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What is What is Step Up to WritingStep Up to Writing??

Step Up To Writing is a collection Step Up To Writing is a collection of classroom-proven, of classroom-proven,

multi-sensory strategies for multi-sensory strategies for information/expository writing. information/expository writing.

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WhatWhat Does Does Step Up To Writing Step Up To Writing DoDo??

1. guides students to write clear, concise, organized papers. 2. teaches students to write great topic sentences and thesis statements and to connect ideas using transitions. 3. helps students establish a sense of order

and control over the information in a paper. 4. requires students to support topics, to give examples and explanations, and to write a conclusion that stays on topic. 5. Gives students guidance, support, and direction for becoming successful writers.

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WhoWho is is Step Up for WritingStep Up for Writing forfor?? - General education in grades

K – 12 - Special education in grades K - 12 - English Language Learner programs - Gifted &Talented programs

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STEP

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Step Up to WritingStep Up to Writing Is about: Is about:

• Direct, Explicit Instruction

• Guided Practice

• Opportunities for Independent Practice

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Step Up to WritingStep Up to Writing Is about: Is about: ToolsTools

• Multisensory

• Color

• Word Lists

• Informal Outlines

• Examples

• Small Steps

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Step Up to WritingStep Up to Writing Is about: Is about: the Writing Processthe Writing Process

Prewriting and PlanningPrewriting and Planning

Drafting, Revising, and EditingDrafting, Revising, and Editing

Creating a Final Copy, Creating a Final Copy, Proofreading, and SharingProofreading, and Sharing

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Step Up to WritingStep Up to Writing Is about: Is about: Promoting the Traits Promoting the Traits

of Good Writingof Good Writing

•Content•Organization•Style

•Vocabulary•Sentence Structure•Conventions

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Write a topic sentence.Write a topic sentence.

Go!

Give a reason, detail, or fact. Give a reason, detail, or fact. Use a transition.Use a transition.

Slow Down!

Explain.Explain.Give an example.Give an example.

Stop!

Remind the reader of your topic.Remind the reader of your topic.

Go Back!

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Using Colors Using Colors to Teach Organizationto Teach OrganizationTopic Sentence:

• Green means “go;” it asks the writer to decide:“What am I going to prove?”“What am I going to explain?”“What information will I share?”

Topic Sentence:

• Green means “go;” it asks the writer to decide:“What am I going to prove?”“What am I going to explain?”“What information will I share?”

• Reasons/Details/Facts:• Yellow means “slow down.”

– Introduce key concepts to support the topic sentence.

• Reasons/Details/Facts:• Yellow means “slow down.”

– Introduce key concepts to support the topic sentence.

Explain:

• Red means “stop and explain.”

• Present evidence.

• Provide explanation and examples.

Explain:

• Red means “stop and explain.”

• Present evidence.

• Provide explanation and examples.

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.

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.

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After Christopher Columbus’s voyages to the New World, many Spaniards came to this continent to explore. One Spanish explorer was Ponce de Leon. He traveled through present-day Florida to find the Fountain of Youth. A second explorer, Coronado, searched for the Seven Cities of Gold. He and his men traveled for three years. They did not find the cities of gold, but they did find the villages of the Pueblo who lived in the Southwest. They also saw the Grand Canyon. A third explorer was Hernando de Soto. De Soto traveled through Florida and then traveled west as far as the Mississippi River. He and his men were the first people from Spain to explore the Mississippi. These three men were only a few of the many people who explored the New World.

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Spanish ExplorersSpanish Explorers

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Narratives and Creative WritingNarratives and Creative Writing

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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

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Planning a Short StoryPlanning a Short Story

Step 1 Title ______________________________________Step 1 Title ______________________________________

Step 2 Quick sketch your plan Step 2 Quick sketch your plan for your storyfor your story

Step 3 Jot ideas, descriptions, Step 3 Jot ideas, descriptions, and plans for your storyand plans for your story

____________________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________

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Step 4 Get the Story RollingProvide a Provide a “where”“where”

“Near the park”

Provide a” when” “Last summer”

•Provide an action verbProvide an action verb•Introduce a characterIntroduce a character•Interesting commentInteresting comment•DialogueDialogue

Other ways:

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Step 5Step 5

Story Transitions Move the Story AlongStory Transitions Move the Story Along

The next dayThe next day

At duskAt dusk

When we arrivedWhen we arrived

After we walked a mileAfter we walked a mile

In between timesIn between times

In the afternoonIn the afternoon

Some time laterSome time later

ImmediatelyImmediately

Hours went by Hours went by

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Step 6 Come to a Smooth StopStep 6 Come to a Smooth Stop

• ““Feel a feeling” endingFeel a feeling” ending

Don’t write “THE END.” Instead, finish Don’t write “THE END.” Instead, finish with a strong sentence that will help with a strong sentence that will help your reader.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

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The Story of Goldilocks and the Three BearsThe Story of Goldilocks and the Three Bears

Once upon a time there were three bears, Papa Bear, Mama Once upon a time there were three bears, Papa Bear, Mama Bear, and Baby Bear, who lived in a house in the woods.Bear, and Baby Bear, who lived in a house in the woods.

Each morning Mama Bear would make wonderful porridge. Papa Each morning Mama Bear would make wonderful porridge. Papa Bear had a big bowl of porridge. Mama Bear had a medium-sized Bear had a big bowl of porridge. Mama Bear had a medium-sized bowl. Baby Bear had a little bowl for his porridge.bowl. Baby Bear had a little bowl for his porridge.

One morning Mama said the porridge was too hot to eat, so the 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.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 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 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. 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.She went in and she saw the bowls of porridge on the table.

Goldilocks was hungry, so she tasted the porridge in the big Goldilocks was hungry, so she tasted the porridge in the big bowl. It was too hot. She tried the medium-sized bowl of porridge, 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 and it was too cold. The porridge in the little bowl was just right, so she ate it all up.she ate it all up.

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Each morningEach morning

One morningOne morning

While theyWhile they

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Lessons and Tutorials

• Go to www.parkviewpylusd.org

• Select “Educational Links”

• Select “ Academic Skills”

• Select “All Grades Writing Instruction.”

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Online practice

• Go to www.parkviewpylusd.org

• Select “Educational Links”

• Select “ Writing”

• Select “Step Up to Writing”

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By Maureen E. Auman