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Step Up to Writing

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  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