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All the information, slides, links, and resources for my 2025 teacher convention presentations are included on this website.
I am available to work with school staff groups or leadership groups both in-person and virtually on the topics shown on this website. Contact me at cloke.shelly@gmail.com for prices and availability.
KEY IDEAS:
1.Power Writing paragraphs are highly structured
2.Each number represents a sentence
3. Each number tells us the sentence "power"
4. Each "power" has a job to do in the paragraph
"Powergraphs" can be simple or complex, which makes them ideal to scaffold learning by starting simple and adding complexity.
The paragraphs below start simple with a topic and two main ideas (1-2-2-1) and increase the complexity by adding a new type of sentence each time:
1-2-3-2-3-1--adding the 3rd power (tell me more) to each main idea
1-2-3-4-2-3-4-1--adding the 4th power (give an example) to each main idea
1-2-3-4-5-2-3-4-5-1--adding the 5th power (what does it show or connect to paragraph topic) to each main idea
I teach to the 4th power in grade 6 and the 5th power in grade 7. After that, complexity is added by more complex content and sentence structure. The paragraphs also differentiate well--strong students can attempt the next power when they are ready.
These paragraphs also tend to evolve quite naturally into essays.
I find it helps if students color code the sentence powers--it makes it easy to see their introductory/concluding sentences, main ideas, explanation, supporting details and interpretation sentences.
There are a couple of ways students can write these paragraphs:
1. Follow the 1-2-3-4... format where they write the sentences in order based on what is needed next
2. Expand their ideas by starting with a 1-2-2-1 paragraph, then add 3rd powers, then 4th powers (like the paragraphs about desserts)
3. Plan their ideas using the format before they write--see plan below:
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In the Power Writing Student Booklet, have them use pencil crayons to show the powers
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Share a digital copy of a Power Writing paragraph and have them show the powers colors using highlighting, text color or different fonts (they like this one!); or give them a choice of which of the above to use!
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Have students write partner or group paragraphs--write the type of paragraph at the top of the page (eg. 1-2-3-2-3-1)--students write a sentence, cross off the power they wrote and pass it on for another student to write the next sentence and so on--it's interesting how these paragraphs turn out!
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Group verbal paragraph--in groups of 5, assign each student a power--they have to "tell" you a paragraph, like why they should get to go outside for PE. The 1st power person stands up and could say "We should go outside for PE for two reasons." Then the 2nd power person stands up and might say, "First, it is important to get sunlight each day". Then the 3rd power person could give a sentence that explains why we need sunlight, and so on. This activity really makes them think about what their job is depending on their sentence power!
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Exit ticket questions--as students leave at the end of a lesson, ask them questions like, 'what is the easiest power to write?' and 'what is the hardest one to write?' and 'what is your favorite one to write?'
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Give students a Power Writing paragraph example (I like to use topics that they are learning about in Math, Science and Social) that has missing sentences and they try to figure out what power is missing and what the missing sentence would say. For example: I have two favorite colors. _____________ I like red because it is bright. (the 2nd power is missing and it should say 'The first is red.'
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Practice Activity Ideas
Example of how students can use different fonts to show the different powers:
Marking Hack
There is no easy way to grade writing. None.
The problem is the cognitive load. Marking content, organization, word choice, sentences and correctness all at the same time is very taxing on the brain.
This, I find, helps.
Have students plan their paragraph and hand it in for you to mark. Give them a mark for Content and Organization only. This way, they will focus on getting lots of ideas, detail and information into their plans since they don't have to worry about putting it into sentences. Plus, you only have to mark their ideas and how they have organized them, making your marking a bit easier and faster.
Then, hand it back to them to take their ideas and turn them into sentences. This way, they only have to focus on word choice, sentences and correctness. It helps them to see the value of planning--how many times have I heard 'I don't need to plan' or 'I don't plan' to which I reply, 'I know.'
Breaking the marking into two separate sessions not only takes the cognitive load off you but for them as well. Added bonus--I end up with better writing in the end, since they got feedback on their ideas. Plus, I have them plan multiple paragraphs and then choose the best plan to hand in--again, this helps them get over their reluctance to plan.
Multiple Powers and the Power Writing Essay
After a while, students start to say, 'hey, these paragraphs are getting really long' and wouldn't you know, now we can chat about how they are now writing essays without freaking out!
This is the point where I introduce Multiple Powers, meaning that sometimes, it takes more than one sentence to 'tell more' (3rd power) or give examples (4th power).
Below are some sample paragraphs I gave them on the topic of birth order. They found it an interesting topic!
Adrienne Gear outlines specific structures for non-fiction writing:
Power Writing Summary
1. Power Writing gives students a structure to develop their ideas with supporting details and specific examples; it can help students improve their content and organization marks
2. Each number represents a power and each power indicates the job the sentence does in the paragraph
3. Planning Power Writing paragraphs are an excellent way for students to practice main ideas and supporting details; planning also lessens the cognitive load of writing so they can focus on sentences, word choice and conventions when they write
4. Planning also allows teachers a way to divide up the marking and provide feedback before writing
5. Power Writing paragraphs naturally evolve into essays
These resources have been developed by me, Shelly Cloke, based on an idea that was shared with me back in 1995 so it's been a challenge of who to credit with the idea. I did find one source that uses this idea (https://comprehensibleclassroom.com/2011/09/22/power-writing): but no indication as to the creator. I am grateful for their idea, because I've been able to develop a structured approach to paragraph writing from it.
I hope you got some good ideas for teaching and assessing paragraph writing. One day I will clean up these resources and put it on Teachers Pay Teachers but until then, it is free :) If you develop some of your own resources and want to share them with me, please email me at cloke.shelly@gmail.com
That was a lot of learning! Please enjoy some memes...
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