sutw step up to writing: a one day extravaganza. objectives learn about the premise of step up to...
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SUTWStep Up to Writing:
A One Day Extravaganza
Objectives Learn about the premise of Step Up to Writing and how it can help writers.
Learn about and apply strategies to help students write to explain.
Learn about and apply strategies to help students summarize.
Learn about and apply strategies to compare and contrast.
Learn about assessment strategies.
T = Eliza, your presenter
Family
Education
SUTW Experience
Mom
The Pug Herd
UniversityTeaching Career
As a Teacher
As a Learner
Anne
Gus, Gertie B., and GRIZabella
West ValleyBangladeshColorado
Alberton
Introduce Yourself
Name
Grade Level
Experience with SUTW
Housekeeping ItemsBathrooms
Lunch Break 11:45-12:45
Paperwork
Agenda
Plan Ahead Sheets
Agenda for Today• Research• Writing to Explain• Summarizing• Compare and Contrast• A Brief Glimpse at Assessment• Planning Time• Closure• Paperwork
FYI--72% of American students score at or below
the basic skill level in writing.--Many students on the MontCAS struggle with
constructed responses.--The traits of writing that students typically
perform lowest in are idea generation and organization.
-The part of the writing process most disliked by students is revision. With good planning, revision becomes less of a “major” issue.
--Students who used plans on the University Writing Assessment scored higher according to research of over 4000 students’ writing
Turn to your shoulder neighbor and comment on the information that was
just shared regarding writing and writing
achievement.
What Research SaysWriting StrategiesSummarizationCollaborative WritingSpecific Product GoalSentence CombiningPre-writing and PlanningInquiry ActivitiesProcess Approach WritingStudy of ModelsWriting for Content Learning
Source for elements:Graham, S. & Perin, D. (2007). Writing next.
New York: Carnegie Corporation
Shopping for IdeasProblem: Information Overload
Solution: Plan Ahead Sheet and Reflection Time
What Do We Know?3 : What are three things that currently frustrate you
with your grade level writers?
2 : What are two strategies you’ve tried prior to this
training to support student writing in your classroom?
1 : What is one question you have regarding Step Up
to Writing or writing in general before we begin?
Writing to Explain
STEP UP TO WRITING © 2006 by Sopris West Educational Services. All rights reserved.
To order products, call 800-547-6747
Everyone can learn to write clear, concise, organized paragraphs if they are provided with direct instructions, step-by-step guidelines, examples, opportunities to practice, and specific feedback.
Maureen Auman
Author of Step Up to Writing
Everyone Can Learn
Acc
ordi
on “
Stop
light
”O
rgan
izat
ion
Mile-a-MinuteFind a partnerDesignate one person “A” and one person
“B”
Round 1: Person A must give clues to get Person B to say all of the words on their list. Person B may say pass, but then will come back to that word if time permits.
Round 2: Second verse, same as the first (Person B now giving the clues).
Ready-Set-Go!
Things you might hear about expository writingThesis statement TransitionsExamples Non-fictionDetails BodyEssay IntroductionParagraph FactsConclusion RedDetails GreenEvidence Outline
Things you might hear about narrative writing
Main Character MiddleBeginning SettingEnding ProblemResolution FictionPlot EntertainCreative EventsConversation ImaginationSequence Point of View
Think About…Colors
BEGINNING
MIDDLE
END
INTRODUCTION
BODY
CONCLUSION
Telling a Story: A Narrative
Giving Information: Expository
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2-3
The Writing Process
Prewriting and Planning!
DraftingRevising Editing
Creating a Final CopyProofreading
Sharing
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2-12
The Colors
STEP UP TO WRITING © 2006 by Sopris West Educational Services. All rights reserved.
To order products, call 800-547-6747
Paragraphs, Reports, and EssaysGO!
Write a topic sentence.
SLOW DOWN!Give a reason, detail, or fact.
Include a transition.
STOP!Explain. Give an example.
GO BACK!Remind the reader of
your topic.
Acc
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Stop
light
”O
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2-11
Tw
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The world is filled with bugs, and some of them are quite helpful. One helpful bug is the spider. Spiders like the friendly garden spider eat other insects. A garden spider will eat pesky mosquitoes. The lady bug is also a friend. She eats aphids, little insects that kill plants. It is easy to spot a lady bug because many of them are bright red with black dots on the back. A third helpful insect is the praying mantis. Mantises eat Japanese beetles that can destroy roses. The mantis is not harmful to people, but with its legs it will grab the beetle and destroy it. Some of the most helpful bugs are the ones who pollinate flowers. Bees and moths are pollinators. They carry pollen from one plant to another. In fact, our planet needs all of these small, helpful creatures.
Colors In Action
Chapter 3
STEP UP TO WRITING © 2006 by Sopris West Educational Services. All rights reserved.
To order products, call 800-547-6747
Stars, Dashes, and Dots
Acc
ordi
on “
Stop
light
”O
rgan
izat
ion
T =precautions
garage
lighting
railings
pick up
pilesfire
hallwaysnight
securerepair
serious injuries
C =safer environment
Topic = Why do you teach????????
Accord
ion
“S
top
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O
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Let’s Try It!
Conclusion =
( )
( )
The Basic Outline
The Informal Outline
STEP UP TO WRITING © 2006 by Sopris West Educational Services. All rights reserved.
To order products, call 800-547-6747
Expository Planning
Tw
o Kin
ds o
f Writing
and
the
Writing
Pro
cess
The Informal Outline
T = Mark Twain’s resume
steamboats
volunteermilitia
mining
C = Twain’s jobs
- dreams- teach river- pilot
- Nevada territory- assistant
- gold
The Basic Outline
The Paragraph
STEP UP TO WRITING © 2006 by Sopris West Educational Services. All rights reserved.
To order products, call 800-547-6747
Tw
o Kin
ds o
f Writing
and
the
Writing
Pro
cess
Mark Twain’s resume is one filled with unique experiences that framed his writing. As a young child, he spent countless hours outdoors watching steamboats. Twain grew up dreaming of being a steamboat pilot. His dream became real in 1857 when he convinceda local steamboat captain to teach him the river. After two years,he received his license and became a pilot. Unfortunately, the Civil War started, and traffic on the Mississippi was suspended so Twain joined a volunteer militia group. With adventure in his blood, Twain embraced a new frontier and headed for the Nevada territory. There, he assisted the newly-appointed secretary with managerial duties. While in Nevada, the riches of mining drew his interest, and Twain traveled to many of the most promising mining regions. He enjoyed the trillof searching for gold. Although Twain didn’t strike it rich in any of his jobs, his career choices provided richness for many short stories, humorous essays, and novels.
Twain’s Resume
“Great ideas, and strong organization.”
Does the Informal Outline Work
For Longer Pieces?
The Paragraph
Accord
ion
“S
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O
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on
T = Gabe and MC (first) cuddly
─ sick
─ at night
(next) playful
─ fake mice
● fur─ toss
─ all the time
(finally) faithful
─ window ledge
─ greet meC = friends and great pets
Hamsters, fish, birds, and dogs may make good pets, but cats, like my cats MC and Gabe, definitely provide the best companionship. First, they are cuddly. When I am sick they roll up into a ball on my comforter and keep me company. They always cuddle at the end of my bed at night. Next, they are playful. Their favorite toys are fake mice. These mice have fur that feels real. I toss the mouse and my cats go after it. We play this game all the time. Finally, they are faithful. They sit on our window ledge each afternoon just waiting for me to come home from school. After I get in the door, they jump down to greet me. Gabriel and MC are wonderful friends and great pets.
Gabe and MC
The Essay
Accord
ion
“S
top
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ht”
O
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izati
on
T = Gabe and MC (first) cuddy
─ sick
─ at night
(next) playful
─ fake mice
● fur─ toss
─ all the time
(finally) faithful
─ window ledge
─ greet meC = friends and great pets
Gabe and MC
Add More Red-
“The redder the better”
The Accordion Stretch:Short Paragraph Accordion Essay
Accord
ion
“S
top
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O
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4-4
Longer Paragraph
Offer Transition Lists
One way → Another wayFirst → Another → Next
A good → A better → The bestThe first → The secondOne → Then → Another
One → Another → Finally
Teaching Hint:
Copy for students on yellow paper!
Elaboration: Use E’s
Examples
Explanations
Evidence
Events
Experiences
Expert Opinion
Everyday Life
Effective Illustrations
Elaboration
Excitement
Use E’s to back up your reasons, details, or facts.
TOPIC SENTENCE
R-D-F
EX
EX
Paper FoldingTry
Accord
ion
“S
top
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O
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on
R-D-F
EX
EX
CONCLUSION
Paper Folding (side 2)
Accord
ion
“S
top
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O
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TOPIC SENTENCE
R-D-F
EX
EX
First of all…
If I had a million dollars,
Paper Folding
Accord
ion
“S
top
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O
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I would also…
R-D-F
EX
EX
CONCLUSION
Paper Folding
Accord
ion
“S
top
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ht”
O
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izati
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Summarizing
A summary is a shortened, condensed version of an item such as an article, story, film, or chapter in a textbook. The purpose of a summary is to share the key ideas from the item with your reader.
Maureen Auman,
Author of Step Up to Writing
What is a Summary?
Su
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A summary is NOT color coded.A summary does NOT contain a
conclusion.A summary does NOT have transitions.A summary is NOT a retell.
What is a Summary Not?
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Burrito “IVF” Topic Sentence
Mast
eri
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V
ocab
ula
ry
Su
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Identify the Item Verb It! Finish It!
• What is the text?
• What type of text is it?
• Who is the author?
• What is the big idea?
• What is the big concept?
• What is the main idea?
3-4
ACTION WORD
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A Summary Plan: Fact Outline
Write a 3 part summary sentence.Identify the item. Verb Finish your
thought.
Copy the sentence so it looks like a real sentence.
Write the facts. Sequential
No opinions
No conclusions
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A Great Resource
What do I underline or italicize?
What needs “quotation marks?”
This I Believe . . .• Full Sample High School Writing
Curriculum available to download, along with many remarkable men’s and women’s responses to “This I Believe . . .”
• www.npr.org• www.thisibelieve.org
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Let’s Try It: A Summary Plan
Write a 3 part summary sentence.Identify the item. Verb Finish your thought.
Copy the sentence so it looks like a real sentence.
Write the facts.
Other Summary Ideas• Ticket out the door
• Money Summary
• Novel quilt summary
• Chapter summary book cover
• Buzz letters
Others ? ? ? ? ?
Compare and Contrast
Think-Pair-Share
When you ask students to compare and contrast in your classroom, what are you expecting?
What are your definitions for compare and contrast?
Do you ever ask them to just compare, or just contrast?
Vocabulary
Two Items
More Alike ??
More Different??
Star Ideas
Let’s Try It!
1) Find a partner.2) Take two items you have with you that you can compare and contrast (wedding rings, watches, writing utensil, sunglasses, notebooks, etc.).3) Fill in either a double bubble or the chart template. 4) Talk about classroom implementation if you finish early.
Assessment
AssessmentThree favorites . . . In addition to the
rubricsStars and StepsThe printer label
The continuum
Novice Nearing proficient and Proficient
Advanced
X
Writing Assessment__ Organization
__ Content (ideas)
__ Style (word choice, voice)
__ Grammar/Mechanics (conventions)
Total Points
Planning Time• Rendezvous with a colleague with a
similar grade level, content area, or job assignment.
• Walk through the ideas you jotted down on your plan ahead sheet. Which will you use, why? How will you need to modify them? What might you change in your current instructional practice?
• Plan to share a “ah ha” or “big idea” from your planning time!
Any questions?
Last Minute Housekeeping
Paperwork . . .
1)Feedback for Me!
2)OPI Renewal Unit Paper
Housekeeping:
Please leave the baggies and feedback behind, THANKS!