1. SUTW Step Up to Writing: A One Day Extravaganza

2. 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.

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

4. Introduce Yourself  Name  Grade Level  Experience with SUTW Housekeeping Items  Bathrooms  Lunch Break 11:45-12:45  Paperwork  Agenda  Plan Ahead Sheets

5. Agenda for Today Research Writing to Explain Summarizing Compare and Contrast A Brief Glimpse at Assessment Planning Time Closure Paperwork

6. 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

7. Turn to your shoulder neighbor and comment on the information that was just shared regarding writing and writing achievement.

8. W hat Research Says  Writing Strategies  Summarization  Collaborative Writing  Specific Product Goal  Sentence Combining  Pre-writing and Planning  Inquiry Activities  Process Approach Writing  Study of Models  Writing for Content Learning Source for elements: Graham, S. & Perin, D. (2007). Writing next. New York: Carnegie Corporation

9. Shopping for Ideas Problem: Information Overload Solution: Plan Ahead Sheet and Reflection Time

10. 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?

11. Writing to Explain

13. 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!

14. Things you might hear about expository writing Thesis statementTransitions ExamplesNon-fiction DetailsBody EssayIntroduction ParagraphFacts ConclusionRed DetailsGreen EvidenceOutline

15. Things you might hear about narrative writing Main CharacterMiddle BeginningSetting EndingProblem ResolutionFiction PlotEntertain CreativeEvents ConversationImagination SequencePoint of View

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

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

18. The Colors

19. Two Kinds of Writing and the Writing Process 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

20. Chapter 3

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

22. The Basic Outline The Informal Outline

23. The Basic Outline The Paragraph

24. Does the Informal Outline Work For Longer Pieces?

25. T he Paragraph Accordion “Stoplight” Organization T = Gabe and MC  (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 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

26. T he Essay Accordion “Stoplight” Organization T = Gabe and MC  (first) cuddy ─ 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 Add More Red- “The redder the better”

27. T he Accordion Stretch: Short ParagraphAccordion Essay Accordion “Stoplight” Organization 4-4 Longer Paragraph

28. O ffer 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!

29. Elaboration: Use E’s E xamples E xplanations E vidence E vents E xperiences E xpert Opinion E veryday Life E ffective Illustrations E laboration E xcitement Use E’s to back up your reasons, details, or facts.

30. TOPIC SENTENCE R-D-F EX P aper Folding Try Accordion “Stoplight” Organization

31. R-D-F EX CONCLUSION P aper Folding (side 2) Accordion “Stoplight” Organization

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

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

34. Summarizing

35. 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 W hat is a Summary? Summarizing 3-3

36. 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. W hat is a Summary Not? Summarizing 3-3

37. B urrito “ IVF ” Topic Sentence Mastering Vocabulary Summarizing 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

38. Summarizing A Summary Plan: Fact Outline Write a 3 part summary sentence. Identify the item.VerbFinish your thought. Copy the sentence so it looks like a real sentence. Write the facts. Sequential No opinions No conclusions

39. Summarizing A Great Resource What do I underline or italicize? What needs “quotation marks?”

40. 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

41. Summarizing Let ’ s Try It: A Summary Plan Write a 3 part summary sentence. Identify the item.VerbFinish your thought. Copy the sentence so it looks like a real sentence. Write the facts.

42. Other Summary Ideas Ticket out the door Money Summary Novel quilt summary Chapter summary book cover Buzz letters Others ? ? ? ? ?

43. Compare and Contrast

44. 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?

45. Vocabulary

47. Two Items More Alike ?? More Different?? Star Ideas

48. 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.

49. Assessment

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

51. 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!

52. Any questions?

53. Last Minute Housekeeping Paperwork... 1)Feedback for Me! 2)OPI Renewal Unit Paper Housekeeping: Please leave the baggies and feedback behind, THANKS!