Step Up to Writing

Grades K–12
Step Up to Writing Overview
For General Education, Gifted/Talented,
Title I, Remedial, Special Education,
and ELL Classrooms
by Maureen Auman
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Please visit www.sopriswest.com/stepuptowriting
for correlations, state content standards, alignments
to curricula, research, and more
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Meta-Analysis of Research: Effective Writing Instruction
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From the Author
Step Up to Writing
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Step Up to Writing Components
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Handy Pages
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Percent of Fourth Grade Students
Who Met or Exceeded Standards
on the WASL Writing Assessment
After Step Up to Writing
Implementation
Met or Exceeded
Standards
2003–2004
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Expository ess
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Body
2. Plan
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sion
Proc
The Writing
Maureen E. Auman
3. Draft
4. Revise
End
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Expository
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Intermediate Level
The Writing Proce
ss
1. Prewrite
2. Plan
3. Draft
4. Revise
5. Edit
6. Write final
copy
7. Proofread
8. Share and/or
publish
Maureen E. Auman
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copy
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2004–2005
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24%
76%
Maureen Auman, MA
Page 6
4
Page 7
Pages 8–13
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Scoring Guides
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6
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Proficient
Advanced
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Pages 28–30
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Pages 22–27
Page 31
5
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Maureen Auman, Author
Step Up to Writing
Dunedin, Florida
What’s the philosophy behind
Step Up to Writing?
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How did Step Up to Writing evolve?
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What do the Step Up to Writing strategies have in common?
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My teaching style has always been …
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—Maureen Auman
6
Step Up to Writing3FTFBSDI
Percent of Fourth Grade Students Who Met or Exceeded Standards on
the WASL Writing Assessment After Step Up to Writing Implementation
2003–2004
2004–2005
54%
2005–2006
35%
Met or Exceeded
Standards
24%
46%
65%
76%
Did Not Meet
Standards
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Step Up to Writing Intervention & Comparison Students:
Changes in SAT-9 Writing Scores
Percentile Rank
60
54
50
55
52
40
30
Pre-test
Post-test
29
20
10
0
Intervention Group
Emerson Middle School
Comparison Group
Bancroft Middle School
Step Up to Writing Intervention Subgroup Growth on SAT-9 Writing
Emerson Middle School
Fall 2001
Spring 2002
80
70
65
60
50
40
30
52
38
55
51
38
28
20
10
44
39
All
Students
n = 205
General
Education
n = 174
Special
Education
n = 31
English
Learners
n = 67
52
Average
Range
Gifted
Students
n = 56
All Fall to Spring
differences are
statistically
significant
(p < .001)
43
31
Free/Reduced
Lunch Recipients
n = 64
7
Step Up to Writing$PNQPOFOUT
Primary Level
Grades K–3
Three Levels to
Meet Students’
Distinct Needs
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Primary Tools 3–1a
Sentences and Fragments
Ideas for Themes
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© 2008 Sopris West Educational Services.
8
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Tool 3-1a
Intermediate Level
Secondary Level
Grades 3–6
Grades 6–12
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Intermediate Tools 3–1a
Complete Sentences
Complete Sentences
Fragments
Example 1
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Complete Sentences
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© 2008 Sopris West Educational Services.
Secondary Tools 3–1a
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Complete Sentences
Example 1
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© 2008 Sopris West Educational Services.
Sentence Mastery
Tool 3-1a
9
Step Up to Writing$PNQPOFOUT
Teacher’s Guides
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Handy Pages
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5. Edit
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5. Edit
6. Write final
copy
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7. Proofread
Secondary
Level
The Writing
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publish /or
Maureen
E. Aum
an
8. Share and/or
publish
Maureen E. Auman
CD-ROMs: Customizable Tools
and Bonus Materials
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Writing Accordion Essays and Reports
Stretch into separate paragraphs.
Tools
Accordion Report
The Benefits of Exercise
Introductor y Paragraph
with Topic Sentence
Transition Topic Sentence
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Explain Sentences
Transition Topic Sentence
Explain Sentences
Tool 5-22b
Conclusion Paragraph
Ever notice how after a long run or an hour on the
basketball court you feel more energy—both physical and
mental—than when you started? That’s because exercise
benefits both our bodies and our minds.
We all know that regular exercise strengthens our
bodies. Not only do muscles, heart, and bones get stronger,
internal organs function better as well. Studies show that
regular exercise boosts our immune system’s ability to ward
off illness. Sweating during exercise also helps flush our
bodies of toxins.
Regular exercise also makes us think more clearly and
uplifts our moods. Because exercise increases blood flow,
the synapses in our brains respond more quickly. That’s
why people who exercise regularly say they do it to “clear
their head.” Exercise releases endorphins, chemicals that
enhance mood, making us feel more positive. A 2004 study
by the University of Texas’ Southwestern Medical Center
found that 30 minutes of aerobic workouts three to five
times a week cut mild depression symptoms in half.
Exercise wards off both physical and mental ailments.
It’s an easy prescription to good health.
Intermediate Tools,
Expository Writing
Intermedia
te Tools,
Personal N
arrative
10
Process
1. Prewrit
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Intermediate Level
Mid
The Writing Proce
4. Revise
Maureen E. Auman
Handy Pa
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Narrative
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Primary
Intermediate
Secondary
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Planning a Story
A Story
Accordion Paragraphs
Kinds of Topic Sentences
Closing Your Paragraph
Transitions
Summary Paragraph
Planning a Paragraph
Two Kinds of Writing—A Story
Two Kinds of Writing—Information
Practice Guide—6-Sentence
Paragraph
12. Two-Column Notes
13. Practice Guide—7-Sentence
Paragraph
14. The E’s—The Reds
1.
2.
3.
1.
2.
3.
15. Write Great Sentences
14. Summary Method
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Accordion Paragraphs
Organize Your Ideas First
Topic Sentences—Occasion/
Position Statements
Topic Sentences—And, But, and
Or Statements
Topic Sentences—Action Topic
Sentences
Planning a Story
Writing a Story
Transitions
The E’s
Conclusions
Reading Response Starters
Stretch Your Accordion Paragraph
Easy Two-Column Notes
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Writing Paragraphs and Essays
Organize Your Ideas First
Topic Sentences—Occasion/
Position Statements
Topic Sentences—And, But, and
Or Statements
Topic Sentences—Get Their
Attention/Action
Topic Sentences—The List Statement
Topic Sentences—However
Statements
Transitions
The E’s
Conclusions
Bibliography Cards—Print
Bibliography Cards—Media
Note Cards
Summary Method
How to Order Step Up to Writing
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NOTE: If you purchase the Teacher’s Guide, you will also need the Tools or the Tools CD-ROM.
11
Step Up to Writing$PNQPOFOUT
Writing to Improve Reading and
Listening Comprehension
S ECTION
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Sentence Mastery
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12
Information/Expository
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S E C TION
Accordion Essays
and Reports
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Specific Writing
Assignments
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SECTION
Assessment and
High Standards
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13
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Proficient
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Classroom
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HIGHEST
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—Steve Hutchison, Principal
Sonoma Heights Elementary School
Winnemucca, Nevada
15
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Strategies for
All Learners
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Gifted and Talented
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16
Supports National Standards
and Expectations
Step Up to Writing teaches students to:
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17
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18
Step 1 Construct an Informal Outline
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Step 1 Construct an Informal Outline
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Topic = Why I should learn to swim
Safety reasons
‡ help yourself
‡ help others
Recreation
reasons
‡ pool parties
‡ vacations
‡ water sports
Conclusion = Benefits of being a great swimmer
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Step 2
Convert Outline to Sentences
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Step 2 Convert Outline to Sentences
Title = Reasons for Learning to Swim
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20
20
Step 3
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Step 3 Compile the Paragraph
Learning to swim is an essential skill
for all children. One reason to learn to be
a strong swimmer is safety. If you are in
a dangerous situation, such as in a sinking
raft or boat, you can swim to shore. If
you are a good swimmer, you can also
help save others who may be drowning.
Being able to spend time with others
is another reason for learning to swim.
Birthday and school year-end parties
are often located around the pool.
Many people plan their vacations for
warmer climates so that time may be
spent splashing in the ocean. The heat of
summer makes us all want to cool off by
enjoying water sports, such as waterskiing,
diving, and surfing. Learning to be a
great swimmer can clearly make your life
safer and more enjoyable.
21
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Sentences at the Intermediate and Secondary Levels:
Strategies
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Power (Num
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Starter Words
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several
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23
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24
Application in the Science Classroom:
Primary Handy Pages
Primary Handy Pages
Writing About a Science Experiment
Writing About a Science Experiment
Part One: Lab Process
Part Two: Lab Conclusion
First
Use a verb.
5IFFYQFSJNFOU
that we did with a
balloon
Next
First 8SJUFBUPQJDTFOUFODF1PXFS/VNCFS
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shows
Finish the thought.
how static
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–
Last
– NPSFSVCT___________________________
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first paragraph.
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Specific Writing Assignments
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25
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Teacher’s Guide
SECTION
Objectives let teachers know
the main skills or concepts
they will reinforce in each
subsection.
Transitions for Key/Star Ideas
Transitions are an important aid for organization. They help both the writer and the
reader. Students learn about transitions by imitating what they read and by following
directions they receive in guided and interactive writing lessons.
Grade-level suggestions
help teachers decide which
strategies are appropriate for
their students.
Primary only.
Strategy overview tables
give a snapshot of each
strategy so teachers can
quickly decide if a strategy
will be helpful.
Strategies are organized by
concept, so that strategies
dealing with different aspects
of a particular task or concept
can all be found together.
RESOURCES: Posters contain
important information that
students can use as an aid for
many strategies.
Objectives
:
:
Teach students to write effective transitions
Improve students’ knowledge of the variety of transitions they can use
Suggested
Grades
Page
Tools
Learning the function of
transitions and how they
help organize writing
K–3
184
4-22a,
4-22b
4-23 Transition Sets
Developing transition
sets
1–3
185
4-23a,
4-23b
4-24 Playing with Transitions
Learning to choose
different transitions for
different purposes
K–3
187
4-24a
4-25 Obvious and Not-So-
Exploring how to use
obvious and not-soobvious transitions
3
188
4-25a,
4-25b
4-26 Transitions in Reports
Visualizing how
transitions function in
multiparagraph essays or
reports
2–3
189
4-26a
Strategy
Strategy Description
4-22 Definition and Function
of Transitions
Obvious Transitions
and Essays
Consider using the Posters with the strategies in this section.
T # *+-$ 2 Primar y
26
183
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t4QFDJBMJ[FELJOEFSHBSUFOBQQMJDBUJPOT
SECTION
Prerequisites let
teachers know
whether a strategy
builds on concepts
first introduced
elsewhere.
Grade-level
suggestions help
teachers decide
which strategies
are appropriate for
their students.
Primary only.
4-22 Definition and Function of Transitions
Grades K–3
Transitions are words and phrases writers use when they move from one key/star idea
to another. Students can use this strategy to learn or review transitions for information
paragraphs.
Handy Pages
Prerequisite: 4-6 Color-Coding and the Five Elements of Information Writing
Before Class
Before Class
information tells
teachers what
they need to do to
prepare to teach a
strategy.
: Make transparencies and student copies of
To ols 4 -22a and 4 -22b .
Bonus To ol 4 -22-1 gives an additional example.
During Class
1. Display To ol 4 -22a . Read and discuss the definition
in the top box with your class. If your students have
completed 4-13 Train of Thought, remind them that
transitions are the connectors between the boxcars.
Have them mark important words as they read.
RESOURCES:
Bonus Tools, found
on the CD-ROM,
provide additional
examples,
templates,
and overheads.
Transitions for
Information Writing
Transitions
introduce new ideas
connect reasons, details, or facts
signal a change
Find the Transitions
Transitions are also called:
connectors
signal words
Traffic Light Colors
Soccer
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Examples
+ one
First
another
Next
%&
To ol 4 -22a
2. Point out the next box and discuss with your students
some of the other names for transitions.
To ol 4 -22b
3. Direct your students to the next box. Explain that
yellow is used for the transition sentences when students use the Traffic Light
colors. The yellow reminds them to slow down and present key/star ideas to support
their topic sentences. Transitions are considered the glue that holds the ideas
together in a paragraph, essay, or report. The yellow bottle of glue is a reminder of
the importance
of transitions
as the paragraph
grows. for organization.
4. Point to the last box and explain that transitions are often easy to recognize and
include words like first, second, third, also, in addition, and finally. Let your
44)4407
students know that transitions are often
the first word in a transition sentence but
can be buried
in&78;**0496(1&776*&)8-6**,44)'4407.678;*6*&)8-*7846=
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types of transitions
used for information writing is given in 4-23 Transition Sets.
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Kindergarten
adaptations offer
ideas for creating
a foundation that
students will build
upon as they
emerge as readers
and writers.
Primary only.
5. Emphasize;-&88-*=*&8&3);-*6*8-*=1.:*"*&174?
that information transitions are not used when they write stories. Stories
have their own kinds of transitions. (See Section 6.)
6. Display Tool 4-22b. Find the transitions in the text with your students and highlight
Additional
Ideas
them in yellow. Discuss how transitions support the organization of the paragraph.
indercolor
garten
andTraffic
Writers
For KThen
theand
restOther
of theBeginning
paragraphReaders
using the
Light colors. Provide
With
guidancemodels
from the
and other
beginning
writerstransitions
can learn
additional
as teacher,
needed, kindergarteners
but use only paragraphs
containing
obvious
about
transitions
and how
they
areintroduced
used. In oral
“show and tell”transitions.
activities, for
until
your students
have
been
to not-so-obvious
Seeexample,
4-25
students
will
more organized
if they. (See
use transitions.
Obvious
andbeNot-So-Obvious
Transitions
Bonus Tool 4-22-1 for an additional paragraph.)
184
RESOURCES:
Handy Pages
contain important
information that
students can use
as an aid for many
strategies.
Teacher
instructions give
teachers a stepby-step process
for introducing
and guiding
practice of
each strategy.
Examples
illustrate concepts
covered in Step
Up to Writing
strategies and
give teachers a
visual picture of
the strategy.
T # *+-$ 2 Primar y
27
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Samples for Student Writers – Expository/Information Paragraphs
Summer
Proficient
Give Me Sunshine
Advanced
In the fall I enjoy the costumes and the holidays. In
the winter I look forward to skating and sledding. In the
spring I watch the flowers and trees come to life. But in
the summer, my favorite season, I wake up each morning
ready to soak in the sun. My friends and I live on our bikes
during June, July, and August. We meet early in the
morning at the park. After catching up on the latest news,
we ride the trail through town. We stop about half way
down the trail to look for the fox and squirrels living near
the playground. After we get drinks from the fountain at
the end of the trail, we race back to our neighborhood.
Later in the day, we ride to the city pool where we join
other friends who also love swimming. Most of us have been
Sa
swimming together since we joined the swim
team
mptwo
lesyears
for Student Writ
ers – Expository/
ago in third grade. Our city pool is new. It's huge. This
Information Para
Belo
w
Basic without
graphs
means we can race, dive, and just mess around
getting into trouble. The water is always cool and
Basic
How winter is. Firs
t,
thewe
refreshing. Of course we get hot and sweaty again when
snow, the cold. The
cold white
snow. It
cold
and freezing. You
Fall is my favorit
bike home, but no one seems to care. Like fee
me,lsmy
friends
can make a snow man
e season. Leaves
You can roll a sma
fall from the
. trees. They are
ll ball and a big ball
are just happy to have so much freedom and
so much
colorful. You can
. Next, the day can
at skate city. It
collect them. Wh
be leaves fall I
is cool. Last, is the
en the
sunshine.
try
to
catch them. It is
smell of snow. Now
you know about wint
fun
to catch them. It
makes my heart pum
er.
p fast. Truly, I love
Below
fall.
Basic
Basic
Proficient
Advanced
Summer is definitely my favorite season.
Summertime just happens to be my birthday. My family
always takes me camping and swimming at the reservoir.
We cook out, take hikes, and swim. Summertime is also the
best time to be active. My friends and I ride bikes and play
soccer every day. We sometimes swim at the pool and dive
to see who can go down the deepest. The part I like best
about summer is going to visit my grandparents. They live in
Chicago. We visit all of my cousins and we go to some of
the big museums. Since I live in a very small town, this is
my only chance to see the art, history, and science displays.
Summer is the best.
Below
Basic
4
5
Basic
6
7
8
9
Proficient
10 11 12
13 14
Advanced
15 16
4
5
6
7
8
9
10 11 12
13 14
15 16
Intermediate Tools, Models of Writing
Assessment and
High
Standards
Prompt: Write a
paragraph that expl
ains and describe
favorite season.
s your
Tool 10-2b
Below
Basic
4
5
Basic
6
7
8
9
Proficient
4
Section 10
Intermediate Tools, Mo
Intermediate
dels of Writing
28
Below
Basic
Advanced
10 11 12 13 14
15 16
5
Basic
6
7
8
9
Proficient
Advanced
10 11 12 13 14
15 16
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Expository/Information Paragraph Scoring Guide
Topic/Prompt___________________________________________________________
Organization
Name: _________________________________________
Basic (2 points)
Proficient (3 points)
Advanced (4 points)
Little or no attempt at a plan
Attempts a plan; plan sketchy
Clear plan
Thorough plan with useful details
__
Topic sentence is absent or unclear
__
Attempts a topic sentence
__
Topic sentence clearly fits the prompt,
task, or topic
__
__
Reasons, details, facts are unclear
or not related to the topic
No transitions or transitions not
used correctly
__
Reasons, details, facts are clear
__
__
__
__
No examples and/or explanations to
support the topic
No or inappropriate conclusion
__
__
Some good examples; clear explanations
support the topic
Solid conclusion restates topic
sentence
All information relates to prompt, task,
topic
Examples and explanations help reader
clearly understand the topic
__
Not enough information; information
unclear
Examples inaccurate, confusing, or
omitted
Use of ordinary transitions;
transitions may not be used
effectively
Few/weak examples and explanations;
some off topic
Weak conclusion; mostly repeats the
topic
Information sometimes repeated or
wanders from prompt, task, topic
Examples and explanations are
incomplete; need further clarification
Accurate reasons, details, facts
strongly support topic
Transitions (specific or subtle) fit the
paragraph’s purpose
No clear connection to prompt, task,
topic
Many fragments and/or run-on
sentences; several short, choppy
sentences
Repeated words or phrases; many
words used incorrectly
__
Accurate, but prompt, task, topic not
developed enough
Mostly simple sentences or sentences
that begin the same way
__
Clearly addresses the prompt, task,
topic
Different sentence structures; variety
in the way sentences begin
__
__
Basic words and descriptions
__
Familiar/ordinary words fit the topic;
descriptive words used effectively
__
No clear purpose
__
Style of paragraph fits the purpose
but needs development
__
Style of paragraph accurately answers
and fits the prompt, task, topic
__
Filled with errors in capitalization,
usage, punctuation, and spelling that
interfere with reading; no look or
sense of paragraphing
Shows lack of language skills
Not readable
__
Several errors in capitalization, usage,
punctuation, and spelling that slow
down the reader; attempts to create
look of a paragraph
Some problems with language
Not neat; still readable
__
Some errors in capitalization, usage,
punctuation, and spelling, but they do
not interfere with reading or
understanding; accurate paragraphing
Correct use of language
Neat, readable
__
__
__
Content
__
__
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Assessment and High Standards
Style
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Date: ____________________
Below Basic (1 point)
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* G = Grammar
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M = Mechanics
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P = Presentation
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Score
Strong topic sentence addresses the
prompt, task, topic in a compelling and
highly interesting way
Compelling reasons, details, facts
shared with confidence and emphasis
Varied or subtle transitions enhance the
flow of the piece
Many exceptional examples; significant
evidence and elaboration
Strong conclusion addresses the topic
sentence again in a new way
Quality and quantity of information
educates and/or entertains the reader
Intriguing or highly interesting
examples, evidence, explanations bring
prompt, task, topic to life
Fully develops prompt, task, topic
A variety of simple, compound, and
complex sentences
Rich words, content vocabulary, and/or
figurative language create mental
pictures; engage reader
Style of paragraph accurately
addresses prompt, task, or topic, but
uses specific words, phrases and/or
sentence structures that enhance the
paragraph and its purpose
Very few errors in capitalization, usage,
punctuation, and spelling; obvious
paragraphing
Skilled use of language
Exceptionally neat; obvious effort to
engage the reader
Total Score (16 possible)
Intermediate Tools, Expository/Information Paragraph Rubric
29
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Understanding and Using Scoring Guides
Directions: Your work will be scored by using the four headings listed below. Use these
questions as well as the text of the Scoring Guides to assess your own work before you
submit it for grading.
Keep in mind the fact that the purpose of each Scoring Guide is to give you specific
information about how to revise and improve what you have written so that you can
reach the Proficient or Advanced Level.
Organization
1 Is there a clear plan and purpose for my writing?
1 Are the sections of my writing presented in a clear order?
1 Are the sections of my writing in the right order?
1 Do I have a clear beginning, middle, ending for narrative/story writing?
1 Do I have a clear introduction, body, and conclusion for
expository/information writing?
Content
1 Is my purpose obvious?
1 Have I achieved my purpose?
1 Have my ideas been developed?
1 Is the content accurate, detailed, interesting, and/or appropriate?
1 Have I included strong content that supports my purpose?
1 Will the reader understand what I wrote?
Style
1 Have I written in the right tone and mood? Does my point of view
fit the assignment?
1 Am I using the appropriate style and voice for this assignment?
1 Have I revised to add more detail, delete unnecessary details, and/or
rearrange details?
1 Have I revised to improve my word choice and sentence structures?
1 Does my writing have fluency? Does it sound smooth and clear? Does it
include high points? Do all the parts fit and have a purpose?
Grammar,
Mechanics,
Presentation
1 Have I checked for accuracy in capitalization, usage, punctuation,
and spelling?
1 Have I edited and fixed mistakes?
1 Have I used good spacing and margins?
1 Have I kept the reader in mind?
1 Does my final copy show that I have spent time and effort on
this assignment?
© 2008 Sopris West Educational Services.
Intermediate Tools, Student Scoring Guide
30
Assessment and High Standards
Tool 10-1a
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Please visit www.sopriswest.com/stepuptowriting
for more information.
31
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Longmont, CO 80504
(800) 547-6747
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closing the achievement gap.