Band Informative/Explanatory Sample (Grade 7)
Prompt: What eect did the Great Depression have on people who lived through it?
Student writing:
Living rough e Great Depression
e Great Depression aected many people especially those who lived through it. With that said the
main point of this essay is how people who lived through the Depression were aected during it.
During e Great Depression people had things to deal with that made them struggle. Some people didn’t
have an abundant amount of money not a decent amount. Insted they had little or none at all. It was a struggle
to earn money with the lack of jobs, people ended up doing side jobs to earn money. In “Digging In” the family
of four had to nd ways to obtain money. ey ended up cutting back on a lot of things like the water system
and starting useing their well. e father did his best to get some type of income by doing side jobs, like cutting
the boys hair for ___. People also looked to Rosevelt for help or farming for a decent or better income. For
instance in the poem “Debts” e family owned land that they used for farming. e father grew weat three
years ago and hasn’t been able to since. With scarce rain no wheat grew, without wheat to harvest no money
would ow in. Bay, the father, even thought about getting a loan from Mr. Roosevelt, and he promised he
didn’t have to pay a dime ‘till the crop came in. All he could do was hope things got better. Not only did people
have things to worry about the President did too. In the artical “e New Deal” Rosevelt wanted to nd a way
to help the people suering from the Great Depression. He created several ways to help with some of the issues.
He made the NIRA and NRA, these systems banned child labor and adress unemployment by regulating the
number of hours worked per week. e FERA gave $3 billion to states for work relief programs. In the end
these systems only helped people take care of their basic needs.
e people who lived through the Great Depression had to nd ways to obtain income, work and help.
e Government did their best to support the people through this time but have you ever thought that this
might happen again.
“Living Through The Great Depression.” In Common: Effective Writing for All Students, Vermont Writing Collaborative with Student Achievement Partners and CCSSO,
3 Sept. 2013, https://achievethecore.org/page/454/informative-explanatory-writing-on-demand. Accessed 14 Mar. 2021.
