SUTW Step Up to Writing for the Middle School and High School Content Teacher.

SUTWStep Up to Writing for

the Middle School and High School Content Teacher

Objectives Learn about the premise of Step Up to Writing and how it can help writers in the content areas.

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.

T = Eliza, your presenter

Family

Education

SUTW Experience

Mom

The “Ladypugs”

UniversityTeaching Career

As a Teacher

As a Learner

Anne

Gus and Gertie B.

West ValleyBangladeshColorado

Alberton

Introduce Yourself

Name

Grade Level

Experience with SUTW

Housekeeping ItemsBathrooms

Lunch Break 11:45-12:45

Paperwork

Agenda

Plan Ahead Sheets

FYI72% of American students score at or below the

basic skill level in writing.

Most students on the MontCAS struggle with constructed responses.

The traits of writing that students 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.

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 content area 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?

Agenda for Today

•Writing to Explain•Summarizing•Compare and Contrast•Closure•Paperwork

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

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Think About…Colors

BEGINNING

MIDDLE

END

INTRODUCTION

BODY

CONCLUSION

Telling a Story: A Narrative

Giving Information: Expository

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The Writing Process

Prewriting and Planning!

DraftingRevising Editing

Creating a Final CopyProofreading

Sharing

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The Colors



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.

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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



Stars, Dashes, and Dots

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T =precautions

garage

lighting

railings

pick up

pilesfire

hallwaysnight

securerepair

serious injuries

C =safer environment

Topic = Looking forward to Summer Vacation

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Let’s Try It!

Conclusion =

( )

( )

The Basic Outline

The Informal Outline



Expository Planning

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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



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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

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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

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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

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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

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R-D-F

EX

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CONCLUSION

Paper Folding (side 2)

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TOPIC SENTENCE

R-D-F

EX

EX

First of all…

If I were president,

Paper Folding

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I would also…

R-D-F

EX

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CONCLUSION

Paper Folding

Accord

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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?

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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

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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?”

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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.

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, 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

Any questions?

Last Minute Housekeeping

Paperwork . . .

1)Feedback Form for SUTW

2)OPI Renewal Unit PaperHousekeeping:

Please leave the baggies and feedback behind, THANKS!

SUTW Step Up to Writing for the Middle School and High School Content Teacher.

Documents

Transcript of SUTW Step Up to Writing for the Middle School and High School Content Teacher.