1. Supporting Writing
Refugee Action Support Tutor Training
27 February 2009

2. Roles of the
What occurs in each level?
Writer
developing a knowledge
becoming aware of the
As coder English sounds
of words (vocab) and
word forms
conveying a purpose
conveying literal meaning
As thinker in sentences and texts
through suitable
expression in text type
being able to respond and ability to use text forms
As user make statements in and features and add
appropriate sentences them to repertoire
employ writing and use pre-writing strategies
As explorer reading strategies to to organise ideas and
explore styles information

3. Roles of the
What occurs in each level?
Writer
developing a knowledge
becoming aware of the
As coder English sounds
of words (vocab) and
word forms
conveying a purpose
conveying literal meaning
As thinker in sentences and texts
through suitable
expression in text type
being able to respond and ability to use text forms
As user make statements in and features and add
appropriate sentences them to repertoire
employ writing and use pre-writing strategies
As explorer reading strategies to to organise ideas and
explore styles information

4. Roles of the
What occurs in each level?
Writer
developing a knowledge
becoming aware of the
As coder English sounds
of words (vocab) and
word forms
conveying a purpose
conveying literal meaning
As thinker in sentences and texts
through suitable
expression in text type
being able to respond and ability to use text forms
As user make statements in and features and add
appropriate sentences them to repertoire
employ writing and use pre-writing strategies
As explorer reading strategies to to organise ideas and
explore styles information

5. Roles of the
What occurs in each level?
Writer
developing a knowledge
becoming aware of the
As coder English sounds
of words (vocab) and
word forms
conveying a purpose
conveying literal meaning
As thinker in sentences and texts
through suitable
expression in text type
being able to respond and ability to use text forms
As user make statements in and features and add
appropriate sentences them to repertoire
employ writing and use pre-writing strategies
As explorer reading strategies to to organise ideas and
explore styles information

6. Roles of the
What occurs in each level?
Writer
developing a knowledge
becoming aware of the
As coder English sounds
of words (vocab) and
word forms
conveying a purpose
conveying literal meaning
As thinker in sentences and texts
through suitable
expression in text type
being able to respond and ability to use text forms
As user make statements in and features and add
appropriate sentences them to repertoire
employ writing and use pre-writing strategies
As explorer reading strategies to to organise ideas and
explore styles information

7. GOALS
GOAL #1: Comfortable with the physical mechanics of writing
GOAL #2: Construct grammatical statements on familiar topics
GOAL #3: Revises and practices writing after discussion
GOAL #4: Plans and completes text types using formulae
GOAL #5: Plans, composes and revises writing

9. Communication:

10. Communication:
• LEVEL B1: Communicates messages
through symbols, drawings or attempts at
writing

11. Communication:
• LEVEL B1: Communicates messages
through symbols, drawings or attempts at
writing
• LEVEL 2: Communicates ideas, events
and experiences through simple texts based
on familiar spoken and written language

12. Communication:
• LEVEL B1: Communicates messages
through symbols, drawings or attempts at
writing
• LEVEL 2: Communicates ideas, events
and experiences through simple texts based
on familiar spoken and written language
• LEVEL 3: Communicates on a number of
familiar topics through writing simple
creative and informational texts in response
to classroom demands

13. Communication:
• LEVEL B1: Communicates messages
through symbols, drawings or attempts at
writing
• LEVEL 2: Communicates ideas, events
and experiences through simple texts based
on familiar spoken and written language
• LEVEL 3: Communicates on a number of
familiar topics through writing simple
creative and informational texts in response
to classroom demands
• LEVEL 4: Communicates on a range of
familiar topics and incorporates language
and ideas drawn from different sources in
the varying demands of the classroom

14. Communication:
• LEVEL B1: Communicates messages
through symbols, drawings or attempts at
writing
• LEVEL 2: Communicates ideas, events
and experiences through simple texts based
on familiar spoken and written language
• LEVEL 3: Communicates on a number of
familiar topics through writing simple
creative and informational texts in response
to classroom demands
• LEVEL 4: Communicates on a range of
familiar topics and incorporates language
and ideas drawn from different sources in
the varying demands of the classroom
• LEVEL 6: Communicates on a range of
topics by employing a variety of well-known
text types

16. Language structures and features:

17. Language structures and features:
• LEVEL 1: Writes and copies simple
short texts, showing some knowledge of
basic conventions of written English

18. Language structures and features:
• LEVEL 1: Writes and copies simple
short texts, showing some knowledge of
basic conventions of written English
• LEVEL 2: Writes simple coherent texts
using basic sentence structures that
incorporate features of learned oral and
written English

19. Language structures and features:
• LEVEL 1: Writes and copies simple
short texts, showing some knowledge of
basic conventions of written English
• LEVEL 2: Writes simple coherent texts
using basic sentence structures that
incorporate features of learned oral and
written English
• LEVEL 4: Writes a variety of texts,
demonstrating some overall cohesion and
coherence

20. Language structures and features:
• LEVEL 1: Writes and copies simple
short texts, showing some knowledge of
basic conventions of written English
• LEVEL 2: Writes simple coherent texts
using basic sentence structures that
incorporate features of learned oral and
written English
• LEVEL 4: Writes a variety of texts,
demonstrating some overall cohesion and
coherence
• LEVEL 5: Writes a number of coherent
texts, demonstrating some flexibility and
control over key organisational and
language features

21. Language structures and features:
• LEVEL 1: Writes and copies simple
short texts, showing some knowledge of
basic conventions of written English
• LEVEL 2: Writes simple coherent texts
using basic sentence structures that
incorporate features of learned oral and
written English
• LEVEL 4: Writes a variety of texts,
demonstrating some overall cohesion and
coherence
• LEVEL 5: Writes a number of coherent
texts, demonstrating some flexibility and
control over key organisational and
language features
• LEVEL 7: Writes a number of complex
texts characterised by a personal style
showing consistent control over textual
features

22. Strategies:

23. • LEVEL 1: Use a range of basic
strategies to compensate for a limited
Strategies:
knowledge of English and of writing (e.g.
using drawings or illustrations to
communicate, lists useful words before
writing, translate between first language
and English using a suitable dictionary)

24. • LEVEL 1: Use a range of basic
strategies to compensate for a limited
Strategies:
knowledge of English and of writing (e.g.
using drawings or illustrations to
communicate, lists useful words before
writing, translate between first language
and English using a suitable dictionary)
• LEVEL 2: Use a variety of basic writing
strategies to create a coherent text (e.g.
use repeated formulae for text types,
rewrite after conferencing with the
teacher, continue writing on same topic
and/or text type to practice expression)

25. • LEVEL 1: Use a range of basic
strategies to compensate for a limited
Strategies:
knowledge of English and of writing (e.g.
using drawings or illustrations to
communicate, lists useful words before
writing, translate between first language
and English using a suitable dictionary)
• LEVEL 2: Use a variety of basic writing
strategies to create a coherent text (e.g.
use repeated formulae for text types,
rewrite after conferencing with the
teacher, continue writing on same topic
and/or text type to practice expression)
• LEVEL 3: Draws on knowledge of the
writing process to plan, write and redraft
texts

26. • LEVEL 1: Use a range of basic
strategies to compensate for a limited
Strategies:
knowledge of English and of writing (e.g.
using drawings or illustrations to
communicate, lists useful words before
writing, translate between first language
and English using a suitable dictionary)
• LEVEL 2: Use a variety of basic writing
strategies to create a coherent text (e.g.
use repeated formulae for text types,
rewrite after conferencing with the
teacher, continue writing on same topic
and/or text type to practice expression)
• LEVEL 3: Draws on knowledge of the
writing process to plan, write and redraft
texts
• LEVEL 4: Makes use of discussion and
reflection to enhance the writing process

27. • LEVEL 1: Use a range of basic
strategies to compensate for a limited
Strategies:
knowledge of English and of writing (e.g.
using drawings or illustrations to
communicate, lists useful words before
writing, translate between first language
and English using a suitable dictionary)
• LEVEL 2: Use a variety of basic writing
strategies to create a coherent text (e.g.
use repeated formulae for text types,
rewrite after conferencing with the
teacher, continue writing on same topic
and/or text type to practice expression)
• LEVEL 3: Draws on knowledge of the
writing process to plan, write and redraft
texts
• LEVEL 4: Makes use of discussion and
reflection to enhance the writing process
• LEVEL 5: Focuses on planning and
editing writing to improve expression

28. GOALS

29. GOALS
GOAL #1: Comfortable with the physical mechanics of writing

30. GOALS
GOAL #1: Comfortable with the physical mechanics of writing
GOAL #2: Construct grammatical statements on familiar topics

31. GOALS
GOAL #1: Comfortable with the physical mechanics of writing
GOAL #2: Construct grammatical statements on familiar topics
GOAL #3: Revises and practices writing after discussion

32. GOALS
GOAL #1: Comfortable with the physical mechanics of writing
GOAL #2: Construct grammatical statements on familiar topics
GOAL #3: Revises and practices writing after discussion
GOAL #4: Plans and completes text types using formulae

33. GOALS
GOAL #1: Comfortable with the physical mechanics of writing
GOAL #2: Construct grammatical statements on familiar topics
GOAL #3: Revises and practices writing after discussion
GOAL #4: Plans and completes text types using formulae
GOAL #5: Plans, composes and revises writing

34. How to achieve ...
GOAL #1: Comfortable with the physical mechanics of writing

35. How to achieve ...
GOAL #1: Comfortable with the physical mechanics of writing
You may encounter a student in RAS or in your teaching career who:

36. How to achieve ...
GOAL #1: Comfortable with the physical mechanics of writing
You may encounter a student in RAS or in your teaching career who:
• does not know how to hold a pencil (or finds holding a pencil difficult)

37. How to achieve ...
GOAL #1: Comfortable with the physical mechanics of writing
You may encounter a student in RAS or in your teaching career who:
• does not know how to hold a pencil (or finds holding a pencil difficult)
• finds it difficult to shape letters and, therefore, finds writing tedious

38. How to achieve ...
GOAL #1: Comfortable with the physical mechanics of writing
You may encounter a student in RAS or in your teaching career who:
• does not know how to hold a pencil (or finds holding a pencil difficult)
• finds it difficult to shape letters and, therefore, finds writing tedious
• does not use a comfortable sitting position and writing posture

39. How to achieve ...
GOAL #1: Comfortable with the physical mechanics of writing
You may encounter a student in RAS or in your teaching career who:
• does not know how to hold a pencil (or finds holding a pencil difficult)
• finds it difficult to shape letters and, therefore, finds writing tedious
• does not use a comfortable sitting position and writing posture
• does not lay out the writing on the page with a regular system or routine

40. How to achieve ...
GOAL #1: Comfortable with the physical mechanics of writing
You may encounter a student in RAS or in your teaching career who:
• does not know how to hold a pencil (or finds holding a pencil difficult)
• finds it difficult to shape letters and, therefore, finds writing tedious
• does not use a comfortable sitting position and writing posture
• does not lay out the writing on the page with a regular system or routine
• does not have a rhythm when writing which allows for rest and review

41. How to achieve ...
GOAL #1: Comfortable with the physical mechanics of writing
You may encounter a student in RAS or in your teaching career who:
• does not know how to hold a pencil (or finds holding a pencil difficult)
• finds it difficult to shape letters and, therefore, finds writing tedious
• does not use a comfortable sitting position and writing posture
• does not lay out the writing on the page with a regular system or routine
• does not have a rhythm when writing which allows for rest and review

42. How to achieve ...
GOAL #1: Comfortable with the physical mechanics of writing
You may encounter a student in RAS or in your teaching career who:
• does not know how to hold a pencil (or finds holding a pencil difficult)
• finds it difficult to shape letters and, therefore, finds writing tedious
• does not use a comfortable sitting position and writing posture
• does not lay out the writing on the page with a regular system or routine
• does not have a rhythm when writing which allows for rest and review

43. How to achieve ...
GOAL #1: Comfortable with the physical mechanics of writing

44. How to achieve ...
GOAL #1: Comfortable with the physical mechanics of writing
Practice, practice, practice ... model, model, model ... encourage

45. How to achieve ...
GOAL #1: Comfortable with the physical mechanics of writing
Practice, practice, practice ... model, model, model ... encourage
• explicit practice in shaping letters and, when writing, pronouncing

46. How to achieve ...
GOAL #1: Comfortable with the physical mechanics of writing
Practice, practice, practice ... model, model, model ... encourage
• explicit practice in shaping letters and, when writing, pronouncing
the letters, or numbers or words

47. How to achieve ...
GOAL #1: Comfortable with the physical mechanics of writing
Practice, practice, practice ... model, model, model ... encourage
• explicit practice in shaping letters and, when writing, pronouncing
the letters, or numbers or words
• reinforce and model proper writing behaviors;

48. How to achieve ...
GOAL #1: Comfortable with the physical mechanics of writing
Practice, practice, practice ... model, model, model ... encourage
• explicit practice in shaping letters and, when writing, pronouncing
the letters, or numbers or words
• reinforce and model proper writing behaviors;
• how to sit; feet flat on the ground, shoulders square

49. How to achieve ...
GOAL #1: Comfortable with the physical mechanics of writing
Practice, practice, practice ... model, model, model ... encourage
• explicit practice in shaping letters and, when writing, pronouncing
the letters, or numbers or words
• reinforce and model proper writing behaviors;
• how to sit; feet flat on the ground, shoulders square
• the student sets out the page and commences writing with care

50. How to achieve ...
GOAL #1: Comfortable with the physical mechanics of writing
Practice, practice, practice ... model, model, model ... encourage
• explicit practice in shaping letters and, when writing, pronouncing
the letters, or numbers or words
• reinforce and model proper writing behaviors;
• how to sit; feet flat on the ground, shoulders square
• the student sets out the page and commences writing with care
• the student pays attention to the structure of text on the page

51. How to achieve ...
GOAL #1: Comfortable with the physical mechanics of writing
Practice, practice, practice ... model, model, model ... encourage
• explicit practice in shaping letters and, when writing, pronouncing
the letters, or numbers or words
• reinforce and model proper writing behaviors;
• how to sit; feet flat on the ground, shoulders square
• the student sets out the page and commences writing with care
• the student pays attention to the structure of text on the page
• reinforce the student’s resting and self-editing behaviors

52. How to achieve ...
GOAL #1: Comfortable with the physical mechanics of writing

53. GOALS
GOAL #1: Comfortable with the physical mechanics of writing
GOAL #2: Construct grammatical statements on familiar topics
GOAL #3: Revises and practices writing after discussion
GOAL #4: Plans and completes text types using formulae
GOAL #5: Plans, composes and revises writing

54. How to achieve ...
GOAL #2: Construct grammatical statements on familiar topics

55. How to achieve ...
GOAL #2: Construct grammatical statements on familiar topics
• Use the Sentence Cycle in combination with other strategies

56. How to achieve ...
GOAL #2: Construct grammatical statements on familiar topics
• Use the Sentence Cycle in combination with other strategies
• Use storyboards or mindmaps as a basis of planning composition

57. How to achieve ...
GOAL #2: Construct grammatical statements on familiar topics
• Use the Sentence Cycle in combination with other strategies
• Use storyboards or mindmaps as a basis of planning composition
• Use cloze exercises which require student to insert words, phrases and

58. How to achieve ...
GOAL #2: Construct grammatical statements on familiar topics
• Use the Sentence Cycle in combination with other strategies
• Use storyboards or mindmaps as a basis of planning composition
• Use cloze exercises which require student to insert words, phrases and
sentences

59. How to achieve ...
GOAL #2: Construct grammatical statements on familiar topics
• Use the Sentence Cycle in combination with other strategies
• Use storyboards or mindmaps as a basis of planning composition
• Use cloze exercises which require student to insert words, phrases and
sentences
• Use sentence starters ... and transitional sentences

60. How to achieve ...
GOAL #2: Construct grammatical statements on familiar topics
• Use the Sentence Cycle in combination with other strategies
• Use storyboards or mindmaps as a basis of planning composition
• Use cloze exercises which require student to insert words, phrases and
sentences
• Use sentence starters ... and transitional sentences
• Use texts like Literacy Links to teach the patterns of the basic text types:

61. How to achieve ...
GOAL #2: Construct grammatical statements on familiar topics
• Use the Sentence Cycle in combination with other strategies
• Use storyboards or mindmaps as a basis of planning composition
• Use cloze exercises which require student to insert words, phrases and
sentences
• Use sentence starters ... and transitional sentences
• Use texts like Literacy Links to teach the patterns of the basic text types:
•descriptions, explanations, reports, recounts, procedures, narratives

62. How to achieve ...
GOAL #2: Construct grammatical statements on familiar topics
• Use the Sentence Cycle in combination with other strategies
• Use storyboards or mindmaps as a basis of planning composition
• Use cloze exercises which require student to insert words, phrases and
sentences
• Use sentence starters ... and transitional sentences
• Use texts like Literacy Links to teach the patterns of the basic text types:
•descriptions, explanations, reports, recounts, procedures, narratives
• Use Guiding Scaffolds such as the Research Paper Scaffold

63. How to achieve ...
GOAL #2: Construct grammatical statements on familiar topics

64. How to achieve ...
GOAL #2: Construct grammatical statements on familiar topics

65. How to achieve ...
GOAL #2: Construct grammatical statements on familiar topics

66. How to achieve ...
GOAL #2: Construct grammatical statements on familiar topics

67. How to achieve ...
GOAL #2: Construct grammatical statements on familiar topics

68. How to achieve ...
GOAL #2: Construct grammatical statements on familiar topics

69. GOALS
GOAL #1: Comfortable with the physical mechanics of writing
GOAL #2: Construct grammatical statements on familiar topics
GOAL #3: Revises and practices writing after discussion
GOAL #4: Plans and completes text types using formulae
GOAL #5: Plans, composes and revises writing

70. How to achieve ...
GOAL #3: Revises and practices writing after discussion

71. How to achieve ...
GOAL #3: Revises and practices writing after discussion
Revise with attention paid to:

72. How to achieve ...
GOAL #3: Revises and practices writing after discussion
Revise with attention paid to:
• vocabulary;

73. How to achieve ...
GOAL #3: Revises and practices writing after discussion
Revise with attention paid to:
• vocabulary;
• sentence structure;

74. How to achieve ...
GOAL #3: Revises and practices writing after discussion
Revise with attention paid to:
• vocabulary;
• sentence structure;
• organisation

75. How to achieve ...
GOAL #3: Revises and practices writing after discussion
Revise with attention paid to:
• vocabulary;
• sentence structure;
• organisation
• relevance

76. How to achieve ...
GOAL #3: Revises and practices writing after discussion
Revise with attention paid to:
• vocabulary;
• sentence structure;
• organisation
• relevance
•appropriateness

77. How to achieve ...
GOAL #3: Revises and practices writing after discussion
Revise with attention paid to:
• vocabulary;
• sentence structure;
• organisation
• relevance
•appropriateness
•expanding on ideas

78. GOALS
GOAL #1: Comfortable with the physical mechanics of writing
GOAL #2: Construct grammatical statements on familiar topics
GOAL #3: Revises and practices writing after discussion
GOAL #4: Plans and completes text types using formulae
GOAL #5: Plans, composes and revises writing

79. How to achieve ...
GOAL #4: Plans and completes text types using formulae

80. How to achieve ...
GOAL #4: Plans and completes text types using formulae
• Role play

81. How to achieve ...
GOAL #4: Plans and completes text types using formulae
• Role play
•Critically discuss the purpose of text types

82. How to achieve ...
GOAL #4: Plans and completes text types using formulae
• Role play
•Critically discuss the purpose of text types
•Use cloze exercises which require student to insert words, phrases and

83. How to achieve ...
GOAL #4: Plans and completes text types using formulae
• Role play
•Critically discuss the purpose of text types
•Use cloze exercises which require student to insert words, phrases and
sentences

84. How to achieve ...
GOAL #4: Plans and completes text types using formulae
• Role play
•Critically discuss the purpose of text types
•Use cloze exercises which require student to insert words, phrases and
sentences
• Use sentence starters ... and transitional sentences ... co-construct text

85. How to achieve ...
GOAL #4: Plans and completes text types using formulae
• Role play
•Critically discuss the purpose of text types
•Use cloze exercises which require student to insert words, phrases and
sentences
• Use sentence starters ... and transitional sentences ... co-construct text
• Use texts like Literacy Links to teach the patterns of the basic text types:

86. How to achieve ...
GOAL #4: Plans and completes text types using formulae
• Role play
•Critically discuss the purpose of text types
•Use cloze exercises which require student to insert words, phrases and
sentences
• Use sentence starters ... and transitional sentences ... co-construct text
• Use texts like Literacy Links to teach the patterns of the basic text types:
•descriptions, explanations, reports, recounts, procedures, narratives

87. How to achieve ...
GOAL #4: Plans and completes text types using formulae
• Role play
•Critically discuss the purpose of text types
•Use cloze exercises which require student to insert words, phrases and
sentences
• Use sentence starters ... and transitional sentences ... co-construct text
• Use texts like Literacy Links to teach the patterns of the basic text types:
•descriptions, explanations, reports, recounts, procedures, narratives
• Use Guiding Scaffolds such as the Research Paper Scaffold

88. How to achieve ...
GOAL #4: Plans and completes text types using formulae

89. How to achieve ...
GOAL #4: Plans and completes text types using formulae

90. How to achieve ...
GOAL #4: Plans and completes text types using formulae

91. How to achieve ...
GOAL #4: Plans and completes text types using formulae

92. How to achieve ...
GOAL #4: Plans and completes text types using formulae

93. How to achieve ...
GOAL #4: Plans and completes text types using formulae

94. GOALS
GOAL #1: Comfortable with the physical mechanics of writing
GOAL #2: Construct grammatical statements on familiar topics
GOAL #3: Revises and practices writing after discussion
GOAL #4: Plans and completes text types using formulae
GOAL #5: Plans, composes and revises writing

95. GOAL #5: Plans, composes
and revises writing
DRAFTING AN ESSAY
SCAFFOLD FOR
NOTES FROM
MULTIPLE SOURCES
MAP TO
SUMMARISE CAUSE
AND EFFECT
COLUMNED
SCAFFOLD TO GUIDE
COMPOSITION
THE FINAL PRODUCT

96. GOAL #5: Plans, composes
and revises writing
Sample Fishbone Map
DRAFTING AN ESSAY
d
foo
SCAFFOLD FOR
as
ing
high in protein
rill
kill for bush meat
for
as
ch
go
s
hunters infect gorillas
rill
oa
lla
ort
go
sp
ori
economical
xp
kill for trophies
NOTES FROM
government can’t
lg
ills
se
e protect gorillas
rea
kil
k
ns
accidental killings sick gorillas while at war
ola
ea
inc
s
more people while stealing infants infect other gorillas
an
Eb
rop
need more food
r
ric
for zoos
Wa
Eu
MULTIPLE SOURCES
Af
x z | ~
Root Directly and indirectly,
Effect Cause humans kill gorillas.
Gorillas may y {
destroy habitat
} MAP TO
Mi
Mi
Af
Af a tr
Lo
and food miners bring an increase in
become extinct. comfort food
ric s p rad
rc p d
nin
g
gg g
bush meat hunting
i g
SUMMARISE CAUSE
an ar iti
ers or
gi
ns a t t o
r ril
se to n
inc
logging roads
ind llas
i d s
cre
homesick
at f th
tb t e
help poachers
ea
ir
ire
se
us eir
ctl
es
sh r
ty
po AND EFFECT
me
kil
oa
il
at
ch
ch
t
ing
n
COLUMNED
SCAFFOLD TO GUIDE
Copyright 2003 IRA/NCTE. All rights reserved. ReadWriteThink
materials may be reproduced for educational purposes.
COMPOSITION
THE FINAL PRODUCT

97. GOAL #5: Plans, composes
and revises writing
DRAFTING AN ESSAY
SCAFFOLD FOR
NOTES FROM
MULTIPLE SOURCES
MAP TO
SUMMARISE CAUSE
AND EFFECT
COLUMNED
SCAFFOLD TO GUIDE
COMPOSITION
THE FINAL PRODUCT

98. GOAL #5: Plans, composes
Gorillas in Crisis
By Kathleen Donovan-Snavely
and revises writing
What will you have for supper tonight? Hotdogs? Pizza? Gorilla? It may surprise you to
know that these “gentle creatures of the jungle” regularly appear as the featured entrée at
many a meal served near the African rainforest. That isn’t the only problem that haunts
gorillas lately. The combined threats posed by hunters, loggers, and disease are eliminating
DRAFTING AN ESSAY
large numbers of gorillas in central and West Africa. The future of gorillas in the wild is at
risk.
1.
Gorilla meat is a dietary staple for nearly 12 million people who live near the rainforests of
SCAFFOLD FOR
NOTES FROM
central and West Africa. Some Africans prefer bush meat, such as gorilla, because it
provides an economical source of daily protein. Poor families without the means to
purchase food at the market travel a short distance to the rainforest to get bush meat. Their
MULTIPLE SOURCES
only expense is the cost of ammunition and the fee to rent a gun. Some of these same
families raise chickens and goats, but do not eat them. Instead, they sell the animals for the
cash they need for buying supplies. Africa’s population is increasing rapidly, along with its
demand for bush meat. If nothing changes, primatologists fear that gorillas may become
extinct in the next thirty years.
2. MAP TO
Moving away from one’s childhood home sometimes leaves us longing for familiar places
and traditions. Naturally, the African families who move away from their original
rainforest homes struggle with these feelings of sadness and displacement. Now living in SUMMARISE CAUSE
villages and cities, they eat bush meat to feel closer to the past and to their old way of life.
For them, gorilla feeds the body and the soul as well. This custom brings little comfort to
endangered gorillas, whose females produce only one offspring every five to seven years. It
is easy to see why gorillas are being killed faster than they can reproduce.
AND EFFECT
3.
While Africans plunder the gorilla population, they are not the only ones. Over the years,
their European neighbors have developed a taste for exotic bush meat as a status symbol.
COLUMNED
Trophy hunters value gorillas for their collectable heads and hands. Finally, some hunters
persist in the decades-long practice of trapping young gorillas to sell to zoos and private
citizens across the world. When mature members of the gorilla troop try to defend an
SCAFFOLD TO GUIDE
infant, hunters shoot to preserve their prize. Entire troops of gorillas have perished this
way. The international gorilla trade continues even though it is illegal, since the laws are
nearly impossible to enforce. Gorilla populations continue to decline. COMPOSITION
THE FINAL PRODUCT

99. GOALS
GOAL #1: Comfortable with the physical mechanics of writing
GOAL #2: Construct grammatical statements on familiar topics
GOAL #3: Revises and practices writing after discussion
GOAL #4: Plans and completes text types using formulae
GOAL #5: Plans, composes and revises writing

100. PREPARING TO
WRITE A REVIEW
AN ANNOTATED TEXT
A WORD BANK TO
GATHER SUITABLE
WORDS AND
PHRASES
MINDMAP FOR GUIDED
EXPLORATION
COLUMNED GUIDE TO
WRITING A REVIEW
COULD INCLUDE
A CLOZE
EXERCISE (IF
REQUIRED)

101. PREPARING TO
WRITE A REVIEW
AN ANNOTATED TEXT
A WORD BANK TO
GATHER SUITABLE
WORDS AND
PHRASES
MINDMAP FOR GUIDED
EXPLORATION
COLUMNED GUIDE TO
WRITING A REVIEW
COULD INCLUDE
A CLOZE
EXERCISE (IF
REQUIRED)

102. PREPARING TO
WRITE A REVIEW
AN ANNOTATED TEXT
A WORD BANK TO
GATHER SUITABLE
WORDS AND
PHRASES
MINDMAP FOR GUIDED
EXPLORATION
COLUMNED GUIDE TO
WRITING A REVIEW
COULD INCLUDE
A CLOZE
EXERCISE (IF
REQUIRED)

103. PREPARING TO
WRITE A REVIEW
AN ANNOTATED TEXT
A WORD BANK TO
GATHER SUITABLE
WORDS AND
PHRASES
MINDMAP FOR GUIDED
EXPLORATION
COLUMNED GUIDE TO
WRITING A REVIEW
COULD INCLUDE
A CLOZE
EXERCISE (IF
REQUIRED)

104. PREPARING TO
WRITE A REVIEW
AN ANNOTATED TEXT
A WORD BANK TO
GATHER SUITABLE
WORDS AND
PHRASES
MINDMAP FOR GUIDED
EXPLORATION
COLUMNED GUIDE TO
WRITING A REVIEW
COULD INCLUDE
A CLOZE
EXERCISE (IF
REQUIRED)

105. THE TASK
Each group has be given a text
that a student must write and a
brief profile of the student.

106. THE TASK
As a group I would like you to:
Each group has be given a text
that a student must write and a
brief profile of the student.

107. THE TASK
As a group I would like you to:
Each group has be given a text
• identify the issues that you that a student must write and a
may encounter in asking the brief profile of the student.
student to complete the task

108. THE TASK
As a group I would like you to:
Each group has be given a text
• identify the issues that you that a student must write and a
may encounter in asking the brief profile of the student.
student to complete the task
•discuss tactics and strategies
that you can use to guide and
encourage the student to
complete the task

109. THE TASK
As a group I would like you to:
Each group has be given a text
• identify the issues that you that a student must write and a
may encounter in asking the brief profile of the student.
student to complete the task
•discuss tactics and strategies
that you can use to guide and
encourage the student to
complete the task
•present your strategy on how
to approach the task and how
to approach the student