Pennington Publishing Blog

Tucked away in the often-overlooked recesses of the Common Core State Standards, the Anchor Standards for Language includes a practical, if somewhat ambiguous Standard: Knowledge of Language L.3. Over the past decade, I’ve noted with interest that the educational community has cherry-picked certain Standards and ignored others.

As an author of numerous ELA curricula, I assumed that the initial focus (rightfully so) of district curriculum implementation would be the reading, writing, and math Standards. In my field, I decided to write in anticipation of the next focus area. I assumed that, for ELA, it would center on the Anchor Standards for Language. These Language Standards were quite revolutionary in some circles because the Common Core authors emphasized the direct instruction of grammar, usage, and mechanics. Furthermore, the authors provocatively addressed the issue of non-Standard English and seemed to swing the pendulum toward a traditional grammar approach. Think rules, correct and incorrect usage, and application.

Over the next two years I poured hours into the development of comprehensive grades 4, 5, 6, 7, 8, and high school programs to teach all of the Standards in the Language Strand. My Teaching the Language Strand title was ill-chosen. Much to my chagrin, ELA teachers rarely got past the Reading and Writing Standards. I moved the title to the subtitle position and re-named the series Grammar, Mechanics, Spelling, and Vocabulary . The longest title in the history of educational publishing. Subsequently, I broke the comprehensive program into affordable grade-level slices and achieved more sales: Teaching Grammar and Mechanics, Writing Openers Language Application, Differentiated Spelling Instruction, and the Common Core Vocabulary Toolkit.

Syntax in Reading and Writing

And now, Syntax in Reading and Writing.

Even within the largely ignored Anchor Standards for Language, one Standard, in particular, has received scant recognition:

The Hidden Gem: Knowledge of Language Standard L.3

The grade-level Writing Openers programs align to the Anchor Standards for Language:

Each of the 56 lessons takes about 5­-10 minutes to complete. Lessons are derived from the Conventions of Standard English (L. 1, 2), Knowledge and Use of Language Standards (L. 3), and the Language Progressive Skills found in the Common Core State Standards Language Strand. The lessons help students “Use knowledge of language and its conventions when writing, speaking, reading, or listening” (Common Core Language Strand Knowledge of Language). In other words, lots of practice in sentence revision, sentence combination, and identification of and application of grammar.

The lessons are formatted for classroom display and interactive instruction. The teacher reads and explains the Lesson Focus and Example(s) while students follow along on their own accompanying worksheet. Next, the students annotate the Lesson Focus and summarize the Key Idea(s). Afterwards, the students complete the Practice Section (sentence combining, sentence revisions). Finally, students complete the My Own Sentence writing task. The My Own Sentence serves as the formative assessment to determine whether students have mastered the Lesson Focus.

Plus, get 13 sentence structure worksheets with answers. Worksheets include simple subjects, compound subjects, simple predicates, compound predicates, simple sentences, compound sentences, complex sentences, compound-complex sentences, identifying sentence fragments, revising sentence fragments, identifying sentence run-ons, revising sentence run-ons, and identifying parallelism.

FREE SAMPLE LESSONS TO TEST-DRIVE THE PROGRAMS

Preview the Writing Openers Language Application (Grade 4) Lessons HERE.

Preview the Writing Openers Language Application (Grade 5) Lessons HERE.

Preview the Writing Openers Language Application (Grade 6) Lessons HERE.

Preview the Writing Openers Language Application (Grade 7) Lessons HERE.

Preview the Writing Openers Language Application (Grade 8) Lessons HERE.

Get the Grammar and Mechanics Grades 4-8 Instructional Scope and Sequence FREE Resource:

Get the Diagnostic Grammar and Usage Assessment FREE Resource:

Get the Diagnostic Mechanics Assessment FREE Resource:

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Writing Skills: Taught and Caught

Now that teachers have had plenty of professional development in how to write arguments (CCSS.ELA-LITERACY.CCRA.W.1) and informative/explanatory texts (CCSS.ELA-LITERACY.CCRA.W.2), teachers are looking at their students’ essays or narratives (CCSS.ELA-LITERACY.CCRA.W.3) with a collective sigh. Students just cannot write.

Students seem to understand the content, they know the demands and constraints of the writing genre, they can dissect a writing prompt, they know the writing process… but the words they use, the sentences they construct, and the intangible feeling our student writers convey simply do not engage their readers (teachers especially).

The Problem

Many teachers are not equipping their students with the tools they need in their tool belts. Or, just as bad, teachers introduce the tools, but don’t provide the practice students need to master the tools.

The Solution

Two time-proven solutions to these problems take little time, but do necessitate some instruction and practice: sentence revisions and literary response. Writing teachers (and writing research) have found these tools to be especially helpful for developing writers.

By sentence revision, I mean the word choice and structure of our language (the grammar, usage, and syntax). It’s the how something is written (and re-written). Think sentence variety, sentence combining, grammar and proper usage in the writing context. The skills of sentence revision are primarily taught.

By literary response, I mean writing style: primarily the style of literary mentors, who not only have something to say, but know how to say it in both expository and narrative writing. Think mentor texts and rhetorical stance (voice, audience, purpose, and form). The skills of writing style are primarily caught.

Fortunately, the Common Core authors do acknowledge the importance of teaching both sentence revisions and literary response in both the Anchor Standards for Writing and the Anchor Standards for Language (highlighting my own):

Writing Anchor Standards

CCSS.ELA-LITERACY.CCRA.W.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Language Anchor Standards

CCSS.ELA-LITERACY.CCRA.L.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Suggestions

Keep your focus on both the content and process of writing. Maintain a balance of extended writing process assignments (especially essays and stories) and short, say twice-per-week writing skill development, especially using sentence revisions and literary response activities.

The author of this post, Mark Pennington, provides grades 4-8 teachers with grade-level sentence revision resources and literary response resources in two instructional formats: twice-per-week writing openers (or writers workshop mini-lessons) and literacy centers.

The author’s TEACHING ESSAYS BUNDLE includes the three printable and digital resources students need to master the CCSS W.1 argumentative

TEACHING ESSAYS BUNDLE

and W.2 informational/explanatory essays. Each no-prep resource allows students to work at their own paces via mastery learning. How to Teach Essays includes 42 skill-based essay strategy worksheets (fillable PDFs and 62 Google slides), beginning with simple 3-word paragraphs and proceeding step-by-step to complex multi-paragraph essays. One skill builds upon another. The Essay Skills Worksheets include 97 worksheets (printables and 97 Google slides) to help teachers differentiate writing instruction with both remedial and advanced writing skills. The Eight Writing Process Essays (printables and 170 Google slides) each feature an on-demand diagnostic essay assessment, writing prompt with connected reading, brainstorming, graphic organizer, response, revision, and editing activities. Plus, each essay includes a detailed analytical (not holistic) rubric for assessment-based learning.

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Get the Writing Skills FREE Resource:

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Essay Structure Numerical Hierarchy

To be able to teach our students how to write effective essays, we first have to identify the underlying problem.

I think we are the problem. We confuse students. We don’t mean to do so, but we do. The problem is compounded by the fact that students are exposed to many different teachers, each with a different knowledge base, a different set of teaching experiences, and a different language of instruction.

This article will pose questions and only hint at a possible solution. If all your questions about essay terminology have been answered, read no further.

The Parts of an Essay

……

Let’s begin with the thesis statement. We all have different expectations as to what is and what is not a thesis statement. The Common Core writers compound the problem by using confusing terminology and reducing all exposition to Writing Standards 1 and 2.

To pose a few questions: Is a thesis the same as a claim? or include a claim? Does a thesis apply to both argumentative and informational writing? Is a thesis the main idea/purpose of the writing? Does a thesis always state a point of view? Is a literary thesis different than one in science, or one in the humanities, or one in social science/history? Can a thesis pose a question to be explored? Does the thesis always have to be arguable?  Does a thesis statement have to be placed in an introductory paragraph? Does a thesis statement have to be placed last in the introduction? Does a thesis statement have to include the topics/claims/main points of each of the body paragraphs? Is a split (divided) thesis permissible? How general or how specific should a thesis statement be? Should a thesis statement use as many of the words from the writing prompt as possible? Is it realistic/possible to apply a generic definition for a thesis statement to all genre/domains of exposition? For example, a pro-con, cause-effect, compare-contrast, personal essay?

Then to muddy the water a bit: What is the purpose of the introductory paragraph(s) with respect to the thesis statement? Do non-narrative essays have “hooks?” Must introductions be ordered from general to specific (a.k.a. funnel paragraphs)? Are rhetorical questions permissible? Is background/context/a brief summary required? Are there different introduction strategies for different genre/domains of writing?

Then… to muddy the water even more: What about the purpose and terminology of body paragraphs? Is it a topic/ or topic sentence, claim, or reason? Does evidence always precede analysis? Is a concluding statement ever/always included? Are counterclaims and refutations best included as separate body paragraphs or as embedded within body paragraphs. Is a variety of evidence preferred? Are direct quotes preferred over indirect quotes when textual evidence is cited? When is textual evidence needed and when is it not?

Of course this leads to conclusions. The Common Core writers seem to discount conclusions. Are concluding paragraphs necessary? Is a thesis restatement necessary in a brief five paragraph essay? Does a conclusion always include a summary? Does a conclusion always include a “call to action?” What is the purpose of a conclusion? What does “give a finished feel to the essay” mean?

We all know that “cookie-cutter” approaches to complex tasks, e.g. writing, are rarely effective; however, I’m still interested in them. Some are clearly more useful than others.

The most useful set of terminologies I’ve found to be effective with students is a numerical hierarchy. An argumentative or informational explanatory essay might look like the following:

Introduction

(1) (1) (2)  

Body Paragraphs

(3) (4) (5) (5) (4) (5) (5) – (4) (5) (5) (4) (5) (5) (3) – (4) (5) (3) (4) (5) (5) (5)

Conclusion

(2) (6) (6)

Get the Writing Process Essay FREE Resource:

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TEACHING ESSAYS BUNDLE

In my first year of teaching, I assigned a group of eighth grade students what I thought was a rather straight-forward assignment: a five paragraph essay on the causes of the Civil War. I had brilliantly lectured on the three chief causes of the war and so had high expectations that my students would be able to both regurgitate my content and then analyze with a modicum of creative thought. I even was kind enough to jot down this brief organizational structure on the board: Paragraphs: #1 Introduction #2 First Cause #3 Second Cause #4 Third Cause #5 Conclusion. Stop laughing.

The results were not as I expected. Most students came up with five paragraphs. Well, at least they were indented. The introductory paragraph largely consisted of either “In this essay I’m going to talk about the chief causes of the Civil War” or “Once upon a time there was a great Civil War.” The body paragraphs briefly summarized their notes on what I had said. The concluding paragraph largely consisted of “In this essay I talked about the chief causes of the Civil War.” The structure was relatively easy to master, but there was no analysis. The students had no clue about what to put into an introduction and a conclusion. I confess I had no clue either. I could “do them” (at least my college professors seemed to think so), but I certainly could not “teach them.”

Many intermediate, middle, and high school teachers fall into the same trap. Our content papers, on-demand writing fluencies, and standardized tests push us to teach the various domains (genres) of essays as end-products. We wind up teaching these structures, but fail to scaffold the essay strategies that enable students to write coherently with originality and authentic voices. Let’s spend more time on the process, rather than on the product, with respect to essay instruction and practice. It’s hard and sometimes tedious work for students and teacher, but the pay-off is worth the effort.

Following are articles, free resources, and teaching tips regarding how to teach essay strategies from the Pennington Publishing Blog. Also, check out the quality instructional programs and resources offered by Pennington Publishing.

How to Teach Essay Strategies

https://blog.penningtonpublishing.com/grammar_mechanics/how-to-teach-essay-strategies/

Coaching writing, especially essay strategies, is a lot like coaching football. Ask any football coach what wins football games and you are likely to get practice as the answer. Football coaches live for the conditioning, the blocking sled, the tackle practice, and the omnipresent videotape. Perhaps we ELA teachers should take a page from our coaches’ playbooks and be a bit more process-centered. Now, I’m not talking about the writing process; I’m talking about teaching the essay strategies that will prepare students for the big game.

What is the Essay Counterclaim?

https://blog.penningtonpublishing.com/writing/what-is-the-essay-counterclaim/

As is often the case, instructional writing terminology can be confusing and there is no consensus as to a common language of instruction. Regarding the essay counterclaim, which words mean exactly what? Whichever words are used, most writing teachers would agree that the opposing point of view should be somehow acknowledged and responded to in an argumentative essay. 

Why Use an Essay Counterclaim?

https://blog.penningtonpublishing.com/writing/why-use-an-essay-counterclaim/

Why use an essay counterclaim? Aren’t we always taught never to argue against our own thesis? Why give the enemy (the opposite point of view) ammunition (acknowledgement and evidence)? The counterclaim can be defined as the opposing point of view to one’s thesis. It is also commonly known as the counterargument. A counterclaim is always followed by a refutation, which is often referred to as a rebuttal. The Common Core State Standards  for grades 7-12 include the counterclaim in the argumentative essay (W. 1.0).

Where to Put the Essay Counterclaim

https://blog.penningtonpublishing.com/writing/where-to-put-the-essay-counterclaim/

Where is the best place to put the essay counterclaim? Five placements serve different purposes within the argumentative essay.

Counterclaim and Refutation Sentence Frames

https://blog.penningtonpublishing.com/writing/counterclaim-and-refutation-sentence-frames/

Transitions within the counterclaim paragraph are extremely important to master in order to create clear connections between the counterclaim and refutation. Check out these sentence frames to teach your students the counterargument and rebuttal.

The Difference between Facts and Claims

https://blog.penningtonpublishing.com/spelling_vocabulary/the-difference-between-claims-and-facts/

This article discusses the important differences between a fact and a claim. Plus, learn how knowing the differences should affect your teaching the argumentative essay.

How Much and What to Mark on Essays

https://blog.penningtonpublishing.com/grammar_mechanics/how-much-and-what-to-mark-on-essays/

Many teachers take pride in red-inking student essays: the more ink the better. Some “grade” essays without comments by using holistic or analytical rubrics, but do not mark papers. For those who still assign writing process essays and/or essay exams and believe that students can and do benefit from comments, the question of How Much and What to Mark on Essays is relevant. Work smarter, not harder, while focusing on efficiency and outcomes.

How to Save Time Grading Essays

https://blog.penningtonpublishing.com/grammar_mechanics/how-to-save-time-grading-essays/

Good teachers learn to work smarter not harder. We also learn how to prioritize our time, especially in terms of managing the paper load. Most of us would agree that we need to focus more of our time on planning and teaching, rather than on correcting. Here’s one resource to help you save time grading essays, while doing a better job providing essay response.

The Parts of an Essay

https://blog.penningtonpublishing.com/writing/the-parts-of-an-essay/

We confuse students about the parts of an essay by the labels we use. The problem is compounded by the fact that students are exposed to many different teachers, each with a different knowledge base, a different set of teaching experiences, and a different language of instruction. One solution is to eliminate the labels and substitute a simple numerical code.

How Many Essay Comments and What Kind

https://blog.penningtonpublishing.com/writing/how-many-essay-comments-and-what-kind/

So, to summarize how many essay comments and what kind, writing research would suggest the following: Comment on rough drafts, not final drafts. Limit the amount of comments and individualize those to the needs of the student writer. Balance the types of comments between writing errors and issues of style, argument, structure, and evidence. Hold students accountable for each mark or comment. Comments are better than diacritical marks alone. Comments should explain what is wrong or explain the writing issue.

How to Write an Introduction

https://blog.penningtonpublishing.com/writing/how-to-write-an-introduction/

Few teachers know how to teach essay introductions. Simply stating a “hook” or a “lead” and then stating the thesis make a rather weak introductory paragraph. The article shares the best strategies to include in an essay introduction in a memorable and easy-to-understand format.

How to Write a Conclusion

https://blog.penningtonpublishing.com/writing/how-to-write-a-conclusion/

Few teachers know how to teach essay conclusions. Simply re-stating the thesis and summarizing make a rather weak conclusion. The article shares the best strategies to include in a conclusion in a memorable and easy-to-understand format.

How to Write Body Paragraphs

https://blog.penningtonpublishing.com/writing/how-to-write-body-paragraphs/

Writing good body paragraphs is more than using proper paragraph structure. That structure should also provide the evidence to develop the points of the essay. A variety of evidence is necessary to convince the reader of your thesis. This article teaches how to write effective body paragraphs with eight different types of evidence. Check out the memorable FE SCALE CC strategies.

How to Use Numerical Values to Write Essays

https://blog.penningtonpublishing.com/writing/how-to-use-numerical-values-to-write-essays/

Many developing writers get lost in the jargon of writing instruction. Simplify the terms and anyone can write a well-structured multi-paragraph essay. Using an intuitive numerical system, this easy-to-understand and teach system of essay development will quickly take writers from complete sentences to the five-paragraph essay and beyond. It just makes sense.

How to Write Effective Essay Comments

https://blog.penningtonpublishing.com/writing/how-to-write-effective-essay-comments/

Conscientious teachers know that merely completing a holistic rubric and totaling the score for a grade is not effective essay response or writing assessment. Teachers may choose to grade and/or respond with essay comments after the rough draft and/or after the final draft. Using the types of comments that match the teacher’s instructional objectives is essential. Additionally, keeping in mind the key components of written discourse can balance responses between form and content. Finally, most writing instructors include closing comments to emphasize and summarize their responses. Here’s how to write truly effective essay comments.

How to Write a Summary

https://blog.penningtonpublishing.com/reading/how-to-write-a-summary/

Learning how to write a summary is a valuable skill. California even includes the summary as a writing application on its CST writing exam. Learning how to teach what is and what is not a summary may be even more valuable. A summary is the one writing application that focuses equally on what should be included and what should not be included.

How to Teach Transitions

https://blog.penningtonpublishing.com/writing/how-to-teach-transitions/

Transition words are essential ingredients of coherent writing. Using transition words is somewhat of a writing science. Teachers can “teach” the nuts and bolts of this science. However,  using transition words is also somewhat of a refined art.  Matters of writing style don’t “come naturally” to most writers. With targeted practice, students can learn to incorporate transitions as important features of their own writing styles.

How to Teach Thesis Statements

https://blog.penningtonpublishing.com/writing/how-to-teach-thesis-statements/

The most important part of the multi-paragraph essay is a well-worded thesis statement. The thesis statement should state the author’s purpose for writing or the point to be proved. Learn how to teach the thesis statement and get three thesis statement worksheets to help your students practice.

How to Teach Proofreading Strategies

https://blog.penningtonpublishing.com/grammar_mechanics/how-to-teach-proofreading-strategies/

Writers make errors in spelling, grammar, punctuation, capitalization, proper use of quotes, paragraphs, usage, and word choice for a variety of reasons. Effective proofreading strategies can help writers find and make corrections to improve their writing.

How to Teach Students to Write in Complete Sentences

https://blog.penningtonpublishing.com/writing/how-to-teach-students-to-write-in-complete-sentences/

Developing writers often have problems writing in complete sentences. Three teaching techniques will help your students write coherent and complete sentences.

How to Write Complex Sentences

https://blog.penningtonpublishing.com/grammar_mechanics/how-to-write-complex-sentences/

Writers can increase the maturity of their writing by learning how to convert simple sentences into complex sentences. The article uses easy-to-understand language and clear examples to help developing writers.

How to Teach Writing Skills

https://blog.penningtonpublishing.com/writing/how-to-teach-writing-skills/

Two time-proven solutions to these problems take little time, but do necessitate some instruction and practice: sentence revisions and literary response. Writing teachers (and writing research) have found these tools to be especially helpful for developing writers.

By sentence revision, I mean the word choice and structure of our language (the grammar, usage, and syntax). It’s the how something is written (and re-written). Think sentence variety, sentence combining, grammar and proper usage in the writing context. The skills of sentence revision are primarily taught.

By literary response, I mean writing style: primarily the style of literary mentors, who not only have something to say, but know how to say it in both expository and narrative writing. Think mentor texts and rhetorical stance (voice, audience, purpose, and form). The skills of writing style are primarily caught.

More Articles, Free Resources, and Teaching Tips from the Pennington Publishing Blog

Bookmark and check back often for new articles and free ELA/reading resources from Pennington Publishing.

• Free Teaching Reading Resources
• Grammar and Mechanics
• Vocabulary
• English-language Arts Standards
• English-language Arts Instruction
• Essay Resources and Lessons
• The Writing Process/Writers Workshop
• Writing Style
• Writing Feedback
• Spelling
• Structural Analysis/Syllabication/Oral Language
• ELA/Reading Assessments
• Independent Reading
• Reading Intervention (RtI Resources)
• EL/ESL/ELD
• Assessment-based Individualized Instruction/Differentiated Instruction
• Critical Thinking
• Study Skills
• Test Preparation
• Developmental Characteristics
• Professional Development
• Literacy Centers
• Close Reading
• Reading Comprehension

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Pennington Publishing’s mission is to provide the finest in assessment-based ELA and reading intervention resources for grades 4‒high school teachers. Mark Pennington is the author of many printable and digital programs. Please check out Pennington Publishing for assessment-based resources created for teachers by a fellow teacher.

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