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Step Up to Writing Basic Training Session 1 September 28, 2010 Kathy DeVries and Lil Sedgwick, Presenters.

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Presentation on theme: "Step Up to Writing Basic Training Session 1 September 28, 2010 Kathy DeVries and Lil Sedgwick, Presenters."— Presentation transcript:

1 Step Up to Writing Basic Training Session 1 September 28, 2010 Kathy DeVries and Lil Sedgwick, Presenters

2 REV 04/08/03 Agenda: Basic SUTW MaterialsBasic SUTW Materials Introduction to SUTWIntroduction to SUTW Using Colors to Organize WritingUsing Colors to Organize Writing Two Kinds of WritingTwo Kinds of Writing Informal OutlinesInformal Outlines

3 REV 04/08/03 Outcomes: Identify writing needs for your classroom situationIdentify writing needs for your classroom situation Leave with some strategies you can applyLeave with some strategies you can apply Leave with the materials you need to begin SUTWLeave with the materials you need to begin SUTW

4 Essential Step Up To Writing, 2 nd Edition Materials

5 REV 04/08/03 SUTW Materials Checklist for Elementary BinderBinder Classroom ReproduciblesClassroom Reproducibles Primary Steps ReproduciblesPrimary Steps Reproducibles PostersPosters Handy PagesHandy Pages Supply PacketSupply Packet –Highlighters –Colored Paper Strips –Dots –Sticky Notes –Index Cards

6 REV 04/08/03 SUTW Secondary (6 th -12 th ) Materials Checklist: BinderBinder Overhead MastersOverhead Masters PostersPosters Handy PagesHandy Pages Supply PacketSupply Packet

7 REV 04/08/03 Step Up to Writing Binder Contents: Section 2Accordion Paragraphs Section 3Paragraphs With a Special Purpose Section 4Multiparagraph Papers Section 5Accordion Speeches Section 1Introduction

8 REV 04/08/03 Step Up to Writing Contents: Section 6Creative 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 REV 04/08/03 Classroom Reproducibles Grades 3 rd – 6 thGrades 3 rd – 6 th Teacher Demonstration MaterialsTeacher Demonstration Materials Templates for Student WritingTemplates for Student Writing –Informal Outlines –Expository Writing –Narrative Writing –Vocabulary Development –Sentence Writing

10 REV 04/08/03 Primary Steps Reproducibles Grades 1 st – 3 rdGrades 1 st – 3 rd Teacher demonstration materialsTeacher demonstration materials Templates for:Templates for: –Student Writing –Vocabulary Development –Sentence Writing

11 REV 04/08/03 Overhead Masters Grades 6 th -12 thGrades 6 th -12 th ExamplesExamples TemplatesTemplates PostersPosters Transparencies/ Materials for a document cameraTransparencies/ Materials for a document camera

12 REV 04/08/03 Using SUTW Posters Reminder and reference and support guided lessonsReminder 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 lessonLaminate them to use as a flip chart, or attach magnets to the back and display them as part of a guided lesson They provideThey provide –Hints and examples for summarizing and note- taking and working with definitions –Help for writing sentence, information paragraphs, reports, and essays

13 REV 04/08/03 Using SUTW Handy Pages LevelsPrimary, Level 1, and Level 2 Student BookletsStudent 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 REV 04/08/03 Supply PacketYou will need one of these for each student Zippered Pencil PouchZippered Pencil Pouch Highlighters-- Green, Yellow,Pink or Red, and BlueHighlighters-- Green, Yellow,Pink or Red, and Blue Colored Dots-- Green, Yellow, Red, and BlueColored Dots-- Green, Yellow, Red, and Blue Colored Paper Strips- Green, Yellow, Red, and BlueColored Paper Strips- Green, Yellow, Red, and Blue 2x1-1/2 Yellow Post It Notes2x1-1/2 Yellow Post It Notes Index Cards- size depends on grade levelIndex Cards- size depends on grade level

15 REV 04/08/03 Setting Up the Room for Step Up Needs: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 REV 04/08/03 Lessons from the Geese

17 REV 04/08/03 Step Up to Writing Is About Common Language and Common Expectations Common languageCommon language –Same terminology –Builds on instruction Common high expectationsCommon high expectations –Quality writing required in all classes

18 REV 04/08/03 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?

19 REV 04/08/03 Writing Next Report Can be downloaded from:

20 REV 04/08/03 11 Effective Elements to Improve Writing Achievement From the Writing Next Report Writing StrategiesWriting Strategies SummarizationSummarization Collaborative WritingCollaborative Writing Specific Product GoalsSpecific Product Goals Word ProcessingWord Processing Sentence CombiningSentence Combining PrewritingPrewriting Inquiry ActivitiesInquiry Activities Process Writing ApproachProcess Writing Approach Study of ModelsStudy of Models Writing for Content LearningWriting for Content Learning

21 REV 04/08/03 Step Up to Writing is About Promoting the Traits of Good Writing ContentContent OrganizationOrganization StyleStyle VocabularyVocabulary Sentence StructureSentence Structure ConventionsConventions

22 REV 04/08/03 Six Traits / Step Up to Writing Comparison See handoutSee handout

23 REV 04/08/03 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 REV 04/08/03 Key Principles of Content-Area Writing Tie the writing task to specific content- learning goalsTie the writing task to specific content- learning goals Alert students to the specific purpose and audience for the writingAlert students to the specific purpose and audience for the writing Make all elements of the task clearMake all elements of the task clear Include grading criteria on the assignment sheet (use rubrics)Include grading criteria on the assignment sheet (use rubrics) Break down the task into manageable stepsBreak down the task into manageable steps

25 REV 04/08/03 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 writingTeach 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 skillsEstablishes common high standards for assessing writing and other academic skills

26 REV 04/08/03 Steps for Implementation of SUTW School Wide: Create a School Wide planCreate a School Wide plan –Some skill areas you might focus on may include: Active reading and listeningActive reading and listening Vocabulary developmentVocabulary development Asking and answering questionsAsking and answering questions Report and essay writingReport and essay writing

27 REV 04/08/03 Some additional skill areas of focus Writing stories Writing stories Responding to literature Responding to literature Summarizing and note-takingSummarizing and note-taking Sentence masterySentence mastery Paragraph writing Paragraph writing Giving speechesGiving speeches Writing to persuadeWriting to persuade

28 REV 04/08/03 Step Up to Writing To write clear, concise, organized paragraphs, students need: Direct instructionsDirect instructions Step-by-step guidelinesStep-by-step guidelines ExamplesExamples Opportunities to practiceOpportunities to practice Specific feedbackSpecific feedback

29 REV 04/08/03 Step Up to Writing Is About Direct Instruction Direct Instruction Guided Practice Guided Practice Opportunities for Independent Practice Opportunities for Independent Practice

30 REV 04/08/03 Step Up to Writing Is About Tools MultisensoryMultisensory ColorColor Word ListsWord Lists Informal OutlinesInformal Outlines ExamplesExamples Small StepsSmall Steps

31 REV 04/08/03 Step Up to Writing Is About the Writing Process Prewriting and Planning Drafting, Revising, and Editing Creating a Final Copy, Proofreading, and Sharing

32 REV 04/08/03 Expository vs. Narrative 2.3 PS-30 &31, CR- 1-3

33 REV 04/08/03 The Logic of the Colors Helps students organize information into an outline, then a paragraphHelps students organize information into an outline, then a paragraph Assists students in the editing process.Assists students in the editing process.

34 REV 04/08/03 Write a topic sentence. Go! Give a reason, detail, or fact. Use a transition. Slow Down ! Explain. Give an example. Stop! Remind the reader of your topic. Go Back! 2-11, PS-69, CR-9

35 REV 04/08/03 Using Colors to Teach Organization Topic Sentence: Green means go.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?Green asks the writer to decide What am I going to prove? What am I going to explain? What information will I share?

36 REV 04/08/03 Using Colors to Teach Organization Reasons/Details/Facts: Yellow means slow down.Yellow means slow down. Introduce key concepts to support the topic sentence.Introduce key concepts to support the topic sentence

37 REV 04/08/03 Using Colors to Teach Organization Explain: Red means stop and explain.Red means stop and explain. Present evidence.Present evidence. Provide explanation and examples.Provide explanation and examples

38 REV 04/08/03 Using Colors to Teach Organization Conclusion: Green means go back to your topic.Green means go back to your topic. Restate the topic and the position.Restate the topic and the position. Do not introduce new information.Do not introduce new information. Use synonyms and leave your reader with something to remember.Use synonyms and leave your reader with something to remember

39 REV 04/08/03 Narratives and Creative Writing 6.2

40 REV 04/08/03 Baseball and football require similar skills; however, the goals of each game are different.

41 REV 04/08/03

42 The Quick Sketch Method 6-5, PS ,

43 REV 04/08/03 Find two books-an informational book and a story.Find two books-an informational book and a story. Share the books with the class.Share the books with the class. Point out that stories have a beginning a middle, and an end.Point out that stories have a beginning a middle, and an end.

44 REV 04/08/03 The Three Little Pigs - Interactive Chart The Three Little Pigs - Interactive Chart

45 REV 04/08/03 Character Development

46 REV 04/08/03 Quick Sketch Writing Strategy Pages Primary Steps

47 REV 04/08/03 Smooth Ending: Feel a feeling Remember a character Get your point Think about the story

48 REV 04/08/03 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

49 REV 04/08/03 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 __________________________________ __________________________________ __________________________________ 6-4, PS , CR-74-77

50 REV 04/08/03 Step 4 Get the Story Rolling Provide a Where Near the parkNear the park Below the surface of the waterBelow the surface of the water In ChicagoIn Chicago Behind the old shed near mothers rakeBehind the old shed near mothers rake Beyond the city limitsBeyond the city limits Throughout the crowded roomThroughout the crowded room 6-5

51 REV 04/08/03 Get the Story Rolling Provide a When Just as the bell rangJust as the bell rang After we left the movieAfter we left the movie Before I turned sixBefore I turned six Before my eighth birthdayBefore my eighth birthday When the alarm went offWhen the alarm went off When the firefighters arrivedWhen the firefighters arrived Step 4

52 REV 04/08/03 Get the Story Rolling Other Options Provide an Action VerbProvide an Action Verb Introduce a CharacterIntroduce a Character Interesting CommentInteresting Comment DialogueDialogue Step 4

53 REV 04/08/03 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 Boys stocking, with a sprig of holly between his paws, the effect was charming. 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 Boys stocking, with a sprig of holly between his paws, the effect was charming.

54 REV 04/08/03 Starting a Story Primary Steps Where, When Cards p Where, When Cards p Classroom Reproducibles Six Options p.78Six Options p.78 Provide a Where p. 79Provide a Where p. 79 Provide a When p. 80Provide a When p. 80 Provide an Action Word p. 81Provide an Action Word p. 81 Introduce a Character p. 82Introduce a Character p. 82 Making a Simple but Interesting Comment p. 83Making a Simple but Interesting Comment p. 83 Start With a Conversation p. 84Start With a Conversation p. 84

55 REV 04/08/03 Step 5 Story Transitions Move the Story Along The next day At dusk When we arrived After we walked a mile In between times In the afternoon Some time later Immediately Hours went by 6-6, PS , CR-85 & 86

56 REV 04/08/03

57 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 Mama Bear would make wonderful porridge. Papa Bear had a big bowl of porridge. Mama Bear had a medium-sized bowl. Baby Bear had a little bowl for his porridge. One morning Mama said the porridge was too hot to eat, so the bears decided to go for a walk and let the porridge cool off. While they were gone, a little girl by the name of Goldilocks 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 Each morning One morning While they

58 REV 04/08/03 Title: _______________________________________________ __________________________________ __________________________________ __________________________________ Each morning Just as she About that time In Johnson Elementary School

59 REV 04/08/03 Hints for Writing a Story: Hints for Writing a GREAT! Story: Include detailsInclude details ExplainExplain Use vivid descriptionsUse vivid descriptions Be specificBe specific Appeal to the sensesAppeal to the senses CR- 87

60 REV 04/08/03 Step 6: Come to a Smooth Stop Feel a feeling endingFeel a feeling ending Dont write THE END. Instead, finish with a strong sentence that will help your reader. Remember a character endingRemember a character ending Get your point endingGet your point ending Think about the story endingThink about the story ending 6-9, PS-183, CR- 89,

61 REV 04/08/03 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 Id left offwith 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.

62 REV 04/08/03

63 Some Strategies to Eliminate an All Beginning, Weak Middle, and No Ending

64 REV 04/08/03

65 X X X X X X X X X X X X

66 Time for a Quick Sketch….

67 REV 04/08/03

68

69 Paper Prompts

70 Website: abcteach

71 REV 04/08/03 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

72 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

73 REV 04/08/03 Expository-Informational Paragraphs

74 REV 04/08/03 What Does Each Color Stand For? What Does Each Color Stand For? GreenGreen YellowYellow RedRed BlueBlue

75 REV 04/08/03 1.Most school writing will be expository writing. Why do we need to teach expository writing to all students at all grade levels? 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)

76 REV 04/08/03 The keys to an effective paragraph: A titleA title A topic sentenceA topic sentence TransitionsTransitions Good explanations and examplesGood explanations and examples A conclusionA conclusion Expository paragraphs need: 2-4, CR 4

77 REV 04/08/03 G olf is a great sport to play. Its 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)

78 Now, lets look at an actual writing sample.

79 REV 04/08/03 Smokings Health Toll and Price Tag 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, 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 dont start smoking until you have considered all of the negative effects! Fifth Grade

80 REV 04/08/03 G angs 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

81 REV 04/08/03 Gangs

82 The Five Elements of Expository Writing Organization is the key. Transitions are the glue. Conclusions tie it all together. Topic sentences and thesis statements are the heart. Examples, evidence, and explanations are the meat. Section 2

83 REV 04/08/03 Organization is the key. Great Expository Paragraphs

84 REV 04/08/03 Organization is what you do before you do something, so when you do it, its not all mixed up. A.A. Milne a.k.a. Winnie the Pooh

85 Step One: The Basic Informal Outline

86 REV 04/08/03 Informal Outline Topic = ()R/D/F e e e e

87 REV 04/08/03 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/FGood fighters e Sharp claws e Sharp Incisors

88 REV 04/08/03 Topic Reason/Detail/Fact Explain Explain

89 Reason/Detail/Fact Explain Conclusion Explain

90 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

91 REV 04/08/03 Reason/Detail/Fact Next, cats are good fighters. Explain Cats sharp claws can inflict pain and discourage attackers. Conclusion Felines can take care of themselves. Explain They can also use their pointed incisors to bite their enemies when necessary

92 REV 04/08/03 Accordion Paragraphs Eight Sentence Paragraph: Topic Sentence Reason/Detail/Fact Explain Reason/Detail/Fact Explain Reason/Detail/Fact Explain Conclusion

93 REV 04/08/03 More Accordion Paragraphs Nine Sentence Paragraph: Topic Sentence Reason/Detail/Fact Explain Reason/Detail/Fact Explain Explain Conclusion Explain Explain

94 REV 04/08/03 More Accordion Paragraphs Eleven Sentence Paragraph: Topic Sentence Reason/Detail/Fact Reason/Detail/Fact Explain Explain Conclusion Explain Explain Reason/Detail/Fact Reason/Detail/Fact Explain

95 REV 04/08/03 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/FGood fighters e Sharp claws e Sharp incisors

96 REV 04/08/03 The Writing Process Step One: Pre-Writing Activities –Discussion, reading, exploring CR-112

97 REV 04/08/03 Step Two: Planning (Organization) –Informal Outline choose transitions and plan a conclusion T= () R/D/F ee ee

98 REV 04/08/03 Step 3: Drafting

99 REV 04/08/03 Step 4: Editing Step 5: Revising Using the Strategy C= Capital lettersC= Capital letters U= UsageU= Usage P= PunctuationP= Punctuation S= SpellingS= Spelling

100 REV 04/08/03 Step 6: Making a Final CopyUsing Neat Paper Rules Step 7: Proofreading Step 8: Sharing and/ or Publishing

101 REV 04/08/03 Informal Outlines Topic = Fun ways to spend a million dollars

102 REV 04/08/03 Informal Outlines Topic = Fun ways to spend a million dollars R/D/F R/D/F

103 REV 04/08/03 Informal Outlines Topic = Fun ways to spend a million dollars R/D/F Shopping R/D/F Travel

104 REV 04/08/03 Informal Outlines Topic = Fun ways to spend a million dollars R/D/F Shopping R/D/F Travel e e

105 REV 04/08/03 Informal Outlines Topic = Fun ways to spend a million dollars R/D/F Shopping R/D/F Travel e New wardrobe, Nordstroms e Paris

106 REV 04/08/03 If I had a million dollars, I would have a good time spending it. Outline to Paragraph

107 REV 04/08/03 Informal Outlines Topic = Fun ways to spend a million dollars R/D/F Shopping R/D/F Travel e New wardrobe, Nordstroms e Paris

108 REV 04/08/03 If I had a million dollars, I would have a good time spending it. Outline to Paragraph First, I would go shopping.

109 REV 04/08/03 Informal Outlines Topic = Fun ways to spend a million dollars R/D/F Shopping R/D/F Travel e New wardrobe, Nordstroms e Paris

110 REV 04/08/03 If I had a million dollars, I would have a good time spending it. Outline to Paragraph First, I would go shopping. A new wardrobe from Nordstroms is a must.

111 REV 04/08/03 Informal Outlines Topic = Fun ways to spend a million dollars R/D/F Shopping R/D/F Travel e New wardrobe, Nordstroms e Paris

112 REV 04/08/03 If I had a million dollars, I would have a good time spending it. Outline to Paragraph First, I would go shopping. A new wardrobe from Nordstroms is a must. Next, I would travel.

113 REV 04/08/03 Informal Outlines Topic = Fun ways to spend a million dollars R/D/F Shopping R/D/F Travel e New wardrobe, Nordstroms e Paris

114 REV 04/08/03 If I had a million dollars, I would have a good time spending it. Outline to Paragraph First, I would go shopping. A new wardrobe from Nordstroms is a must. Next, I would travel. Visiting Paris has always been a dream.

115 REV 04/08/03 Informal Outlines Topic = Fun ways to spend a million dollars R/D/F Shopping R/D/F Travel e New wardrobe, Nordstroms e Paris Conclusion = Conclusion =

116 REV 04/08/03 If I had a million dollars, I would have a good time spending it. Outline to Paragraph 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.

117 REV 04/08/03 If I had a million dollars, I would have a good time spending it. Outline to Paragraph 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.

118 REV 04/08/03 If I had a million dollars, I would have a good time spending it. Outline to Paragraph 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.

119 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 Nordstroms is a must. Next, I would travel. Visiting Paris has always been a dream. Being wealthy would clearly make me very happy.

120 CR-19-22CR-19-22

121 CR-23-27CR-23-27

122 REV 04/08/03 The Table Analogy

123 REV 04/08/03 The Table Analogy

124 REV 04/08/03 The Table Analogy

125 Topic = Plymouth Colony R/D/FMayflower eArrived 1620 R/D/FWilliam Bradford eGovernor eHelped write Mayflower Compact

126 Topic = Plymouth Colony R/D/FHardships eLong winter R/D/FFirst Thanksgiving eInvited Indians eNo food 2-9 (2.17)

127 Topic = Plymouth Colony R/D/FDifficult trip across Atlantic eDangerous waters eOne ship turned back ePoor living conditions R/D/FDifficult winter eArrived in wrong location eArrived too late to plant garden eArrived too late to build homes R/D/FBefriended by Indians eInvited to first Thanksgiving

128 REV 04/08/03 Its the Color, Not the Form 1_____ 2 _____ 3_____1_____2_____3_____ Topic =

129 Perfect Three Sentence Paragraphs (See handout)

130 Writing Portfolio Includes: 1)Perfect Three Sentence Paragraphs 2)Accordion Paragraphs- Informal Outline and Final Copy

131 REV 04/08/03 Next Steps Review your materialsReview your materials Apply what you have learned todayApply what you have learned today Begin thinking about what skills need to be taught at what grade levelBegin thinking about what skills need to be taught at what grade level Get your room ready for Step UpGet your room ready for Step Up Call/ with questionsCall/ with questions Visit my blog (ksedgwick)Visit my blog (ksedgwick)

132 Thanks for your participation today!


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