Step Up to Writing
Basic Training
Session 1
September 28, 2010
Kathy DeVries and Lil Sedgwick, Presenters
Agenda:
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Basic SUTW Materials
Introduction to SUTW
Using Colors to Organize Writing
Two Kinds of Writing
Informal Outlines
Outcomes:
• Identify writing needs for your
classroom situation
• Leave with some strategies you can
apply
• Leave with the materials you need to
begin SUTW
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Essential Step Up To Writing,
2nd Edition Materials
SUTW Materials Checklist for
Elementary
• Binder
• Classroom
Reproducibles
• Primary Steps
Reproducibles
• Posters
• Handy Pages
• Supply Packet
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Highlighters
Colored Paper Strips
Dots
Sticky Notes
Index Cards
SUTW Secondary (6th-12th) Materials
Checklist:
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•
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Binder
Overhead Masters
Posters
Handy Pages
Supply Packet
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
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Step Up to Writing
Contents:
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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
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
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Grades 6th-12th
Examples
Templates
Posters
Transparencies/
Materials for a
document camera
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 notetaking and working with definitions
– Help for writing sentence, information
paragraphs, reports, and essays
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Using SUTW Handy Pages
Levels—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
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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
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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
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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
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• Prewriting
• Inquiry Activities
• Process Writing
Approach
• Study of Models
• Writing for Content
Learning
Step Up to Writing is About Promoting
the Traits of Good Writing
• Content
• Organization
• Style
• Vocabulary
• Sentence Structure
• Conventions
1-6
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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 contentlearning 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:
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Active reading and listening
Vocabulary development
Asking and answering questions
Report and essay writing
Some additional skill areas of focus
Writing stories
Responding to literature
• Summarizing and note-taking
• Sentence mastery
Paragraph 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
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Step Up to Writing Is About
• Direct Instruction
• Guided Practice
• Opportunities for
Independent Practice
1-2
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Step Up to Writing Is About Tools
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Multisensory
Color
Word Lists
Informal Outlines
Examples
Small Steps
1-1
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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
1-6
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Expository vs. Narrative
PS-30 &31, CR- 1-3
2.3
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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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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
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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
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Using Colors
to Teach Organization
Reasons/Details/Facts:
• Yellow means “slow down.”
• Introduce key concepts to support
the topic sentence.
2-11
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Using Colors
to Teach Organization
Explain:
• Red means “stop and explain.”
• Present evidence.
• Provide explanation and examples.
2-11
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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
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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,
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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
Abbie
Brayden
Chloe
Drake
Ember
Gordon
Hayden
Jordan
Katelyn
Landon
Michael
Makayla
Nick
Paul
Ranae
Stephanie
Title:
Beginning:
Character:
Setting:
Middle:
End:
Smooth Ending: Feel a feeling
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Quick
Sketch
Notes
Pictures
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
_________
Remember a character
Get your point
Starters
Where
When
Action Verb
Intro Character
Comment
Dialogue
Transitions
Later
Before Dark
Quickly
Suddenly
The next day
A day later
That night
After that
By the time
In the fall
By four o’clock
On Wednesday
In the
afternoon
Before lunch
Think about the story
Quick Sketch Stories
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Step 6:
Step 7:
Title
Quick Sketch
Quick Notes
Get the Story Rolling
Story Transitions
Smooth Stop
Revise, Edit, Proofread
6-2, 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
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
__________________________________
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6-4 , PS-164-170,
CR-74-77
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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Step
4
Get the Story Rolling
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
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Step
4
Get the Story Rolling
Other Options
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•
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Provide an Action Verb
Introduce a Character
Interesting Comment
Dialogue
6-6
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Get the Story Rolling
The 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.”
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Starting a Story
Primary Steps
Classroom Reproducibles
• “Where, When Cards” p. • “Six Options” p.78
• “Provide a Where” p. 79
174-177
• “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
When we arrived
At dusk
Immediately
In between times
Hours went by
Some time later
After we walked a mile
In the afternoon
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6-6, PS-178-181,
CR-85 & 86
Different Kinds of Transitions for Different
Kinds of Writing
Information
Story
One
Another
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
First
Another
Next
To begin
Then
Finally
One
A second
First of all
Also
Last
With friends
With my family
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
morning Mama Bear would make wonderful porridge. Papa
Each
Bear had a big bowl of porridge. Mama Bear had a medium-sized
bowl. Baby Bear had a little bowl for his porridge.
Onemorning
morning Mama said the porridge was too hot to eat, so the
One
bears decided to go for a walk and let the porridge cool off.
While they
they were gone, a little girl by the name of Goldilocks
While
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
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Title:
In
Johnson Elementary School
_______________________________________________
__________________________________
__________________________________
__________________________________
Each morning
__________________________________
__________________________________
__________________________________
Just as she
__________________________________
__________________________________
__________________________________
About that time
__________________________________
__________________________________
__________________________________
6-17
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Hints for Writing a GREAT! Story:
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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
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,
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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.”
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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.
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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.
Some Strategies to Eliminate an “All
Beginning, Weak Middle, and No
Ending”
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X
X
X
X
X
X
X
X
X
X
X
X
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Time for a Quick Sketch….
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Paper Prompts
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Website: abcteach
Quick Sketch Stories
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Step 6:
Step 7:
Title
Quick Sketch
Quick Notes
Get the Story Rolling
Story Transitions
Smooth Stop
Revise, Edit, Proofread
6-2, CR-71-73
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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
Expository-Informational Paragraphs
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What Does Each Color Stand For?
• Green
• Yellow
• Red
• Blue
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Why do we need to teach
expository writing to all students at all
grade levels?
1. Most school writing will be
expository writing.
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)
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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
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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)
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Now, let’s look at an actual
writing sample.
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 smoking
until you have considered all of the negative effects!
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.
2-1
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Gangs
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The Five Elements of
Expository Writing
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.
Section 2
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Great Expository Paragraphs
Organization is the key.
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
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Step One:
The Basic “Informal Outline”
Informal Outline
Topic =
()
R/D/F
e
e
()
R/D/F
e
e
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
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Topic
Reason/Detail/Fact
Explain
Explain
2-8
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Reason/Detail/Fact
Explain
Explain
Conclusion
2-8
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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
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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
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Accordion Paragraphs
Eight Sentence Paragraph:
Topic Sentence
Reason/Detail/Fact
Explain
Reason/Detail/Fact
Explain
Reason/Detail/Fact
Explain
Conclusion
2-8
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More Accordion Paragraphs
Nine Sentence Paragraph:
Topic Sentence
Reason/Detail/Fact
Explain
Explain
Reason/Detail/Fact
Explain
Explain
Explain
Conclusion
2-8
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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
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2-8
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
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The Writing Process
Step One:
Pre-Writing Activities
– Discussion, reading, exploring
CR-112
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T=
Step Two:
Planning
(Organization)
– Informal Outline
choose transitions
and plan a
conclusion
() R/D/F
e
e
() R/D/F
e
e
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Step 3: Drafting
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Step 4: Editing
Step 5: Revising
Using the
•
•
•
•
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Strategy
C= Capital letters
U= Usage
P= Punctuation
S= Spelling
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
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Informal Outlines
Topic = Fun ways to spend a million dollars
R/D/F
R/D/F
2-11
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Informal Outlines
Topic = Fun ways to spend a million dollars
R/D/F Shopping
R/D/F Travel
2-11
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Informal Outlines
Topic = Fun ways to spend a million dollars
R/D/F Shopping
e
R/D/F Travel
e
2-11
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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
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Outline to Paragraph
If I had a million dollars, I would have a good time
spending it.
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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
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Outline to Paragraph
If I had a million dollars, I would have a good time
spending it.
First, I would go shopping.
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Informal Outlines
Topic = Fun ways to spend a million dollars
R/D/F Shopping
e
New wardrobe, Nordstroms
R/D/F Travel
e
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Paris
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.
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Informal Outlines
Topic = Fun ways to spend a million dollars
R/D/F Shopping
e
New wardrobe, Nordstroms
R/D/F Travel
e
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Paris
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.
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Informal Outlines
Topic = Fun ways to spend a million dollars
R/D/F Shopping
e
New wardrobe, Nordstroms
R/D/F Travel
e
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Paris
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.
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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 =
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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.
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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.
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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.
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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.
Visiting Paris has always been a dream.
Being wealthy would clearly make me
very happy.
CR-19-22
CR-23-27
The Table Analogy
REV 04/08/03
The Table Analogy
REV 04/08/03
The Table Analogy
REV 04/08/03
Topic = Plymouth Colony
R/D/F Mayflower
e Arrived 1620
R/D/F William Bradford
e Governor
e Helped write
Mayflower Compact
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)
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
It’s the Color, Not the Form
Topic =
1_____
2 _____
3_____
1_____
2_____
3_____
2.13
REV 04/08/03
Perfect Three Sentence Paragraphs
(See handout)
Writing Portfolio
Includes:
1) Perfect Three Sentence Paragraphs
2) Accordion Paragraphs- Informal Outline
and Final Copy
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)
REV 04/08/03
Thanks for your participation today!