APPENDIX E

Fidelity Checklists, Lessons, Support Materials Informational genre citing text-based evidence: TONES

Lesson One: Developing Background Knowledge and Introducing the TONES Strategy Instructor _________________ Completed by: _____________________ Date: _______________

Time Started: ______________ Time Stopped: _______________ Total time: ______________ min.

1= step done, 0 = step not done/completely, 7= not scored; A= taught to all, whole class; SG=small group; I = Individual

Complete Group

1 Step 1: Introduce Informational genre citing text-based

evidence and What Makes Good Writing

1.1 Remind students about learning strategies to write good essays.

Good essays:

 Are fun to read  Are fun to write  Make sense and  Have all their parts

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2 1.2 Introduce informational genre citing text-based

evidence. Ask. Discuss. Clarify misunderstandings.  What are informational essays?

 What does it mean “to inform” while writing?  What is text?

 What is a fact?  What is a definition?  What is evidence?

 What are supporting details?

 What is an ending? What should go into the ending?  What do you think text-based means?

 What is an informational essay citing text-based evidences?

 Why do we need to know how to write this way?  When would we use it?

 What are linking words and phrases?

 What parts should be in a good informative essay?

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3 Step 2: Discuss good informational essay citing text-based

evidences 2.1

 Has an engaging introduction

 Has a clear topic statement

 Answers all the questions asked while informing the reader

 Uses specific facts and examples from the text (s) to support the focus

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 Explains your thinking

 Has a conclusion

 Uses academic language and linking words to connect ideas

 Has correct spelling, capitalization and punctuation

4 Step 3: Describe and discuss the TONES mnemonic

3.1

 Introduce TONES Strategy to help you plan and write better informational essay citing text-based evidences  Discuss what each letter stands for

 T = Topic

 O = Outline answers to the questions posed while informing your reader

 N = Note citations (evidence) from the text to prove your answers

 E = Explain how the evidence supports your answer  S = State your topic and summarize evidence to create a

strong ending.

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5 3.2 T in TONES – Topic

 Determine questions to be answered from the writing prompt

 Strong beginnings engage the reader while providing information about the topic (may include a hook)

 Topic combines all of the points in the prompt

 A strong topic gives a glimpse of the evidence that will prove the topic is true

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6 3.3 O in TONES – Outline answers to the questions posed

while informing your reader

 Provide a clear answer to each question

 Doesn’t just provide evidence, but first clearly states the answer to the question often restating parts of the prompt

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7 3.4 N in TONES – Note citations from the text to prove

your answers

 Find examples and evidence in each reading to support your answers

 Discuss how students might mark things they could use as evidence

 Cite each text when you use its evidence

 Call student attention to Good/Better/Best, How To Cite Evidence Poster

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7 3.5 E in TONES – Explain how the evidence supports your

answer

 Connect the evidence from the text to your topic

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8 3.6 S in TONES – State your topic again and summarize

to create a strong ending

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 State your topic again using different words  Briefly summarize your evidence

 Call student attention to linking words sheet  Check to be sure you have all of your parts  Explain the importance of having all your parts

9 Step 4: Check for Understanding

 4.1 What makes good essays? (They are fun to read, fun to write, make sense, and have all their parts.)  4.2 What important parts should your informational

essay citing text-based evidence include?

Good informational essay citing text-based evidences

 Has an engaging introduction

 Has a clear topic statement

 Answers all the questions asked while informing/educating your reader

 Uses specific facts and examples from the text (s) to support the topic and explains your thinking

 Has a conclusion

 Uses academic language and linking words to connect ideas

 Has correct spelling, capitalization and punctuation

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10 Step 5: Practice Memorizing TONES

Students may:

 Write out the TONES strategy on scratch paper and state each step

 Quiz each other in partners or small groups

 Respond chorally to the teacher

 Use TONES cue cards to quiz each other You may also use the Memorization Handout for additional ideas

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11 Wrap up lesson

 Announce test, ungraded

 Remind students they have learned the strategy for writing a strong informational essay citing text- based evidences, TONES

 Discuss purpose of learning and memorizing  Collect folders

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12 Meeting Individual Needs

Determine if some students need more help with this lesson

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1=Fell Well Short of Expectations, 2=Fell Short of Expectations, 3=Met Expectations, 4=Exceeded Expectations,

5=Greatly Exceeded Expectations

Informational Essays using Text-based Evidence: TONES

• Introduce informational genre citing text-based evidence

• Introduce genre parts

• Introduce mnemonic TONES

• Discuss and define key terms: strategy, writing prompt, essay Materials

1 TONES mnemonic chart

2 Good informational essay citing text-based evidence handout (genre parts)

3 Strategies memorization sheet

• TONES flash cards (optional) • Student folders

Build Background Knowledge

Step1:Introduce informational genre citing text-based evidence and what makes good writing.

1.1 Remind students we are learning strategies for writing that will help them plan and write a good essay.

Good essays:

o are fun to read

o fun to write

o make sense, and

o have all their parts

1.2We are learning a new type of essay, a genre called informational writing citing text-based evidences.

What are informational essays? (answers may include: writing that gives information, has facts).

What does it mean to inform while writing? (answers may include: giving facts, giving information, teaching).

What is text? (answers may include: books, writing, articles, print, words)

What is a fact? (answers may include: something that is true, something that can be proven).

What is a definition? (answers may include: what a word means, explanation).

What is evidence? (answers may include: proof, showing that something happened)

What are supporting details? (answers may include: proof of what you’re saying, information that helps readers understand, ideas that make the my points more clear).

What is an ending? (answers may include: when it stops, how you finish the paper, a conclusion).

What should go into an ending? (answers may include: your big idea, a summary, restating the important points).

What do you think text-based means? (answers may include: coming from text, found in a book).

What do you think an informational essay citing text-based evidence might be? (answers may include: writing that gives information, has facts, proves it with citations from text, arguments).

Why do we need to know how to write this way? (answers may include to prove things to people, to teach others, to support our ideas with evidence).

When would we use it? (answers may include: on the Georgia State writing exams, for our college papers, if we become a researcher ☺ ).

What are linking words or phrases? (answers may include: words that move the reader through the essay, words that connect one idea to another).

What is academic language? (answers may include: hard words, words specific to what you are reading, words that make you look like an expert, etc.).

What parts should be in a good informative essay? (answers may include: facts, evidence, introduction, conclusion, etc.).

Step 2: Discuss Good informational essays citing text-based evidence