SUTW Step Up to Writing A One Day

SUTW Step Up to Writing: A One Day Extravaganza

Objectives q Learn about the premise of Step Up to Writing and how it can help writers. q Learn about and apply strategies to help students write to explain. q Learn about and apply strategies to help students summarize. q Learn about and apply strategies to compare and contrast. q Learn about assessment strategies.

T = Eliza, your presenter Family Education SUTW Experience Mom Anne The Pug Herd Gus, Gertie B. , and GRIZabella University Teaching Career West Valley Bangladesh Alberton Colorado As a Teacher As a Learner

Introduce Yourself §Name §Grade Level §Experience with SUTW Housekeeping Items §Bathrooms §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 Mont. CAS 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 Says q. Writing Strategies q. Summarization q. Collaborative Writing q. Specific Product Goal q. Sentence Combining q. Pre-writing and Planning q. Inquiry Activities q. Process Approach Writing q. Study of Models q. Writing for Content Learning Source for elements: Graham, S. & Perin, D. (2007). Writing next. New York: Carnegie Corporation

Shopping for Ideas Problem: 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

Mile-a-Minute Find a partner Designate 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 writing Thesis statement Examples Details Essay Paragraph Conclusion Details Evidence Transitions Non-fiction Body Introduction Facts Red Green Outline

Things you might hear about narrative writing Main Character Beginning Ending Resolution Plot Creative Conversation Sequence Middle Setting Problem Fiction Entertain Events Imagination Point of View

Think About…Colors BEGINNING MIDDLE END Giving Information: Expository INTRODUCTION BODY CONCLUSION Two Kinds of Writing and the Writing Process Telling a Story: A Narrative 2 -3

The Writing Process Drafting Revising Editing Creating a Final Copy Proofreading Sharing Two Kinds of Writing and the Writing Process Prewriting and Planning! 2 -12

The Colors

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. Two Kinds of Writing and the Writing Process Colors In Action

Chapter 3

Let’s Try It! Topic = Why do you teach? ? ? ? ) ( ) Conclusion = Accordion “Stoplight” Organization (

The Informal Outline The Basic Outline

The Paragraph The Basic Outline

Does the Informal Outline Work For Longer Pieces?

The Paragraph (first) cuddly ─ sick ─ at night (next) playful ─ fake mice ● fur ─ toss ─ all the time (finally) faithful ─ window ledge ─ greet me C = friends and great pets Gabe and MC 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. Accordion “Stoplight” Organization T = Gabe and MC

The Essay T = Gabe and MC ─ sick ─ at night (next) playful dore Re ─ dd M fake mice r” A e bette th redder ● fur “The ─ toss ─ all the time (finally) faithful ─ window ledge ─ greet me C = friends and great pets Accordion “Stoplight” Organization (first) cuddy

The Accordion Stretch: Longer Paragraph Accordion Essay Accordion “Stoplight” Organization Short Paragraph 4 -4

Offer Transition Lists One way → Another way First → Another → Next A good → A better → The best The first → The second One → Then → Another One → Another → Finally Teaching Hint: Copy for students on yellow paper!

Elaboration: Use E’s to back up your reasons, details, or facts. Examples Explanations Evidence Events Experiences Expert Opinion Everyday Life Effective Illustrations Elaboration Excitement

Paper Folding TOPIC SENTENCE R-D-F EX EX Accordion “Stoplight” Organization Try

Paper Folding (side 2) EX EX CONCLUSION Accordion “Stoplight” Organization R-D-F

Paper Folding If I had a million dollars, TOPIC SENTENCE R-D-F EX EX Accordion “Stoplight” Organization First of all…

Paper Folding I would also… R-D-F EX CONCLUSION Accordion “Stoplight” Organization EX

Summarizing

What is a Summary? 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. Summarizing Maureen Auman, Author of Step Up to Writing 3 -3

What is a Summary Not? Summarizing 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. 3 -3

Burrito “IVF” Topic Sentence • • • What is the text? What type of text is it? Who is the author? Verb It! Finish It! • ACTION WORD • • What is the big idea? What is the big concept? What is the main idea? Summarizing Mastering Vocabulary Identify the Item 3 -4

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. Sequential No opinions No conclusions Summarizing Write the facts.

A Great Resource What do I underline or italicize ? Summarizing 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

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. Summarizing 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

Assessment Three favorites. . . In addition to the rubrics Stars and Steps The printer label Writing Assessment __ Organization __ Content (ideas) __ Style (word choice, voice) The continuum __ Grammar/Mechanics (conventions) Total Points X Novice Nearing proficient and Proficient Advanced

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!