Post on 11-Jan-2016
transcript
SUTWStep Up to Writing for
the Middle School and High School Content Teacher
Objectives Learn about the premise of Step Up to Writing and how it can help writers in the content areas.
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.
T = Eliza, your presenter
Family
Education
SUTW Experience
Mom
The “Ladypugs”
UniversityTeaching Career
As a Teacher
As a Learner
Anne
Gus and Gertie B.
West ValleyBangladeshColorado
Alberton
Introduce Yourself
Name
Grade Level
Experience with SUTW
Housekeeping ItemsBathrooms
Lunch Break 11:45-12:45
Paperwork
Agenda
Plan Ahead Sheets
FYI72% of American students score at or below the
basic skill level in writing.
Most students on the MontCAS struggle with constructed responses.
The traits of writing that students 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.
What Research SaysWriting StrategiesSummarizationCollaborative WritingSpecific Product GoalSentence CombiningPre-writing and PlanningInquiry ActivitiesProcess Approach WritingStudy of ModelsWriting for Content Learning
Source for elements:Graham, S. & Perin, D. (2007). Writing next.
New York: Carnegie Corporation
Shopping for IdeasProblem: Information Overload
Solution: Plan Ahead Sheet and Reflection Time
What Do We Know?3 : What are three things that currently frustrate you
with your content area 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?
Agenda for Today
•Writing to Explain•Summarizing•Compare and Contrast•Closure•Paperwork
Writing to Explain
STEP UP TO WRITING © 2006 by Sopris West Educational Services. All rights reserved.
To order products, call 800-547-6747
Everyone can learn to write clear, concise, organized paragraphs if they are provided with direct instructions, step-by-step guidelines, examples, opportunities to practice, and specific feedback.
Maureen Auman
Author of Step Up to Writing
Everyone Can Learn
Acc
ordi
on “
Stop
light
”O
rgan
izat
ion
Think About…Colors
BEGINNING
MIDDLE
END
INTRODUCTION
BODY
CONCLUSION
Telling a Story: A Narrative
Giving Information: Expository
Tw
o K
ind
s of
Wri
tin
g a
nd
th
e
Wri
tin
g P
rocess
2-3
The Writing Process
Prewriting and Planning!
DraftingRevising Editing
Creating a Final CopyProofreading
Sharing
Tw
o K
ind
s of
Wri
tin
g a
nd
th
e
Wri
tin
g P
rocess
2-12
The Colors
STEP UP TO WRITING © 2006 by Sopris West Educational Services. All rights reserved.
To order products, call 800-547-6747
Paragraphs, Reports, and EssaysGO!
Write a topic sentence.
SLOW DOWN!Give a reason, detail, or fact.
Include a transition.
STOP!Explain. Give an example.
GO BACK!Remind the reader of
your topic.
Acc
ordi
on “
Stop
light
”O
rgan
izat
ion
2-11
Tw
o K
ind
s of
Wri
tin
g a
nd
th
e
Wri
tin
g P
rocess
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
Chapter 3
STEP UP TO WRITING © 2006 by Sopris West Educational Services. All rights reserved.
To order products, call 800-547-6747
Stars, Dashes, and Dots
Acc
ordi
on “
Stop
light
”O
rgan
izat
ion
T =precautions
garage
lighting
railings
pick up
pilesfire
hallwaysnight
securerepair
serious injuries
C =safer environment
Topic = Looking forward to Summer Vacation
Accord
ion
“S
top
lig
ht”
O
rgan
izati
on
Let’s Try It!
Conclusion =
( )
( )
The Basic Outline
The Informal Outline
STEP UP TO WRITING © 2006 by Sopris West Educational Services. All rights reserved.
To order products, call 800-547-6747
Expository Planning
Tw
o Kin
ds o
f Writing
and
the
Writing
Pro
cess
The Informal Outline
T = Mark Twain’s resume
steamboats
volunteermilitia
mining
C = Twain’s jobs
- dreams- teach river- pilot
- Nevada territory- assistant
- gold
The Basic Outline
The Paragraph
STEP UP TO WRITING © 2006 by Sopris West Educational Services. All rights reserved.
To order products, call 800-547-6747
Tw
o Kin
ds o
f Writing
and
the
Writing
Pro
cess
Mark Twain’s resume is one filled with unique experiences that framed his writing. As a young child, he spent countless hours outdoors watching steamboats. Twain grew up dreaming of being a steamboat pilot. His dream became real in 1857 when he convinceda local steamboat captain to teach him the river. After two years,he received his license and became a pilot. Unfortunately, the Civil War started, and traffic on the Mississippi was suspended so Twain joined a volunteer militia group. With adventure in his blood, Twain embraced a new frontier and headed for the Nevada territory. There, he assisted the newly-appointed secretary with managerial duties. While in Nevada, the riches of mining drew his interest, and Twain traveled to many of the most promising mining regions. He enjoyed the trillof searching for gold. Although Twain didn’t strike it rich in any of his jobs, his career choices provided richness for many short stories, humorous essays, and novels.
Twain’s Resume
“Great ideas, and strong organization.”
Does the Informal Outline Work
For Longer Pieces?
The Paragraph
Accord
ion
“S
top
lig
ht”
O
rgan
izati
on
T = Gabe and MC (first) cuddly
─ sick
─ at night
(next) playful
─ fake mice
● fur─ toss
─ all the time
(finally) faithful
─ window ledge
─ greet meC = 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
The Essay
Accord
ion
“S
top
lig
ht”
O
rgan
izati
on
T = Gabe and MC (first) cuddy
─ sick
─ at night
(next) playful
─ fake mice
● fur─ toss
─ all the time
(finally) faithful
─ window ledge
─ greet meC = friends and great pets
Gabe and MC
Add More Red-
“The redder the better”
The Accordion Stretch:Short Paragraph Accordion Essay
Accord
ion
“S
top
lig
ht”
O
rgan
izati
on
4-4
Longer Paragraph
Offer Transition Lists
One way → Another wayFirst → Another → Next
A good → A better → The bestThe first → The secondOne → Then → Another
One → Another → Finally
Teaching Hint:
Copy for students on yellow paper!
Elaboration: Use E’s
Examples
Explanations
Evidence
Events
Experiences
Expert Opinion
Everyday Life
Effective Illustrations
Elaboration
Excitement
Use E’s to back up your reasons, details, or facts.
TOPIC SENTENCE
R-D-F
EX
EX
Paper FoldingTry
Accord
ion
“S
top
lig
ht”
O
rgan
izati
on
R-D-F
EX
EX
CONCLUSION
Paper Folding (side 2)
Accord
ion
“S
top
lig
ht”
O
rgan
izati
on
TOPIC SENTENCE
R-D-F
EX
EX
First of all…
If I were president,
Paper Folding
Accord
ion
“S
top
lig
ht”
O
rgan
izati
on
I would also…
R-D-F
EX
EX
CONCLUSION
Paper Folding
Accord
ion
“S
top
lig
ht”
O
rgan
izati
on
Summarizing
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
What is a Summary?
Su
mm
ari
zin
g
3-3
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.
What is a Summary Not?
Su
mm
ari
zin
g
3-3
Burrito “IVF” Topic Sentence
Mast
eri
ng
V
ocab
ula
ry
Su
mm
ari
zin
g
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
Su
mm
ari
zin
g
A Summary Plan: Fact Outline
Write a 3 part summary sentence.Identify the item. Verb Finish your
thought.
Copy the sentence so it looks like a real sentence.
Write the facts. Sequential
No opinions
No conclusions
Su
mm
ari
zin
g
A Great Resource
What do I underline or italicize?
What needs “quotation marks?”
Su
mm
ari
zin
g
Let’s Try It: A Summary Plan
Write a 3 part summary sentence.Identify the item. Verb Finish your thought.
Copy the sentence so it looks like a real sentence.
Write the facts.
Compare and Contrast
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?
Vocabulary
Two Items
More Alike ??
More Different??
Star Ideas
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, etc.).3) Fill in either a double bubble or the chart template. 4) Talk about classroom implementation if you finish early.
Assessment
AssessmentThree favorites . . . In addition to the
rubricsStars and StepsThe printer label
The continuum
Novice Nearing proficient and Proficient
Advanced
X
Writing Assessment__ Organization
__ Content (ideas)
__ Style (word choice, voice)
__ Grammar/Mechanics (conventions)
Total Points
Any questions?
Last Minute Housekeeping
Paperwork . . .
1)Feedback Form for SUTW
2)OPI Renewal Unit PaperHousekeeping:
Please leave the baggies and feedback behind, THANKS!