Step Up to Writing Basic Training Session 1 September 28, 2010 Kathy DeVries and Lil Sedgwick, Presenters.

Step Up to Writing

Basic Training

Session 1 September 28, 2010

Kathy DeVries and Lil Sedgwick, Presenters

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Agenda:

• Basic SUTW Materials • Introduction to SUTW• Using Colors to Organize Writing• Two Kinds of Writing• Informal Outlines

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Outcomes:

• Identify writing needs for your classroom situation

• Leave with some strategies you can apply

• Leave with the materials you need to begin SUTW

Essential Step Up To Writing, 2nd Edition Materials

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SUTW Materials Checklist for Elementary• Binder• Classroom

Reproducibles• Primary Steps

Reproducibles• Posters• Handy Pages• Supply Packet

– Highlighters– Colored Paper Strips– Dots– Sticky Notes– Index Cards

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SUTW Secondary (6th-12th) Materials Checklist:

• Binder• Overhead Masters• Posters• Handy Pages• Supply Packet

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Step Up to Writing Binder

Contents:

Section 2 Accordion Paragraphs

Section 3 Paragraphs With a Special Purpose

Section 4 Multiparagraph Papers

Section 5 Accordion Speeches

Section 1 Introduction

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Step Up to Writing

Contents:

Section 6 Creative Writing

Section 7 Improving and Scoring Student Work

Section 8 Active Reading and Listening

Section 9 Taking Notes

Section 10 Step Up Workshop Materials

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Classroom Reproducibles

• Grades 3rd – 6th • Teacher Demonstration Materials• Templates for Student Writing

– Informal Outlines– Expository Writing– Narrative Writing– Vocabulary Development– Sentence Writing

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Primary Steps Reproducibles

• Grades 1st – 3rd

• Teacher demonstration materials

• Templates for:– Student Writing– Vocabulary

Development– Sentence Writing

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Overhead Masters

• Grades 6th-12th • Examples• Templates• Posters • Transparencies/

Materials for a document camera

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Using SUTW Posters

• Reminder and reference and support guided lessons

• Laminate them to use as a flip chart, or attach magnets to the back and display them as part of a guided lesson

• They provide– Hints and examples for summarizing and note-

taking and working with definitions– Help for writing sentence, information

paragraphs, reports, and essays

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Using SUTW Handy PagesLevels—Primary, Level 1, and Level 2

• Student Booklets– Quick, student-friendly

reference for major Step Up concepts, including information/expository and story/ narrative writing as well as note taking summarizing

– Great reference for parent teacher conferences

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Supply Packet—You will need one of these for each student

• Zippered Pencil Pouch• Highlighters--Green, Yellow ,Pink or Red, and Blue

• Colored Dots--Green, Yellow, Red, and Blue

• Colored Paper Strips- Green, Yellow, Red, and

Blue • 2”x1-1/2” Yellow Post It Notes• Index Cards- size depends on grade level

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Setting Up the Room for “Step Up”

• Needs:– Topic = Poster– 2 Column Notes Poster– Sentence Strips or Crayon Markers– Post transition words– Prompts available-colors, stars, dashes– Planning a Story Poster

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Lessons from the Geese

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Step Up to Writing Is About Common Language and Common Expectations

• Common language– Same terminology– Builds on instruction

• Common high expectations– Quality writing required

in all classes

1.8 1.8

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Think/ share activity

Consider:

1. What types of reading and writing tasks do your students need to perform?

2. What are the state and district standards your students need to meet?

3. What kinds of daily writing skills do they need to be successful in their classes?

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Writing Next Report

Can be downloaded from:http://www.all4ed.org/publication_material/reports/writing_next

http://www.all4ed.org/files/WritingNext.pdf

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11 Effective Elements to Improve Writing Achievement From the Writing Next Report

• Writing Strategies• Summarization• Collaborative Writing• Specific Product Goals• Word Processing• Sentence Combining

• Prewriting• Inquiry Activities• Process Writing Approach• Study of Models• Writing for Content Learning

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Step Up to Writing is About Promoting the Traits of Good Writing

• Content• Organizatio

n• Style

• Vocabulary• Sentence

Structure• Conventions

1-61-6

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Six Traits / Step Up to Writing Comparison

• See handout

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Using SUTW Across Content Areas

“good writing assignments often take shape by thinking backwards. In effect, teachers ask themselves, ‘What do I want to read at the end of this assignment?’ By working from what they anticipate the final product to look like, teachers can give students detailed guidelines about both the writing task and the final written product….”

-Writing Across the Curriculum Clearinghouse (2007)

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Key Principles of Content-Area Writing

• Tie the writing task to specific content-learning goals

• Alert students to the specific purpose and audience for the writing

• Make all elements of the task clear• Include grading criteria on the assignment

sheet (use rubrics)• Break down the task into manageable steps

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SUTW as a School Wide Writing Intervention

• Teach and reinforce writing and literacy skills in all classes and grade levels by establishing a common language about teaching writing

• Establishes common high standards for assessing writing and other academic skills

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Steps for Implementation of SUTW School Wide:

• Create a School Wide plan – Some skill areas you might focus

on may include:• Active reading and listening• Vocabulary development• Asking and answering questions• Report and essay writing

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Some additional skill areas of focus

Writing storiesResponding to literature• Summarizing and note-taking• Sentence masteryParagraph writing• Giving speeches• Writing to persuade

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Step Up to Writing

To write clear, concise, organized paragraphs, students need:

• Direct instructions

• Step-by-step guidelines

• Examples

• Opportunities to practice

• Specific feedback

2-4 2-4

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Step Up to Writing Is About

• Direct Instruction

• Guided Practice

• Opportunities for Independent Practice

1-21-2

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Step Up to Writing Is About Tools

• Multisensory• Color• Word Lists• Informal Outlines• Examples• Small Steps

1-11-1

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Step Up to Writing Is About the Writing Process

Prewriting and Planning

Drafting, Revising, and Editing

Creating a Final Copy, Proofreading, and Sharing

1-61-6

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Expository vs. Narrative

2.3

PS-30 &31, CR- 1-3

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The Logic of the Colors

• Helps students organize information into an outline, then a paragraph

• Assists students in the editing process.

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Write a topic sentence.

Go!

Give a reason, detail, or fact. Use a transition.

Slow Down!

Explain.Give an example.

Stop!

Remind the reader of your topic.

Go Back!

2-11, PS-69, CR-92-11, PS-69, CR-9

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Using Colorsto Teach Organization

Topic Sentence:• Green means “go.”

• Green asks the writer to decide —“What am I going to prove?”“What am I going to explain?”“What information will I share?”

2-11 2-11

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Reasons/Details/Facts:• Yellow means “slow down.”

• Introduce key concepts to support the topic sentence.

2-11 2-11

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Explain:• Red means “stop and explain.”

• Present evidence.

• Provide explanation and examples.

2-11 2-11

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Conclusion:• Green means “go back to your topic.”

• Restate the topic and the position.

• Do not introduce new information.

• Use synonyms and leave your reader with something to remember.

2-11 2-11

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Narratives and Creative Writing

6.2

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Baseball and football require similar skills; however, the goals of each game are different.

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The Quick Sketch Method

6-5, PS-161-163, 6-5, PS-161-163,

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• Find two books-an informational book and a story.

• Share the books with the class.• Point out that stories have a beginning

a middle, and an end.

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The Three Little Pigs - Interactive Chart

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Character Development

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Quick Sketch Writing Strategy

Pages 161-171 Primary Steps

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Names Title:

Quick Sketch

Notes Pictures

Starters Where When Action Verb I ntro Character Comment Dialogue Transitions Later Before Dark Quickly Suddenly The next day A day later That night After that By the time I n the fall By four o’clock On Wednesday I n the afternoon Before lunch

Abbie Brayden Chloe Drake Ember Gordon Hayden J ordan Katelyn Landon Michael Makayla Nick Paul Ranae Stephanie

Beginning: Character: Setting:

_________ _________ _________ _________ _________

Middle:

_________ _________ _________ _________ _________

End:

_________ _________ _________ _________ _________

Smooth Ending: Feel a feeling Remember a character Get your point Think about the story

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Quick Sketch Stories

Step 1: Title

Step 2: Quick Sketch

Step 3: Quick Notes

Step 4: Get the Story Rolling

Step 5: Story Transitions

Step 6: Smooth Stop

Step 7: Revise, Edit, Proofread

6-2, CR-71-736-2, CR-71-73

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Planning a Short Story

Step 1 Title ______________________________________

Step 2 Quick sketch your plan for your story

Step 3 Jot ideas, descriptions, and plans for your story

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

6-4 , PS-164-170, CR-74-77

6-4 , PS-164-170, CR-74-77

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Step 4

Get the Story Rolling

Provide a Where

• Near the park

• Below the surface of the water

• In Chicago

• Behind the old shed near mother’s rake

• Beyond the city limits

• Throughout the crowded room

6-5

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Provide a When

• Just as the bell rang

• After we left the movie

• Before I turned six

• Before my eighth birthday

• When the alarm went off

• When the firefighters arrived

6-5 6-5

Step 4

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Other Options

• Provide an Action Verb• Introduce a Character• Interesting Comment• Dialogue

6-6 6-6

Step 4

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Get the Story RollingThe Velveteen Rabbit

“There was once a Velveteen Rabbit, and in the beginning he was really splendid. He was fat and bunchy, as a rabbit should be: his coat was spotted brown and white, he had real thread whiskers, and his ears were lined with pink sateen. On Christmas morning, when he sat wedged in the top of the Boy’s stocking, with a sprig of holly between his paws, the effect was charming.”

http://www.amazon.com/gp/reader/0385077254/ref=sib_dp_pt#reader-link

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Starting a Story

Primary Steps• “Where, When Cards” p.

174-177

Classroom Reproducibles• “Six Options” p.78• “Provide a Where” p. 79• “Provide a When” p. 80• “Provide an Action Word” p.

81• “Introduce a Character” p. 82• “Making a Simple but

Interesting Comment” p. 83• “Start With a Conversation” p.

84

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Step 5

Story Transitions Move the Story Along

The next day

At dusk

When we arrived

After we walked a mile

In between times

In the afternoon

Some time later

Immediately

Hours went by

6-6, PS-178-181, CR-85 & 86

6-6, PS-178-181, CR-85 & 86

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Different Kinds of Transitions for Different Kinds of Writing Information One Another First Another Next To begin Then Finally One A second First of all Also Last With friends With my family

Story Later Before dark Quickly Suddenly The next day That Night A day later As soon as After that An hour later By the time At first I saw When we finished At dinnertime For a long time In the spring Late in the day By four o’clock Before lunch On Wednesday In the afternoon

Tool4-2b nb

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Writing the Story of Goldilocks

Once upon a time there were three bears, Papa Bear, Mama Bear, and Baby Bear, who lived in a house in the woods.

Each morning Mama Bear would make wonderful porridge. Papa Bear had a big bowl of porridge. Mama Bear had a medium-sized bowl. Baby Bear had a little bowl for his porridge.

One morning Mama said the porridge was too hot to eat, so the bears decided to go for a walk and let the porridge cool off.

While they were gone, a little girl by the name of Goldilocks came to the house. She knocked on the door and looked in the window, but no one was home. She tried the door and it opened. She went in and she saw the bowls of porridge on the table.

Goldilocks was hungry, so she tasted the porridge in the big bowl. It was too hot. She tried the medium-sized bowl of porridge, and it was too cold. The porridge in the little bowl was just right, so she ate it all up.

6-8 6-8

Each morning

One morning

While they

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Title: _______________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

Each morning

Just as she

About that time

In Johnson Elementary School

6-17 6-17

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Hints for Writing a GREAT! Story:

• Include details• Explain• Use vivid descriptions• Be specific• Appeal to the senses

CR- 87

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Step 6: Come to a Smooth Stop

• Feel a feeling ending

Don’t write “THE END.” Instead, finish with a strong sentence that will help your reader.

• Remember a character ending• Get your point ending• Think about the story ending

6-9, PS-183, CR- 89, 6-9, PS-183, CR- 89,

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Come to a Smooth Ending

“I pressed my hands to his face again, hefted the shield right out of my mind, and then started in where I”d left off—with the crystal-clear memory of the first night of my new life…lingering on the details…..

And then we continued blissfully into this small but perfect piece of our forever.”

http://www.amazon.com/gp/reader/031606792X/ref=sib_dp_pt#reader-link

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Different Prompts for Two Kinds of Writing

Information Write a paragraph explaining how to take care of a new puppy. Write a paragraph describing a famous person. Read about and then write a report about your favorite type of dinosaur. Pick your favorite zoo animal. Write a short report about this type of animal.

Story Write a story describing how a family finds a lost puppy and makes the puppy a part of their family. Write a story about what would happen if a famous person came to your house for dinner. Write a story about two dinosaurs that go on an adventure. Write a story about spending the night at a zoo-alone or with friends.

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Some Strategies to Eliminate an “All Beginning, Weak Middle, and No

Ending”

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XXXXXXXXXXXX

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Time for a Quick Sketch….

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Paper Prompts

Website: abcteach

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Quick Sketch Stories

Step 1: Title

Step 2: Quick Sketch

Step 3: Quick Notes

Step 4: Get the Story Rolling

Step 5: Story Transitions

Step 6: Smooth Stop

Step 7: Revise, Edit, Proofread

6-2, CR-71-736-2, CR-71-73

But words are things, and a small drop of ink, falling like dew upon a thought, produces that which makes thousands, perhaps millions, think.Lord Byron

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Expository-Informational Paragraphs

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What Does Each Color Stand For?

• Green

• Yellow

• Red

• Blue

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1. Most school writing will be expository writing.

Why do we need to teach expository writing to all students at all grade levels?

2. Expository writing teaches clear and logical thinking.

3. Expository writing helps students learn content.

4. Expository writing prepares students for the business world.

2-4 (2.5)2-4 (2.5)

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The keys to an effective paragraph:

• A title

• A topic sentence

• Transitions

• Good explanations and examples

• A conclusion

Expository paragraphs need:

2-4, CR 42-4, CR 4

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Golf is a great sport to play. It’s fun to

pound a golf ball around for nine to eighteen

holes. However, to become good you need

lots of practice and mental toughness.

Practice is easy to come by, but we need

toughness too. Personally, I need a lot of

mental toughness. Golf can be really fun if

you are playing well, but if you are playing

badly, it can cause frustration.

2-1 (2.1)2-1 (2.1)

Now, let’s look at an actual writing sample.

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Smoking’s Health Toll and Price Tag

Although smoking may seem cool, it is very unhealthy and expensive.

Many people die form smoking related problems such as cancer, heart

disease etc. every year. According to World Book Encyclopedia during

the mid-1980s smoking contributed to 30 percent of all deaths form

cancer and heart disease in the United States of America. Furthermore,

cigarette smoking was associated with 85 percent of all cases of lung

cancer. Secondly, smoking is very expensive. If someone smoked one

pack of cigarettes every day that cost $3.00 for 50 years it would cost

them $54,750.00 which is enough money to buy an expensive and

luxurious car. On the contrary, if someone put $3.00 a day into a bank or

investment institution they would be making hundreds of dollars in only a

few years just because of the interest they are collecting. Clearly

smoking is very unhealthy and expensive too, so don’t start smoking

until you have considered all of the negative effects!

Fifth Grade

2-5 2-5

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Gangs are just a bunch of people with

nothing better to do. Gangs cause problems.

I would not join a gang. Well, maybe if I was

with my friends but probably not. My mom is

against gangs. The movies are filled with gangs

and there are a lot of songs about gangs.

Stay away from gangs they are bad for you.

2-12-1

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Gangs

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The Five Elements of Expository Writing

Organization is the key.

Transitions are the glue.

Conclusions tie it all together.

Topic sentences and thesis statements are the heart.

Examples, evidence, and explanations are the meat.

Section 2 Section 2

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Organization is the key.

Great Expository Paragraphs

2-8 2-8

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“Organization is what you do before you do something, so when you do it, it’s not all mixed up.”

A.A. Milne a.k.a. Winnie the Pooh

Step One:

The Basic “Informal Outline”

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Informal Outline

Topic =

() R/D/F

e

e

() R/D/F

e

e

2-11 2-11

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Informal Outlines

Topic = Cats can protect themselves

(First) R/D/F Can get away from their enemies

e Run fast

e Climb trees

(Next) R/D/F Good fighters

e Sharp claws

e Sharp Incisors

2-11 2-11

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Topic

Reason/Detail/Fact

Explain

Explain

2-8 2-8

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Reason/Detail/Fact

Explain

Conclusion

Explain

2-8 2-8

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TopicCats protect themselves in two ways.

Reason/Detail/FactFirst, they are able to get away quickly from their enemies.

ExplainCats are fast runners.

ExplainThey can climb trees, too.

2-8 2-8

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Reason/Detail/FactNext, cats are good fighters.

ExplainCats’ sharp claws can inflict pain and discourage attackers.

ConclusionFelines can take care of themselves.

ExplainThey can also use their pointed incisors to bite their enemies when necessary.

2-8 2-8

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Accordion Paragraphs

Eight Sentence Paragraph:Topic Sentence

Reason/Detail/Fact

Explain

Reason/Detail/Fact

Explain

Reason/Detail/Fact

Explain

Conclusion2-8 2-8

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More Accordion ParagraphsNine Sentence Paragraph:

Topic Sentence

Reason/Detail/Fact

Explain

Reason/Detail/Fact

Explain

Explain

Conclusion

Explain

Explain

2-8 2-8

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More Accordion ParagraphsEleven Sentence Paragraph:

Topic SentenceReason/Detail/Fact

Reason/Detail/Fact

ExplainExplain

Conclusion

Explain

Explain

Reason/Detail/Fact

Reason/Detail/Fact

Explain

2-8 2-8

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Informal Outlines

Topic = Cats can protect themselves

(First) R/D/F Can get away from their enemies

e Run fast

e Climb trees

(Next) R/D/F Good fighters

e Sharp claws

e Sharp incisors

2-11 2-11

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The Writing Process

Step One:

Pre-Writing Activities– Discussion, reading, exploring

CR-112

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Step Two:Planning

(Organization)– Informal Outline

choose transitions and plan a conclusion

T=

() R/D/F

e

e

() R/D/F

e

e

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Step 3: Drafting

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Step 4: EditingStep 5: Revising

Using the Strategy

• C= Capital letters• U= Usage• P= Punctuation• S= Spelling

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Step 6: Making a Final Copy—Using “Neat Paper Rules”

Step 7: Proofreading

Step 8: Sharing and/ or Publishing

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Informal Outlines

Topic = Fun ways to spend a million dollars

2-11 2-11

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Informal Outlines


R/D/F

R/D/F

2-112-11

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Informal Outlines


R/D/F Shopping

R/D/F Travel

2-112-11

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Informal Outlines


R/D/F Shopping

R/D/F Travel

2-112-11

e

e

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Informal Outlines


R/D/F Shopping

R/D/F Travel

2-112-11

e New wardrobe, Nordstroms

e Paris

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If I had a million dollars, I would have a good time spending it.

Outline to Paragraph

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Informal Outlines


R/D/F Shopping

R/D/F Travel

2-112-11


e Paris

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First, I would go shopping.

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Informal Outlines


R/D/F Shopping

R/D/F Travel


e Paris

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A new wardrobe from Nordstroms is a must.

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Informal Outlines


R/D/F Shopping

R/D/F Travel


e Paris

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Next, I would travel.

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Informal Outlines


R/D/F Shopping

R/D/F Travel


e Paris

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Visiting Paris has always been a dream.

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Informal Outlines


R/D/F Shopping

R/D/F Travel


e Paris

Conclusion =

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Being wealthy would clearly make me very happy.

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Fun Being Rich

If I had a million dollars, I would have

a good time spending it. First, I would go

shopping. A new wardrobe from

Nordstrom’s is a must. Next, I would travel.


Being wealthy would clearly make me

very happy.

CR-19-22CR-19-22

CR-23-27CR-23-27

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The Table Analogy

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The Table Analogy

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The Table Analogy

Topic = Plymouth Colony

R/D/F Mayflower

e Arrived 1620

R/D/F William Bradford

e Governor

e Helped write Mayflower

Compact


R/D/F Hardships

e Long winter

R/D/F First Thanksgiving

e Invited Indians

e No food

2-9 (2.17)2-9 (2.17)


R/D/F Difficult trip across Atlantice Dangerous waterse One ship turned backe Poor living conditions

R/D/F Difficult wintere Arrived in wrong location

e Arrived too late to plant garden

e Arrived too late to build homes

R/D/F Befriended by Indians

e Invited to first Thanksgiving

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It’s the Color, Not the Form

1_____

2 _____

3_____

1_____

2_____

3_____

Topic =

2.132.13

Perfect Three Sentence Paragraphs

(See handout)

Writing PortfolioIncludes:1) Perfect Three Sentence Paragraphs2) Accordion Paragraphs- Informal Outline

and Final Copy

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Next Steps

• Review your materials• Apply what you have learned today• Begin thinking about what skills need

to be taught at what grade level• Get your room ready for Step Up• Call/ email with questions• Visit my blog (ksedgwick)

Thanks for your participation today!

Step Up to Writing Basic Training Session 1 September 28, 2010 Kathy DeVries and Lil Sedgwick, Presenters.

Documents

writing sentence

writing achievement

sutw slide

creative writing section

introduction slide

story narrative writing

story poster slide

grade level slide