ADAW

• Descriptive:  Descriptive writing is the clear description of people, places, objects, or events using appropriate details.  An effective description will contain sufficient and varied elaboration of details to communicate a sense of the subject being described.  Details used are usually sensory and selected to describe what the writer sees, hears, smells, touches, and tastes.
• Narrative:  Narrative writing relates a clear sequence of events that occurs over time.  Both what happens and the order in which the events occur are communicated to the reader.  Effective narration requires a writer to give a clear sequence of events (fictional or non-fictional) and to provide elaboration.
• Expository:  Expository writing is defined as presenting reasons, explanations, or steps in a process.  Logical order should be used with appropriate sequencing of ideas or steps in a process.  Effective expository writing should contain a main idea, supporting details, and a conclusion.
• Persuasive:  Persuasive writing is defined as presenting reasons and examples to influence action or thought.  Effective persuasive writing requires a writer to state an opinion clearly and to support logical reasons and specific examples that support the opinion.

SOW

• ABC Brainstorm:  Students write a word or phrase matched with each letter of the alphabet associated with a topic you identify. (Taken from http://www.readingquest.org/strat/abc.html).
• Mystery Envelopes:  Hand each group a "mystery envelope."  Inside is an index card with a question for the group to answer. The question is read aloud.  Each member responds in writing without discussion.  Members share responses.  (Taken from http://avreading.org/wordpress/wp-content/uploads/2009/06/newsletters55.doc.)
• Anticipation Guides:  A prediction guide that activates students' prior knowledge and set a purpose or framework for reading. (For more information, visit http://www.greece.k12.ny.us/instruction/ela/6-12/reading/Reading%20Strategies/anticipation%20guide.htm).
• K-W-L:  A chart that activates students' prior knowledge by asking them what they already know (K); then students specify what they want to learn (W); and after reading, students discuss what they have learned (L). (Taken from http://www.ncrel.org/sdrs/areas/issues/students/learning/lr2kwl.htm).
• GIST:  A summarizing strategy that helps students read expository text and get the main idea.  Students must then convey the gist of what they read in twenty words.  The strategy is can be used with narrative text if students are asked to summarize after each chapter. (Taken from http://wvde.state.wv.us/strategybank/GISTStrategy.html).
• Magnet Summaries:  Identify key terms or concepts from reading and use them to organize important information into a summary.  (For more information, visit:  www.lruhs.org/resources/magnet_summary.doc)
• Think-Pair-Share:  Pose a question to the students.  The students take a moment to think about their answers.  Next, students pair together and discuss their answers.  Lastly, the pairs share with the class what they have learned. (Taken from http://www.readingquest.org/strat/tps.html).
• Silent Exchange:  Students read a passage and develop an open-ended question.  In groups of 3-5, the questions are passed to the person on the right.  A written response is generated and passed.  Continue the process until the question is returned to the original owner.  Discuss all responses.  (For more information, click here).
• Five Word Prediction:  Five vocabulary words are chosen.  The students are asked to write a paragraph predicting the theme of the lesson using all of the words. (For more information, click here).