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Step Up to Writing
Basic Training
Session 1 September 28, 2010
Kathy DeVries and Lil Sedgwick, Presenters
REV 04/08/03
Agenda:
• Basic SUTW Materials • Introduction to SUTW• Using Colors to Organize Writing• Two Kinds of Writing• Informal Outlines
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Outcomes:
• Identify writing needs for your classroom situation
• Leave with some strategies you can apply
• Leave with the materials you need to begin SUTW
Essential Step Up To Writing, 2nd Edition Materials
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SUTW Materials Checklist for Elementary• Binder• Classroom
Reproducibles• Primary Steps
Reproducibles• Posters• Handy Pages• Supply Packet
– Highlighters– Colored Paper Strips– Dots– Sticky Notes– Index Cards
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SUTW Secondary (6th-12th) Materials Checklist:
• Binder• Overhead Masters• Posters• Handy Pages• Supply Packet
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Step Up to Writing Binder
Contents:
Section 2 Accordion Paragraphs
Section 3 Paragraphs With a Special Purpose
Section 4 Multiparagraph Papers
Section 5 Accordion Speeches
Section 1 Introduction
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Step Up to Writing
Contents:
Section 6 Creative Writing
Section 7 Improving and Scoring Student Work
Section 8 Active Reading and Listening
Section 9 Taking Notes
Section 10 Step Up Workshop Materials
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Classroom Reproducibles
• Grades 3rd – 6th • Teacher Demonstration Materials• Templates for Student Writing
– Informal Outlines– Expository Writing– Narrative Writing– Vocabulary Development– Sentence Writing
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Primary Steps Reproducibles
• Grades 1st – 3rd
• Teacher demonstration materials
• Templates for:– Student Writing– Vocabulary
Development– Sentence Writing
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Overhead Masters
• Grades 6th-12th • Examples• Templates• Posters • Transparencies/
Materials for a document camera
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Using SUTW Posters
• Reminder and reference and support guided lessons
• Laminate them to use as a flip chart, or attach magnets to the back and display them as part of a guided lesson
• They provide– Hints and examples for summarizing and note-
taking and working with definitions– Help for writing sentence, information
paragraphs, reports, and essays
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Using SUTW Handy PagesLevels—Primary, Level 1, and Level 2
• Student Booklets– Quick, student-friendly
reference for major Step Up concepts, including information/expository and story/ narrative writing as well as note taking summarizing
– Great reference for parent teacher conferences
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Supply Packet—You will need one of these for each student
• Zippered Pencil Pouch• Highlighters--Green, Yellow ,Pink or Red, and Blue
• Colored Dots--Green, Yellow, Red, and Blue
• Colored Paper Strips- Green, Yellow, Red, and
Blue • 2”x1-1/2” Yellow Post It Notes• Index Cards- size depends on grade level
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Setting Up the Room for “Step Up”
• Needs:– Topic = Poster– 2 Column Notes Poster– Sentence Strips or Crayon Markers– Post transition words– Prompts available-colors, stars, dashes– Planning a Story Poster
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Lessons from the Geese
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Step Up to Writing Is About Common Language and Common Expectations
• Common language– Same terminology– Builds on instruction
• Common high expectations– Quality writing required
in all classes
1.8 1.8
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Think/ share activity
Consider:
1. What types of reading and writing tasks do your students need to perform?
2. What are the state and district standards your students need to meet?
3. What kinds of daily writing skills do they need to be successful in their classes?
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Writing Next Report
Can be downloaded from:http://www.all4ed.org/publication_material/reports/writing_next
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11 Effective Elements to Improve Writing Achievement From the Writing Next Report
• Writing Strategies• Summarization• Collaborative Writing• Specific Product Goals• Word Processing• Sentence Combining
• Prewriting• Inquiry Activities• Process Writing Approach• Study of Models• Writing for Content Learning
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Step Up to Writing is About Promoting the Traits of Good Writing
• Content• Organizatio
n• Style
• Vocabulary• Sentence
Structure• Conventions
1-61-6
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Six Traits / Step Up to Writing Comparison
• See handout
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Using SUTW Across Content Areas
“good writing assignments often take shape by thinking backwards. In effect, teachers ask themselves, ‘What do I want to read at the end of this assignment?’ By working from what they anticipate the final product to look like, teachers can give students detailed guidelines about both the writing task and the final written product….”
-Writing Across the Curriculum Clearinghouse (2007)
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Key Principles of Content-Area Writing
• Tie the writing task to specific content-learning goals
• Alert students to the specific purpose and audience for the writing
• Make all elements of the task clear• Include grading criteria on the assignment
sheet (use rubrics)• Break down the task into manageable steps
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SUTW as a School Wide Writing Intervention
• Teach and reinforce writing and literacy skills in all classes and grade levels by establishing a common language about teaching writing
• Establishes common high standards for assessing writing and other academic skills
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Steps for Implementation of SUTW School Wide:
• Create a School Wide plan – Some skill areas you might focus
on may include:• Active reading and listening• Vocabulary development• Asking and answering questions• Report and essay writing
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Some additional skill areas of focus
Writing storiesResponding to literature• Summarizing and note-taking• Sentence masteryParagraph writing• Giving speeches• Writing to persuade
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Step Up to Writing
To write clear, concise, organized paragraphs, students need:
• Direct instructions
• Step-by-step guidelines
• Examples
• Opportunities to practice
• Specific feedback
2-4 2-4
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Step Up to Writing Is About
• Direct Instruction
• Guided Practice
• Opportunities for Independent Practice
1-21-2
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Step Up to Writing Is About Tools
• Multisensory• Color• Word Lists• Informal Outlines• Examples• Small Steps
1-11-1
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Step Up to Writing Is About the Writing Process
Prewriting and Planning
Drafting, Revising, and Editing
Creating a Final Copy, Proofreading, and Sharing
1-61-6
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Expository vs. Narrative
2.3
PS-30 &31, CR- 1-3
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The Logic of the Colors
• Helps students organize information into an outline, then a paragraph
• Assists students in the editing process.
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Write a topic sentence.
Go!
Give a reason, detail, or fact. Use a transition.
Slow Down!
Explain.Give an example.
Stop!
Remind the reader of your topic.
Go Back!
2-11, PS-69, CR-92-11, PS-69, CR-9
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Using Colorsto 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?”
2-11 2-11
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Using Colorsto Teach Organization
Reasons/Details/Facts:• Yellow means “slow down.”
• Introduce key concepts to support the topic sentence.
2-11 2-11
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Using Colorsto Teach Organization
Explain:• Red means “stop and explain.”
• Present evidence.
• Provide explanation and examples.
2-11 2-11
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Using Colorsto 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.
2-11 2-11
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Narratives and Creative Writing
6.2
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Baseball and football require similar skills; however, the goals of each game are different.
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The Quick Sketch Method
6-5, PS-161-163, 6-5, PS-161-163,
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• Find two books-an informational book and a story.
• Share the books with the class.• Point out that stories have a beginning
a middle, and an end.
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The Three Little Pigs - Interactive Chart
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Character Development
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Quick Sketch Writing Strategy
Pages 161-171 Primary Steps
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Names Title:
Quick Sketch
Notes Pictures
Starters Where When Action Verb I ntro Character Comment Dialogue Transitions Later Before Dark Quickly Suddenly The next day A day later That night After that By the time I n the fall By four o’clock On Wednesday I n the afternoon Before lunch
Abbie Brayden Chloe Drake Ember Gordon Hayden J ordan Katelyn Landon Michael Makayla Nick Paul Ranae Stephanie
Beginning: Character: Setting:
_________ _________ _________ _________ _________
Middle:
_________ _________ _________ _________ _________
End:
_________ _________ _________ _________ _________
Smooth Ending: Feel a feeling Remember a character Get your point Think about the story
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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
6-2, CR-71-736-2, CR-71-73
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Planning a Short Story
Step 1 Title ______________________________________
Step 2 Quick sketch your plan for your story
Step 3 Jot ideas, descriptions, and plans for your story
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
6-4 , PS-164-170, CR-74-77
6-4 , PS-164-170, CR-74-77
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Step 4
Get the Story Rolling
Provide a Where
• Near the park
• Below the surface of the water
• In Chicago
• Behind the old shed near mother’s rake
• Beyond the city limits
• Throughout the crowded room
6-5
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Get the Story Rolling
Provide a When
• Just as the bell rang
• After we left the movie
• Before I turned six
• Before my eighth birthday
• When the alarm went off
• When the firefighters arrived
6-5 6-5
Step 4
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Get the Story Rolling
Other Options
• Provide an Action Verb• Introduce a Character• Interesting Comment• Dialogue
6-6 6-6
Step 4
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Get the Story RollingThe Velveteen Rabbit
“There was once a Velveteen Rabbit, and in the beginning he was really splendid. He was fat and bunchy, as a rabbit should be: his coat was spotted brown and white, he had real thread whiskers, and his ears were lined with pink sateen. On Christmas morning, when he sat wedged in the top of the Boy’s stocking, with a sprig of holly between his paws, the effect was charming.”
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Starting a Story
Primary Steps• “Where, When Cards” p.
174-177
Classroom Reproducibles• “Six Options” p.78• “Provide a Where” p. 79• “Provide a When” p. 80• “Provide an Action Word” p.
81• “Introduce a Character” p. 82• “Making a Simple but
Interesting Comment” p. 83• “Start With a Conversation” p.
84
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Step 5
Story Transitions Move the Story Along
The next day
At dusk
When we arrived
After we walked a mile
In between times
In the afternoon
Some time later
Immediately
Hours went by
6-6, PS-178-181, CR-85 & 86
6-6, PS-178-181, CR-85 & 86
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Different Kinds of Transitions for Different Kinds of Writing Information One Another First Another Next To begin Then Finally One A second First of all Also Last With friends With my family
Story Later Before dark Quickly Suddenly The next day That Night A day later As soon as After that An hour later By the time At first I saw When we finished At dinnertime For a long time In the spring Late in the day By four o’clock Before lunch On Wednesday In the afternoon
Tool4-2b nb
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Writing the Story of Goldilocks
Once upon a time there were three bears, Papa Bear, Mama Bear, and Baby Bear, who lived in a house in the woods.
Each morning Mama Bear would make wonderful porridge. Papa Bear had a big bowl of porridge. Mama Bear had a medium-sized bowl. Baby Bear had a little bowl for his porridge.
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.
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 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.
Goldilocks was hungry, so she tasted the porridge in the big 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 she ate it all up.
6-8 6-8
Each morning
One morning
While they
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Title: _______________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
Each morning
Just as she
About that time
In Johnson Elementary School
6-17 6-17
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Hints for Writing a GREAT! Story:
• Include details• Explain• Use vivid descriptions• Be specific• Appeal to the senses
CR- 87
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Step 6: Come to a Smooth Stop
• Feel a feeling ending
Don’t write “THE END.” Instead, finish with a strong sentence that will help your reader.
• Remember a character ending• Get your point ending• Think about the story ending
6-9, PS-183, CR- 89, 6-9, PS-183, CR- 89,
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Come to a Smooth Ending
“I pressed my hands to his face again, hefted the shield right out of my mind, and then started in where I”d left off—with the crystal-clear memory of the first night of my new life…lingering on the details…..
And then we continued blissfully into this small but perfect piece of our forever.”
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Different Prompts for Two Kinds of Writing
Information Write a paragraph explaining how to take care of a new puppy. Write a paragraph describing a famous person. Read about and then write a report about your favorite type of dinosaur. Pick your favorite zoo animal. Write a short report about this type of animal.
Story Write a story describing how a family finds a lost puppy and makes the puppy a part of their family. Write a story about what would happen if a famous person came to your house for dinner. Write a story about two dinosaurs that go on an adventure. Write a story about spending the night at a zoo-alone or with friends.
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Some Strategies to Eliminate an “All Beginning, Weak Middle, and No
Ending”
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XXXXXXXXXXXX
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Time for a Quick Sketch….
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Paper Prompts
Website: abcteach
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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
6-2, CR-71-736-2, CR-71-73
But words are things, and a small drop of ink, falling like dew upon a thought, produces that which makes thousands, perhaps millions, think.Lord Byron
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Expository-Informational Paragraphs
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What Does Each Color Stand For?
• Green
• Yellow
• Red
• Blue
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1. Most school writing will be expository writing.
Why do we need to teach expository writing to all students at all grade levels?
2. Expository writing teaches clear and logical thinking.
3. Expository writing helps students learn content.
4. Expository writing prepares students for the business world.
2-4 (2.5)2-4 (2.5)
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The keys to an effective paragraph:
• A title
• A topic sentence
• Transitions
• Good explanations and examples
• A conclusion
Expository paragraphs need:
2-4, CR 42-4, CR 4
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Golf is a great sport to play. It’s fun to
pound a golf ball around for nine to eighteen
holes. However, to become good you need
lots of practice and mental toughness.
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.
2-1 (2.1)2-1 (2.1)
Now, let’s look at an actual writing sample.
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Smoking’s Health Toll and Price Tag
Although smoking may seem cool, it is very unhealthy and expensive.
Many people die form smoking related problems such as cancer, heart
disease etc. every year. According to World Book Encyclopedia during
the mid-1980s smoking contributed to 30 percent of all deaths form
cancer and heart disease in the United States of America. Furthermore,
cigarette smoking was associated with 85 percent of all cases of lung
cancer. Secondly, smoking is very expensive. If someone smoked one
pack of cigarettes every day that cost $3.00 for 50 years it would cost
them $54,750.00 which is enough money to buy an expensive and
luxurious car. On the contrary, if someone put $3.00 a day into a bank or
investment institution they would be making hundreds of dollars in only a
few years just because of the interest they are collecting. Clearly
smoking is very unhealthy and expensive too, so don’t start smoking
until you have considered all of the negative effects!
Fifth Grade
2-5 2-5
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Gangs are just a bunch of people with
nothing better to do. Gangs cause problems.
I would not join a gang. Well, maybe if I was
with my friends but probably not. My mom is
against gangs. The movies are filled with gangs
and there are a lot of songs about gangs.
Stay away from gangs they are bad for you.
2-12-1
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Gangs
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The Five Elements of Expository Writing
Organization is the key.
Transitions are the glue.
Conclusions tie it all together.
Topic sentences and thesis statements are the heart.
Examples, evidence, and explanations are the meat.
Section 2 Section 2
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Organization is the key.
Great Expository Paragraphs
2-8 2-8
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“Organization is what you do before you do something, so when you do it, it’s not all mixed up.”
A.A. Milne a.k.a. Winnie the Pooh
Step One:
The Basic “Informal Outline”
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Informal Outline
Topic =
() R/D/F
e
e
() R/D/F
e
e
2-11 2-11
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Informal Outlines
Topic = Cats can protect themselves
(First) R/D/F Can get away from their enemies
e Run fast
e Climb trees
(Next) R/D/F Good fighters
e Sharp claws
e Sharp Incisors
2-11 2-11
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Topic
Reason/Detail/Fact
Explain
Explain
2-8 2-8
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Reason/Detail/Fact
Explain
Conclusion
Explain
2-8 2-8
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TopicCats protect themselves in two ways.
Reason/Detail/FactFirst, they are able to get away quickly from their enemies.
ExplainCats are fast runners.
ExplainThey can climb trees, too.
2-8 2-8
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Reason/Detail/FactNext, cats are good fighters.
ExplainCats’ sharp claws can inflict pain and discourage attackers.
ConclusionFelines can take care of themselves.
ExplainThey can also use their pointed incisors to bite their enemies when necessary.
2-8 2-8
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Accordion Paragraphs
Eight Sentence Paragraph:Topic Sentence
Reason/Detail/Fact
Explain
Reason/Detail/Fact
Explain
Reason/Detail/Fact
Explain
Conclusion2-8 2-8
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More Accordion ParagraphsNine Sentence Paragraph:
Topic Sentence
Reason/Detail/Fact
Explain
Reason/Detail/Fact
Explain
Explain
Conclusion
Explain
Explain
2-8 2-8
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More Accordion ParagraphsEleven Sentence Paragraph:
Topic SentenceReason/Detail/Fact
Reason/Detail/Fact
ExplainExplain
Conclusion
Explain
Explain
Reason/Detail/Fact
Reason/Detail/Fact
Explain
2-8 2-8
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Informal Outlines
Topic = Cats can protect themselves
(First) R/D/F Can get away from their enemies
e Run fast
e Climb trees
(Next) R/D/F Good fighters
e Sharp claws
e Sharp incisors
2-11 2-11
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The Writing Process
Step One:
Pre-Writing Activities– Discussion, reading, exploring
CR-112
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Step Two:Planning
(Organization)– Informal Outline
choose transitions and plan a conclusion
T=
() R/D/F
e
e
() R/D/F
e
e
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Step 3: Drafting
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Step 4: EditingStep 5: Revising
Using the Strategy
• C= Capital letters• U= Usage• P= Punctuation• S= Spelling
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Step 6: Making a Final Copy—Using “Neat Paper Rules”
Step 7: Proofreading
Step 8: Sharing and/ or Publishing
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Informal Outlines
Topic = Fun ways to spend a million dollars
2-11 2-11
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Informal Outlines
Topic = Fun ways to spend a million dollars
R/D/F
R/D/F
2-112-11
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Informal Outlines
Topic = Fun ways to spend a million dollars
R/D/F Shopping
R/D/F Travel
2-112-11
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Informal Outlines
Topic = Fun ways to spend a million dollars
R/D/F Shopping
R/D/F Travel
2-112-11
e
e
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Informal Outlines
Topic = Fun ways to spend a million dollars
R/D/F Shopping
R/D/F Travel
2-112-11
e New wardrobe, Nordstroms
e Paris
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If I had a million dollars, I would have a good time spending it.
Outline to Paragraph
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Informal Outlines
Topic = Fun ways to spend a million dollars
R/D/F Shopping
R/D/F Travel
2-112-11
e New wardrobe, Nordstroms
e Paris
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If I had a million dollars, I would have a good time spending it.
Outline to Paragraph
First, I would go shopping.
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Informal Outlines
Topic = Fun ways to spend a million dollars
R/D/F Shopping
R/D/F Travel
e New wardrobe, Nordstroms
e Paris
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If I had a million dollars, I would have a good time spending it.
Outline to Paragraph
First, I would go shopping.
A new wardrobe from Nordstroms is a must.
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Informal Outlines
Topic = Fun ways to spend a million dollars
R/D/F Shopping
R/D/F Travel
e New wardrobe, Nordstroms
e Paris
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If I had a million dollars, I would have a good time spending it.
Outline to Paragraph
First, I would go shopping.
A new wardrobe from Nordstroms is a must.
Next, I would travel.
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Informal Outlines
Topic = Fun ways to spend a million dollars
R/D/F Shopping
R/D/F Travel
e New wardrobe, Nordstroms
e Paris
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If I had a million dollars, I would have a good time spending it.
Outline to Paragraph
First, I would go shopping.
A new wardrobe from Nordstroms is a must.
Next, I would travel.
Visiting Paris has always been a dream.
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Informal Outlines
Topic = Fun ways to spend a million dollars
R/D/F Shopping
R/D/F Travel
e New wardrobe, Nordstroms
e Paris
Conclusion =
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If I had a million dollars, I would have a good time spending it.
Outline to Paragraph
First, I would go shopping.
A new wardrobe from Nordstroms is a must.
Next, I would travel.
Visiting Paris has always been a dream.
Being wealthy would clearly make me very happy.
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If I had a million dollars, I would have a good time spending it.
Outline to Paragraph
First, I would go shopping.
A new wardrobe from Nordstroms is a must.
Next, I would travel.
Visiting Paris has always been a dream.
Being wealthy would clearly make me very happy.
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If I had a million dollars, I would have a good time spending it.
Outline to Paragraph
First, I would go shopping.
A new wardrobe from Nordstroms is a must.
Next, I would travel.
Visiting Paris has always been a dream.
Being wealthy would clearly make me very happy.
Fun Being Rich
If I had a million dollars, I would have
a good time spending it. First, I would go
shopping. A new wardrobe from
Nordstrom’s is a must. Next, I would travel.
Visiting Paris has always been a dream.
Being wealthy would clearly make me
very happy.
CR-19-22CR-19-22
CR-23-27CR-23-27
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The Table Analogy
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The Table Analogy
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The Table Analogy
Topic = Plymouth Colony
R/D/F Mayflower
e Arrived 1620
R/D/F William Bradford
e Governor
e Helped write Mayflower
Compact
Topic = Plymouth Colony
R/D/F Hardships
e Long winter
R/D/F First Thanksgiving
e Invited Indians
e No food
2-9 (2.17)2-9 (2.17)
Topic = Plymouth Colony
R/D/F Difficult trip across Atlantice Dangerous waterse One ship turned backe Poor living conditions
R/D/F Difficult wintere Arrived in wrong location
e Arrived too late to plant garden
e Arrived too late to build homes
R/D/F Befriended by Indians
e Invited to first Thanksgiving
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It’s the Color, Not the Form
1_____
2 _____
3_____
1_____
2_____
3_____
Topic =
2.132.13
Perfect Three Sentence Paragraphs
(See handout)
Writing PortfolioIncludes:1) Perfect Three Sentence Paragraphs2) Accordion Paragraphs- Informal Outline
and Final Copy
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Next Steps
• Review your materials• Apply what you have learned today• Begin thinking about what skills need
to be taught at what grade level• Get your room ready for Step Up• Call/ email with questions• Visit my blog (ksedgwick)
Thanks for your participation today!