COOPERATIVE STRIP PARAGRAPH

This strategy teaches the whole writing process from student-generated text while allowing students to negotiate for meaning.  The CSP lowers the affective filter, provides standards-based revision and editing opportunities, and provides authentic DOL; it also builds fluency, automaticity and confidence.

Step-by-Step

1. Teacher creates a topic sentence based on any input chart or process grid
   
2. The topic sentence is driven by the common core standards (genre)
   
3. Teacher “walks the input chart” to model high level, academic sentences
   
4. Students are sent back to their seats in teams to generate a high level sentence
   
5. Teams are handed a marker to write in-each team writes in a different color on a sentence strip (teacher may write the sentence if creating a group frame TK-1)    
6. Teams place their sentences in a class pocket chart
7. Teacher arranges the sentences to look like a paragraph
   
8. Class reads and revises the paragraph for a variety of writing traits
   
9. Class rereads and edits for spelling, grammar, punctuation (use editing checklist) see picture
   

Extensions:

• Re write the paragraph to look exactly like the group paragraph 
  
• Pull a struggling reader group and have them rebuild the paragraph with the newly created sentences-the color coding is key here in helping with the rebuilding and scaffolding
  
• Cut the paragraph into phrases, students rebuild again
  
• Cut the paragraph in words, students rebuild again 
  
• Play open and closed reading games with the students and the paragraph “I’m thinking of a word that rhymes with ____”

• Type up the paragraph and give the students in the group as reading practice-can be distributed whole class as well
  

CCCS connections: WRITING K-12
ELA W-1 Write opinion pieces on topic
ELA W-2 Write informative/explanatory texts
ELA W-3 Write narratives

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