Presentation Transcript

1. Step Up to Writing

   Basic Training Session 1 September 28, 2010 Kathy DeVries and Lil Sedgwick, Presenters
2. Agenda: Basic SUTW Materials Introduction to SUTW Using Colors to Organize Writing Two Kinds of Writing Informal Outlines
3. Outcomes: Identify writing needs for your classroom situation Leave with some strategies you can apply Leave with the materials you need to begin SUTW

4. Essential Step Up To Writing, 2nd Edition Materials

5. 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
6. SUTW Secondary (6th-12th) Materials Checklist: Binder Overhead Masters Posters Handy Pages Supply Packet
7. Step Up to Writing Binder Contents: Section 1 Introduction Section 2 Accordion Paragraphs Section 3 Paragraphs With a Special Purpose Section 4 Multiparagraph Papers Section 5 Accordion Speeches
8. 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
9. Classroom Reproducibles Grades 3rd – 6th Teacher Demonstration Materials Templates for Student Writing Informal Outlines Expository Writing Narrative Writing Vocabulary Development Sentence Writing
10. Primary Steps Reproducibles Grades 1st – 3rd Teacher demonstration materials Templates for: Student Writing Vocabulary Development Sentence Writing
11. Overhead Masters Grades 6th-12th Examples Templates Posters Transparencies/ Materials for a document camera
12. 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
13. 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
14. 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
15. 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
16. Lessons from the Geese
17. 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
18. Think/ share activity Consider: What types of reading and writing tasks do your students need to perform? What are the state and district standards your students need to meet? What kinds of daily writing skills do they need to be successful in their classes?
19. Writing Next Report Can be downloaded from: http://www.all4ed.org/publication_material/reports/writing_next
20. 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 11 Effective Elements to Improve Writing Achievement From the Writing Next Report
21. Content Organization Style Vocabulary Sentence Structure Conventions Step Up to Writing is About Promoting the Traits of Good Writing 1-6
22. Six Traits / Step Up to Writing Comparison See handout
23. 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)
24. 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
25. 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
26. 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
27. Some additional skill areas of focus Writing stories Responding to literature Summarizing and note-taking Sentence mastery Paragraph writing Giving speeches Writing to persuade
28. 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
29. Step Up to Writing Is About Direct Instruction Guided Practice Opportunities for Independent Practice 1-2
30. Step Up to Writing Is About Tools Multisensory Color Word Lists Informal Outlines Examples Small Steps 1-1
31. Step Up to Writing Is About the Writing Process Prewriting and Planning Drafting, Revising, and Editing Creating a Final Copy, Proofreading, and Sharing 1-6
32. Expository vs. Narrative PS-30 &31, CR- 1-3 2.3
33. The Logic of the Colors Helps students organize information into an outline, then a paragraph Assists students in the editing process.
34. Go! Write a topic sentence. Slow Down! Give a reason, detail, or fact. Use a transition. Stop! Explain. Give an example. Go Back! Remind the reader of your topic. 2-11, PS-69, CR-9
35. Using Colors to 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
36. Using Colors to Teach Organization Reasons/Details/Facts: Yellow means “slow down.” Introduce key concepts to support the topic sentence. 2-11
37. Using Colors to Teach Organization Explain: Red means “stop and explain.” Present evidence. Provide explanation and examples. 2-11
38. Using Colors to Teach Organization 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
39. Narratives and Creative Writing 6.2
40. Baseball and football require similar skills; however, the goals of each game are different.
41. The Quick Sketch Method 6-5, PS-161-163,
42. Activity Time 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.
43. The Three Little Pigs - Interactive Chart
44. Character Development
45. Quick Sketch Writing Strategy Activity Time Pages 161-171 Primary Steps
46. Smooth Ending: Feel a feeling Remember a character Get your point Think about the story
47. 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-71-73
48. Step 2 Quick sketch your plan for your story Step 3 Jot ideas, descriptions, and plans for your story ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ ______________________________________________________________________________________________________ Planning a Short Story Step 1 Title ______________________________________ 6-4 , PS-164-170, CR-74-77
49. Get the Story Rolling Step 4 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
50. Get the Story Rolling Provide a When Step 4 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
51. Get the Story Rolling Other Options Step 4 Provide an Action Verb Introduce a Character Interesting Comment Dialogue 6-6
52. 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.”
53. 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 Starting a Story
54. Step 5 Story Transitions Move the Story Along The next day When we arrived At dusk Immediately In between times Hours went by Some time later After we walked a mile In the afternoon 6-6, PS-178-181, CR-85 & 86
55. One morning Each morning While they 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
56. Title: _______________________________________________ In Johnson Elementary School ______________________________________________________________________________________________________ Each morning ______________________________________________________________________________________________________ Just as she ______________________________________________________________________________________________________ About that time ______________________________________________________________________________________________________ 6-17
57. Hints for Writing a GREAT! Story: Include details Explain Use vivid descriptions Be specific Appeal to the senses CR- 87
58. Step 6: Come to a Smooth Stop Don’t write “THE END.” Instead, finish with a strong sentence that will help your reader. Feel a feeling ending Remember a character ending Get your point ending Think about the story ending 6-9, PS-183, CR- 89,
59. 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.”
60. Some Strategies to Eliminate an “All Beginning, Weak Middle, and No Ending”
61. X X X X X X X X X X X X
62. Time for a Quick Sketch….
63. Paper Prompts
64. Website: abcteach
65. 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-71-73
66. 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
67. Expository-Informational Paragraphs
68. What Does Each Color Stand For? POP QUIZ Green Yellow Red Blue
69. Why do we need to teach expository writing to all students at all grade levels? Most school writing will be expository writing. Expository writing teaches clear and logical thinking. Expository writing helps students learn content. Expository writing prepares students for the business world. 2-4 (2.5)
70. The keys to an effective paragraph: Expository paragraphs need: A title A topic sentence Transitions Good explanations and examples A conclusion 2-4, CR 4
71. 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)
72. Now, let’s look at an actual writing sample.
73. Smoking’s Health Toll and Price Tag Fifth Grade 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 smokinguntil you have considered all of the negative effects! 2-5
74. 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. 2-1
75. Gangs
76. Organization is the key. Topic sentences and thesis statements are the heart. Transitions are the glue. Examples, evidence, and explanations are the meat. Conclusions tie it all together. The Five Elements of Expository Writing Section 2
77. Great Expository Paragraphs Organization is the key. 2-8
78. “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

79. Step One:

    The Basic “Informal Outline”
80. Informal Outline Topic = () R/D/F e e () R/D/F e e 2-11
81. 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
82. Topic Reason/Detail/Fact Explain Explain 2-8
83. Reason/Detail/Fact Explain Explain Conclusion 2-8
84. Topic Cats protect themselves in two ways. Reason/Detail/Fact First, they are able to get away quickly from their enemies. Explain Cats are fast runners. Explain They can climb trees, too. 2-8
85. Reason/Detail/Fact Next, cats are good fighters. Explain Cats’ sharp claws can inflict pain and discourage attackers. Explain They can also use their pointed incisors to bite their enemies when necessary. Conclusion Felines can take care of themselves. 2-8
86. Accordion Paragraphs Eight Sentence Paragraph: Topic Sentence Reason/Detail/Fact Explain Reason/Detail/Fact Explain Reason/Detail/Fact Explain Conclusion 2-8
87. More Accordion Paragraphs Nine Sentence Paragraph: Topic Sentence Reason/Detail/Fact Explain Explain Reason/Detail/Fact Explain Explain Explain Conclusion 2-8
88. More Accordion Paragraphs Eleven Sentence Paragraph: Topic Sentence Reason/Detail/Fact Reason/Detail/Fact Explain Reason/Detail/Fact Explain Explain Reason/Detail/Fact Explain Explain Conclusion 2-8
89. 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
90. The Writing Process Step One: Pre-Writing Activities Discussion, reading, exploring CR-112
91. T= () R/D/F e e () R/D/F e e Step Two: Planning (Organization) Informal Outline choose transitions and plan a conclusion
92. Step 3: Drafting
93. Step 4: Editing Step 5: Revising Using the Strategy C= Capital letters U= Usage P= Punctuation S= Spelling “CUPS”
94. Step 6: Making a Final Copy—Using “Neat Paper Rules” Step 7: Proofreading Step 8: Sharing and/ or Publishing
95. Informal Outlines Topic = Fun ways to spend a million dollars 2-11
96. Informal Outlines Topic = Fun ways to spend a million dollars R/D/F R/D/F 2-11
97. Informal Outlines Topic = Fun ways to spend a million dollars R/D/F Shopping R/D/F Travel 2-11
98. Informal Outlines Topic = Fun ways to spend a million dollars R/D/F Shopping e R/D/F Travel e 2-11
99. Informal Outlines Topic = Fun ways to spend a million dollars R/D/F Shopping e New wardrobe, Nordstroms R/D/F Travel e Paris 2-11
100. Outline to Paragraph If I had a million dollars, I would have a good time spending it.
101. Informal Outlines Topic = Fun ways to spend a million dollars R/D/F Shopping e New wardrobe, Nordstroms R/D/F Travel e Paris 2-11
102. Outline to Paragraph If I had a million dollars, I would have a good time spending it. First, I would go shopping.
103. Informal Outlines Topic = Fun ways to spend a million dollars R/D/F Shopping e New wardrobe, Nordstroms R/D/F Travel e Paris
104. Outline to Paragraph If I had a million dollars, I would have a good time spending it. First, I would go shopping. A new wardrobe from Nordstroms is a must.
105. Informal Outlines Topic = Fun ways to spend a million dollars R/D/F Shopping e New wardrobe, Nordstroms R/D/F Travel e Paris
106. Outline to Paragraph If I had a million dollars, I would have a good time spending it. First, I would go shopping. A new wardrobe from Nordstroms is a must. Next, I would travel.
107. Informal Outlines Topic = Fun ways to spend a million dollars R/D/F Shopping e New wardrobe, Nordstroms R/D/F Travel e Paris
108. Outline to Paragraph If I had a million dollars, I would have a good time spending it. First, I would go shopping. A new wardrobe from Nordstroms is a must. Next, I would travel. Visiting Paris has always been a dream.
109. Informal Outlines Topic = Fun ways to spend a million dollars R/D/F Shopping e New wardrobe, Nordstroms R/D/F Travel e Paris Conclusion =
110. Outline to Paragraph If I had a million dollars, I would have a good time spending it. First, I would go shopping. A new wardrobe from Nordstroms is a must. Next, I would travel. Visiting Paris has always been a dream. Being wealthy would clearly make me very happy.
111. Outline to Paragraph If I had a million dollars, I would have a good time spending it. First, I would go shopping. A new wardrobe from Nordstroms is a must. Next, I would travel. Visiting Paris has always been a dream. Being wealthy would clearly make me very happy.
112. Outline to Paragraph If I had a million dollars, I would have a good time spending it. First, I would go shopping. A new wardrobe from Nordstroms is a must. Next, I would travel. Visiting Paris has always been a dream. Being wealthy would clearly make me very happy.
113. 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. Visiting Paris has always been a dream.Being wealthy would clearly make me very happy.
114. CR-19-22
115. CR-23-27
116. The Table Analogy
117. The Table Analogy
118. The Table Analogy
119. Topic = Plymouth Colony R/D/F Mayflower e Arrived 1620 R/D/F William Bradford e Governor e Helped write Mayflower Compact
120. Topic = Plymouth Colony R/D/F Hardships e Long winter e No food R/D/F First Thanksgiving e Invited Indians 2-9 (2.17)
121. Topic = Plymouth Colony R/D/F Difficult trip across Atlantic e Dangerous waters e One ship turned back e Poor living conditions R/D/F Difficult winter e 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
122. It’s the Color, Not the Form Topic = 1_____ 2 _____ 3_____ 1_____ 2_____ 3_____ 2.13

123. Perfect Three Sentence Paragraphs(See handout)

124. Writing Portfolio

     Includes: Perfect Three Sentence Paragraphs Accordion Paragraphs- Informal Outline and Final Copy
125. 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)

126. Thanks for your participation today!