Step Up to Writing Local Capacity Building Workshop Training Script The keys to an effective paragraph: Expository paragraphs need: A topic sentence Script: Step Up to Writing is the missing link. Teachers can now explain to students how to write clearly and well. Students can internalize this information and then do it independently for all school writing assignments. What are the keys? First, all paragraphs need: • A title • A topic sentence • Transitions • Good explanations and examples • A conclusion Transitions Good explanations and examples A conclusion

Step Up to Writing Local Capacity Building Workshop Training Script The Five Elements of Expository Writing Organization is the key. Topic sentences and thesis statements are the heart. Script: So, how can we help students write? Let’s look at the five elements of expository writing: • Organization is the key. • Topic sentences (and later thesis statements) are the heart of good writing. • Transition words are the glue that holds our ideas together. • Examples, evidence, and explanation give our writing the meat. • Conclusions tie the paragraph together. Transitions are the glue. Examples, evidence, and explanations are the meat. Conclusions tie it all together.

Step Up to Writing Local Capacity Building Workshop Training Script Is this an effective paragraph? Golf is a great sport to play. It’s fun to hit a golf ball around for nine to eighteen holes. However, to become good you need lots of practice and mental toughness. It’s also pretty expensive, and you need a lot of space. 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. Script: Here is an example of an actual middle school student writing sample. Read the sample aloud. What is wrong with this paragraph? It starts out fine, but then it wanders. In other words, the student has a lot of thoughts about golf but does not present them clearly. However, in expository writing, the information is the focus. The writer must explain or inform, and it is the responsibility of the writer to be clear. As humans, when one mentions a topic to us, like golf, a myriad of thoughts flash through our brains. If we write them down in the order we think them, the reader is left running after us, trying to anticipate and figure out a pattern or where we are going next in our ideas.

DO NOW: If you are reading a newspaper or magazine, how do you decide what articles to read? Give examples. Write at least six sentences. First block: prepare for your vocabulary quiz. (opulent, penchant, etc)

Step Up to Writing Local Capacity Building Workshop Training Script Write a topic sentence. Go! Give a reason, detail, or fact. Use a transition. Slow Down! Script: Our paragraph is complete. Now let’s look at it. What are the three colors used? They are green, yellow, and red. We tell students that we use the colors of the traffic signal to help them remember how to prepare a paragraph. Explain. Give an example. Stop! Remind the reader of your topic. Go Back!

Step Up to Writing Local Capacity Building Workshop Training Script Topic Reason/Detail/Fact Support Support Reason/Detail/Fact Script: So, how did Maureen Auman, the author, first help her students “see” paragraph organization? Let’s try out one of her techniques. Get a sheet of notebook paper. Fold it in half horizontally, then fold it in half horizontally again. Demonstrate this as the participants are doing it. Cover this transparency and just reveal it a section at a time as you talk the participants through it. Now grab a ballpoint pen and a sheet of colored dots. On the first section, write “topic” and put a green dot. On the second section, write “reason/detail/fact” and put a yellow dot. On the third section, write “explain” and put a red dot. Do the same for the fourth section. Support Support Conclusion

Step Up to Writing Local Capacity Building Workshop Training Script Using Colors to Teach Organization Topic Sentence: 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?” Script: Green is for the topic sentence. It means “go.” Where are we going in this paragraph? These prompting questions are essential for the writer. Many students struggle with the topic sentences. So, if the prompt was “Why was Abraham Lincoln a great man?” The topic sentence might be “Abraham Lincoln was remembered for several reasons” or “Although he has been dead for almost 150 years, Lincoln is still considered as one of the greatest Americans ever.”

Step Up to Writing Local Capacity Building Workshop Training Script Using Colors to Teach Organization Reasons/Details/Facts: Yellow means “slow down.” Introduce key concepts to support the topic sentence. Script: Yellow means to slow down. Give a reason that supports your topic sentence, or a detail that supports it, or a fact that supports it. In this paragraph, because we were writing an information paragraph, we used facts. If we were writing a paragraph on why Lincoln was great, the yellows would be the categorical reasons he was great.

Step Up to Writing Local Capacity Building Workshop Training Script Using Colors to Teach Organization Support: Red means “stop!” – support your position. Present evidence. Provide explanation and examples. Script: Red means stop and give an example or an explanation. The yellow supports the green. The red provides more elaboration on the yellow. If we were writing a paragraph on Lincoln’s greatness, the reds would be the examples from his life that illustrated or elaborated his greatness.

Step Up to Writing Local Capacity Building Workshop Training Script Using Colors to Teach Organization Conclusion: Green means “go back to your topic.” Restate the topic and the position. Do not introduce new information. Use synonyms and leave your reader with something to remember. Script: Both the topic sentence and the conclusion are colored green because they should both be about the topic. The topic sentence clearly defines where the paragraph is headed; the conclusion revisits that thought. If the paragraph starts off on the topic “Cats can protect themselves in two ways,” and the student finishes the paragraph with “Fluffy died last year,” then the paragraph has wandered off track.

Cats protect themselves in two ways. First, they are able to get away quickly from their enemies. Cats are fast runners when in danger. Their ability to climb trees will help in the escape. Next, cats are excellent fighters. Cats’ sharp claws can cause serious pain and stop the attack. They can also use their teeth to bite their enemies when necessary. Clearly, cats can defend and take care of themselves.

Step Up to Writing Local Capacity Building Workshop Training Script Topic Cats protect themselves in two ways. Reason/Detail/Fact First, they are able to get away quickly from their enemies. Script: I recommend you only uncover one sentence at a time. With the PowerPoint presentation each block comes in separately. Let’s pretend we have been reading in class about cats, and I want the students to utilize their knowledge to write a paragraph about how cats are able to protect themselves. The topic sentence might be “Cats protect themselves in two ways.” Write this sentence in box one. Now, we said in the topic sentence that there were two ways, so let’s look at the first way. In box two, write “First, they are able to get away quickly from their enemies.” But how do they get away from their enemies? Do they fly or call a cab? Of course not. So, in box three, write “Cats are fast runners.” In box four, write “They can climb trees, too.” Support Cats are fast runners when in danger. Support Their ability to climb trees will help in the escape.

Step Up to Writing Local Capacity Building Workshop Training Script Reason/Detail/Fact Next, cats are excellent fighters. Support Cats’ sharp claws can cause serious pain and stop the attack. Script: Turn your paper over. Now, it’s time for another reason/detail/fact. Write “Next, cats are good fighters.” We can see that this “yellow” also directly supports the topic sentence on how cats protect themselves. But let’s support this statement of cats being good fighters. How do they fight? Are they sharpshooters? Of course not. So, write in the “explain” box “Cats’ sharp claws can inflict pain and discourage attackers.” Continue with the next “explain.” “They can also use their pointed incisors to bite their enemies when necessary.” Now, let’s conclude. “Felines are able to take care of themselves.” Support They can also use their teeth to bite their enemies when necessary. Conclusion Clearly, cats can defend and take care of themselves.

Step Up to Writing Local Capacity Building Workshop Training Script Informal Outlines (T-Chart) Topic = Cats can protect themselves R/D/F (First) get away from enemies Support Script: The informal outline is like clay on a pottery wheel. It is easy to shape, mold, redo, move components, and evaluate. There has not been a great investment in time and energy, and the structure is malleable. The finished paragraph, however, is like the clay pot that has been fired. If the pot has been fired, then changing its shape, or adding or deleting portions, becomes problematic. Students who spend the time and effort writing a paragraph often resist suggestions for improvement simply because they do not want to rewrite. If they are able to make improvements or fixes using just the words and phrases on an informal outline, then they are more open to suggestions. And, they will brainstorm other ways a paragraph could be organized. - run fast - climb trees (Next) excellent fighters - sharp claws - teeth Conclusion = defend, take care

Step Up to Writing Local Capacity Building Workshop Training Script Accordion Paragraphs Eight Sentence Paragraph: Topic Sentence Reason/Detail/Fact Support Script: When Maureen Auman was teaching her eighth graders about paragraphs, she asked them how long a paragraph was. Each student answered, “Eight sentences.” Apparently, these students had been taught that there was a magic number of sentences needed in a paragraph. In attempting to explain to students that paragraphs varied in length depending on the topic, Maureen moved her hands close in front of her and then spread them in and out. One of the students said, “Gee, Mrs. Auman, it looks like you’re playing the accordion.” Hence, the method we are learning has been named the “accordion paragraph.” Maureen told the students that content drives the paragraph. To plan out an accordion paragraph, use an informal outline. Let’s look at the organization of this paragraph. Click each line and discuss the organization and color. Reason/Detail/Fact Support Reason/Detail/Fact Support Conclusion

Step Up to Writing Local Capacity Building Workshop Training Script Twelve Sentence Paragraph: Topic Sentence Reason/Detail/Fact Support Reason/Detail/Fact Support Script: As you click through, note that one reason/detail/fact has no explains. Remember, the content determines the organization. Reason/Detail/Fact Support Support Reason/Detail/Fact Support Support Conclusion

Step Up to Writing Local Capacity Building Workshop Training Script Accordion Paragraphs Six Sentence Paragraph: Topic Sentence Reason/Detail/Fact Support Script: When Maureen Auman was teaching her eighth graders about paragraphs, she asked them how long a paragraph was. Each student answered, “Eight sentences.” Apparently, these students had been taught that there was a magic number of sentences needed in a paragraph. In attempting to explain to students that paragraphs varied in length depending on the topic, Maureen moved her hands close in front of her and then spread them in and out. One of the students said, “Gee, Mrs. Auman, it looks like you’re playing the accordion.” Hence, the method we are learning has been named the “accordion paragraph.” Maureen told the students that content drives the paragraph. To plan out an accordion paragraph, use an informal outline. Let’s look at the organization of this paragraph. Click each line and discuss the organization and color. Reason/Detail/Fact Support Conclusion

Step Up to Writing Local Capacity Building Workshop Training Script Step By Step Brainstorm: “Fun ways to spend $1 million”

Step Up to Writing Local Capacity Building Workshop Training Script Informal Outlines Topic = Fun ways to spend a million dollars R/D/F Shopping Support - new wardrobe, cars (First,) Script: Now let’s go back and add the reds. The reds elaborate or give an example or explanation of the yellows. For the first yellow, “shopping,” I put “new wardrobe, Nordstrom’s.” You will put whatever you want to buy or where you would go shopping. Next, I want to travel to Paris. So I will write “Paris” as my red under “travel.” You write your own in words and phrases. Notice that we do not have a line for “conclusion.” Because the conclusion should be similar in intent to the topic sentence, writing a conclusion in the informal outline is redundant. However, if students indicate a need for this level of concreteness, feel free to add it. (Next,) Travel - Spain, the World Cup Conclusion = happy, excited, rich

Step Up to Writing Local Capacity Building Workshop Training Script Outline to Paragraph If I had a million, I would have a great time spending it. Script: Now let’s convert this informal outline to sentences. Get a green sentence strip from your supply packet. I will provide the topic sentence. Read the sentence aloud as participants copy.

Step Up to Writing Local Capacity Building Workshop Training Script Outline to Paragraph If I had a million dollars, I would have a great time spending it. First, I would take a week and have a fabulous time shopping at my favorite stores. 2.20 Script: Get a yellow strip. Copy this sentence.

Step Up to Writing Local Capacity Building Workshop Training Script Outline to Paragraph If I had a million dollars, I would have a great time spending it. First, I would take a week and have a fabulous time shopping at my favorite stores. 2.20 Script: My sentence is “A new wardrobe from Nordstroms is a must.” You will take the information on your red line in the informal outline and write your own sentence. A new wardrobe would be essential, and I’d buy a few cars to play with.

Step Up to Writing Local Capacity Building Workshop Training Script Outline to Paragraph If I had a billion won, I would have a great time spending it. First, I would take a week and have a fabulous time shopping at my favorite stores. 2.20 Script: Write “Next, I would travel.” A new wardrobe would be essential, and I’d buy a few cars to play with. Next, I would take several weeks to travel to places I’ve always wanted to go.

Step Up to Writing Local Capacity Building Workshop Training Script Outline to Paragraph If I had a million dollars, I would have a great time spending it. First, I would take a week and have a fabulous time shopping at my favorite stores. . Script: My sentence says “Visiting Paris has always been a dream.” Now, look at your informal outline and write your red sentence. A new wardrobe would be essential, and I’d buy a few cars to play with. Next, I would take several weeks to travel to places I’ve always wanted to go. Visiting Spain has always been a dream of mine, and I really want to go to this year’s World Cup.

Step Up to Writing Local Capacity Building Workshop Training Script Outline to Paragraph If I had a billion won, I would have a great time spending it. First, I would take a week and have a fabulous time shopping at my favorite stores. 2.20 A new wardrobe would be essential, and I’d buy a few cars to play with. Script: Here is an analogy: Music students will work on measures that are problematic. Athletes will participate in drills that specifically remediate problem areas or strengthen certain muscle groups. Musicians and athletes do targeted drills and practice so that their skills will increase, thereby contributing to their overall performance of the music being performed or the game being played. Likewise, as teachers, we want to focus on specific components of writing and have students work on those areas. So tonight, if you were to take home your students’ paragraphs, what would you need to check? The greens? No, you provided those. The yellows? No, you provided those, too. The red strips would be the sentences that individual students wrote, so you would check only the reds to see how your students were doing. (NOTE: Mark Calonico of the Sacramento County Office of Education has his workshop participants keep their paragraphs and informal outlines. He then shows them how to expand these to Accordion Essays when he teaches Section 4.) Next, I would take several weeks to travel to places I’ve always wanted to go. Visiting Spain has always been a dream of mine, and I really want to go to this year’s World Cup. Clearly, if I had a million, I’d know just what to do with it!

Step Up to Writing Local Capacity Building Workshop Training Script Fun Being Rich – a color-coded version If I had a million dollars, I would have a great time spending it. First, I would take a week and have a fabulous time shopping at my favorite stores. A new wardrobe would be essential, and I’d buy a few cars to play with. Next, I would take several weeks to travel to places I’ve always wanted to go. Visiting Spain has always been a dream of mine, and I really want to go to this year’s World Cup. Clearly, if I had a million dollars, I’d know just what to do with it! Script: You might find it helpful to have students actually cut and paste these sentence strips on a larger sheet of paper so they can see how the sentences fit together. Also, they have to see that the first sentence indents.

Step Up to Writing Local Capacity Building Workshop Training Script Showtime ! Color code this paragraph… If you want to make a perfect peanut butter and jelly sandwich, there are a few things you need to know. First of all, ensure that you have the best possible cooking utensils. Target sells premium quality knives and jar openers; they will help you in your preparation . Second, be wise with your choice of ingredients. Natural peanut butter is the same price as other kinds, but it is healthier and much more delicious. Jelly made from actual fruit is only slightly more expensive than the stuff made from corn syrup, but it makes your sandwich taste much better. Finally, be sure that you use a proper ratio of peanut butter to jelly. If you have too much jelly, your sandwich will be too sweet. Also, if have too much peanut butter, your sandwich will be too chewy. In conclusion, anybody can make an amazing peanut butter and jelly sandwich as long as they follow these simple steps. Script: Check your highlighting. An interesting exercise is to have students write a blue lead to items they have read and color coded. What could be a blue lead for this paragraph?

Step Up to Writing Local Capacity Building Workshop Training Script Showtime! If you want to make a perfect peanut butter and jelly sandwich, there are a few things you need to know. First of all, ensure that you have the best possible cooking utensils. Target sells premium quality knives and jar openers; they will help you in your preparation . Second, be wise with your choice of ingredients. Natural peanut butter is the same price as other kinds, but it is healthier and much more delicious. Jelly made from actual fruit is only slightly more expensive than the stuff made from corn syrup, but it makes your sandwich taste much better. Finally, be sure that you use a proper ratio of peanut butter to jelly. If you have too much jelly, your sandwich will be too sweet. Also, if have too much peanut butter, your sandwich will be too chewy. In conclusion, anybody can make an amazing peanut butter and jelly sandwich as long as they follow these simple steps. Script: Check your highlighting. An interesting exercise is to have students write a blue lead to items they have read and color coded. What could be a blue lead for this paragraph?