3Do NowAt your table, discuss what types of writing activities you are doing with your students?Be prepared to share.
4ObjectiveTeachers will be able to identify and use Step-Up to Writing strategies that can be used in content areas.(Math – Science – Reading – Language Arts – Social Studies – Art – PE – Foreign Language – Music – Technology – Choir – Band)GLE Uses an effective organizational structure, writes unified, cohesive paragraphs. (Topic sentence with logically presented details.)
5Step-Up to Writing is… About promoting the goals of good writing About common language and common expectationsStrategies used in all subject areas
6Planning is the key to success PrewriteDraftReviseEditProofreadFinal copyShareGLE Analyzes and selects effective strategies for generating ideas and planning writing.GLE Revises text, including changing words, sentences, paragraphs and ideas.
7Step-Up to Writing is a Unique, Multi-sensory Approach In Step-Up to Writing, students use folded paper, color, lists of words, and informal outlines.These make the process of writing easy!Folded paperColor Sequence:Green (Topic)Yellow (Reasons, Details, Facts)Red (the E’s)Green (Conclusion)Informal outlines
10Informal OutlinesThe Step-Up to Writing process teaches several informal outlining methods that make organization fast and efficient.In content areas, the Step-Up process helps the student organize important informational text in outline format.
11In your classroom…At your table, discuss how students are organizing information you share or information they read in your class?Be prepared to share out.
12What are RDF’s? Key Idea (Main Idea) Supporting sentences which include Reasons, Details, Facts
13What are the E’s? Key Idea (Main Idea) Reasons, Details, Facts, plus the E’sElaboration'sEvidenceExamplesEventsExperiencesExpert OpinionEveryday lifeExcitementExplanations
14Elaboration means... Tell the reader more, using: Specific words ExtensionsLayering of detailSpecific strategiesGLE Analyzes ideas, selects a manageable topic, elaborates using specific, relevant details.
157 Elaboration Strategies Anecdotes – short narrative (story) inserted into an essay (paragraph) that develops an idea or argumentScenario – hypothetical (what if?) situation or eventExamples – provides more specific information about an ideaDefinition – restates an unfamiliar word or phrase to tell the reader what it meansStatistics/Facts – the numbers (data) and information that help to support your idea or argumentQuotations – words someone has said that can help to support your idea or argumentDescription – creating an image (picture in their head) for the reader, showing not telling, choosing specific words to create a ‘picture’ that allows the reader to ‘see’ what you are saying.
16Memorable endings…At your table, discuss how students end their writing assignments.Be prepared to share out.
17In conclusion… When writing conclusions, think about the following: present the weakest argument first and save the strongest argument right before the conclusion,restate your position; remind your readers of your topic,it is the last chance to win your reader’s approval or support,use synonyms,if it fits, try using one of these words or phrases in the final sentence to start the conclusion or to be ‘buried’ inside the conclusion.in fact, clearly, definitely, to sum up, certainly, obviously, truly, surely, in conclusion, all in all
20Mastering the Paragraph Elements of Paragraph writing:Organization is the keyTopic sentences and thesis statements are the heartExamples, evidence and elaborations are the meatConclusions tie it all together
21Paragraphs with a Purpose Summary ParagraphsProcess ParagraphsList ParagraphsCompare and Contrast ParagraphsPersuading or convincing ParagraphsDescriptive ParagraphsSharing information in a paragraphCause and effect paragraphsProblem and solution ParagraphsEntertaining Paragraphs
22Before you start, ask yourself these questions: What will my reader need to know?What emotions do I want my reader to feel?What do I want my reader to do?
23Let’s get started…Take a few minutes to list three to five topics your students might write about in your class.Be prepared to share out.
24A Method for Writing a Topic Sentence Occasion/Position StatementsAn occasion is the first part of the topic sentence. The occasion introduces your reason for writing. An occasion can be any event, problem, idea, solution, or circumstance that gives you a reason to write.The position states what you plan to prove or explain in your paragraph.The occasion/position statement is a complex sentence and begins with one of these words.
25Start With: After Because Once Unless Although Before Since Until As If, or Even if So that WhenAs long as Even though Though WheneverAs soon as In order that While WhereverAlthough my family and I have taken many wonderful vacations, none was more fun and exciting than our camping trip to the Grand Canyon.Before you make the decision to light up a cigarette, consider the problems caused by smoking.Even though bike helmets are sometimes unfashionable and uncomfortable, all cyclists should wear them.If students use chemicals to do science experiments, it is important that they learn the proper way to dispose of them.
26I do, We do, You doCreate an occasion/position statement on one of the topics you listed earlier. (Topic Sentence)Be prepared to share out.
27Informal OutlineDraft an informal outline on your topic. Develop three to five key ideas, and list two to three reasons, details, or facts about each key idea. (Key Ideas, RDF’s)Be prepared to share out.
28Tell me more…Select an elaboration strategy to support your reasons, details, and facts.Create elaborations that tell more about the reasons, details, and facts listed in your informal outline.(What are the E’s… elaboration)Be prepared to share out.
29Plan for the end Plan with the end in mind: organize your key ideas from weakest to strongest,restate your position,choose synonyms,if it fits, try one of these:in fact, clearly, definitely, to sum up, certainly, obviously, truly, surely, in conclusion, all in all(Conclusion)
30Drafting Begin drafting your opening paragraph: Begin with your topic sentence.Add three to five supporting sentences that speak directly to your key ideas. (weakest to strongest)End your paragraph with a concluding sentence.
31A second paragraph Add the next paragraph: Begin with the first supporting sentence you created from your key ideas.Add three to five sentences of elaboration that support your key idea.End your paragraph with a concluding sentence.
32A third paragraph Add the next paragraph: Begin with the second supporting sentence you created from your key ideas.Add three to five sentences of elaboration to support your key idea.End your paragraph with a concluding sentence.
33A fourth paragraph Add the next paragraph: Begin with the third supporting sentence you created from your key ideas.Add three to five sentences of elaboration to support your key idea.End your paragraph with a concluding sentence.
34A concluding paragraph Add the concluding paragraph:Restate your topic sentence from the beginning paragraph. Use synonyms if you need to.Restate your reasons, remind the reader of your position.Remember…this is your last chance to win your readers approval.If it fits, try using one of these words or phrases in the final sentence to start the conclusion or to be ‘buried’ inside the conclusion.in fact, clearly, definitely, to sum up, certainly, obviously, truly, surely, in conclusion, all in all
35What have we done?PrewriteDraftReviseEditProofFinal copyShare
36Sharing what we created At your table group, share the draft you created here today. Once all at the table have had the opportunity to share, decide who would like to share their draft with the entire group.Be prepared to share out.
37The last word To improve writing, it takes time and opportunity. Although we want our students to become better writers and write more often, this doesn’t necessarily mean students must write five paragraph essays every time we assign a writing activity. Response writing can provide important formative feedback about student learning and doesn’t require grading.