Step

Step up
up to
to Writing
Writing
Training Workshop
Step Up to Writing Is
About the Writing Process
• Prewriting and Planning

• Drafting, Revising, and Editing

• Creating a Final Copy, Proofreading,

and Sharing
(1.6)
Step Up to Writing is About
Promoting the Traits of
Good Writing
• Content • Vocabulary
• Organization • Sentence
• Style Structure
• Idea • Conventions
• Presentation

(1.6-1.7)
 Find an “elbow partner.”
• #1 Partner becomes the person
whose birthday is closest yours.
(Past or future…just closest!)
• #2 Partner is the other one.
• Read the following paragraph and
comment on it to your partner. What
is good? What could be better?
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.
Refer to (1-33,34)
Why do we need to teach
expository writing to all
students at all grade levels?
1. Most school writing will be expository writing.
2. Expository writing teaches clear and logical
thinking.
3. Expository writing helps students learn
content.
4. Expository writing prepares for the working
world.
The keys to an effective
paragraph:
Expository paragraphs need:
• A title
• A topic sentence
• Transitions
• Good explanations and examples
• A conclusion
 Let’s say we will be
writing about gangs.
• What can
we do to get
ideas for
our
paragraph?
 omes! Bu
M k Gang nc h
Yi of
Movies
Pe o
Cause Problems
ple

Bad s
Gangs
Gang
i end
fr
fm
ti
y
Songs
h a ? Iw
W ined
jo Stay joi o u
n ld
Away n’t
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.
 omes! Bu
M k Gang nc h
Yi of
Movies
Pe o
Cause Problems
ple

Bad s
Gangs
Gang
i end
fr
fm
ti
y
Songs
h a ? Iw
W ined
jo Stay joi o u
n ld
Away n’t
 What’s missing?

ORGANIZATION

Refer to (1-8,11,12)
The keys to an effective
paragraph:
Expository paragraphs need:
• A title
• A topic sentence
• Transitions
• Good explanations and examples
• A conclusion
 The Five Elements of
Expository Writing
• Organization is the key.
• Topic sentences and thesis
statements are the heart.
• Transitions are the glue.
• Examples, evidence, and explanations
are the meat.
• Conclusions tie it all together.
 Great Expository
Paragraphs
Organization
is the
key.
Using Colors to Teach
Organization
Go! Write a topic sentence

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

Down transition.

Stop! Explain. Give an example.

Go
Back! Remind the reader of your topic.

2.11
Topic Sentence:
• Green means “go.”
• Green asks the writer to decide—
– “What am I going to prove?”
(reason)
– “What am I going to explain?”
(detail)
– “What information will I share?”
(fact)
Reasons/Details/Facts:
• Yellow means “slow down.”
• Introduce key concepts to support the
topic sentence.
• The main supporting ideas (reasons, details
or facts) for the topic sentence.
• Look for common patterns or categories in
the brainstorming.

2.11
Explain:
• Red means “stop and explain.”
• Present evidence.
• Provide explanation and
examples.

2.11
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
 ACTIVITY ONE

Cats…
 Informal Outlines
Topic= Cats can protect themselves.
R/D/F
(First) Can get away
from their enemies

Run fast
Climb trees
R/D/F
(Next) Good
fighters
Sharp claws
Sharp incisors

1-18 a,b,c
Brainstorm: Ways cats
protect themselves

Ways cats protect

themselves
 ACTIVITY 2
Practice Categorizing
• To get students to select the
yellows, they must be able to look at
the exmaples (reds) and pick
categories that the reds will fit into.
• Practice categorizing “games.”
 Activity 3
Informal Outline
• Create an
informal
outline of
your ideas
using “cave
man talk.”
 Accordion Paragraph
Increase paragraph length by adding
more supporting main ideas and/or
details.
• Eight Sentence Paragraph
• Nine Sentence Paragraph
• Eleven Paragraph
 Activity 4
Accordion Paragraph
Begin at 2nd grade
• When teaching, even to older
students, keep the concept simple
the first time.
• Fold paper (hamburger, & again)
• Add colored dots
• Fill in complete sentences.
TOPIC

REASON/DETAIL/FACT

EXPLAIN

EXPLAIN

1-24
REASON/DETAIL/FACT

EXPLAIN

EXPLAIN

CONCLUSION
TOPIC
Cats protect themselves in two ways.

REASON/DETAIL/FACT
First, they are able to get away quickly from
their enemies.

EXPLAIN
Cat are fast runners.

EXPLAIN
They can climb trees, too.

2.8
REASON/DETAIL/FACT
Next, cats are good fighters.

EXPLAIN
Cats’ sharp claws can inflict pain and discourage
attackers.

EXPLAIN
They can also use their pointed incisors to bite
their enemies when necessary.

CONCLUSION
Felines can take care of themselves.

2.8
Informal Outlines: Kindergarten

Topic= Plants

Sun

Water

Soil

1-18, 1-30
Other Kinds of Outlines:
Decimal
• Topic=________________
1.0____________________
1.1___________________
1.1.1________________
1.1.2_______________
1.2___________________
1.2.1________________
1.2.2________________
Other Kinds of Outlines:
Shapes
Topic=____________________
 _______________________

_______________________
Other Kinds of Outlines:
Numbers
Topic=_____________________
1_________________________
2_______________________
3_____________________
3_____________________
2_______________________
3____________________
3____________________
Other Kinds of Outlines:
Letters
Topic=____________________
R (reason)_________________
e (explain)_______________
e ______________________
R (reason)_________________
e (explain)________________
e ______________________
Other Kinds of Outlines:
Traditional Formal
Topic = _____________________
I.__________________________
A._______________________
1._____________________
2._____________________
a. _________________
b. _________________
B.
 Informal Outlines
Topic= Fun ways to spend a million dollars

2.9-2.13
 Informal Outlines
Topic= Fun ways to spend a million dollars

Shopping

Travel

2.9-2.13
 Informal Outlines
Topic= Fun ways to spend a million dollars

Shopping
New wardrobe,
Nordstroms
Travel
Paris

2.9-2.13
 Activity 5
Write on colored strips
Write each sentence from the outline
on the corresponding colored strip.
Green= topic and conclusion
Yellow= main supporting ideas (R/D/F)
Red= examples, explanations, evidence
 Outline to Paragraph
If I had a million dollars, I would have a good
time spending it.
 Outline to Paragraph
If I had a million dollars, I would have a good
time spending it.

First, I would go shopping.

 Outline to Paragraph
If I had a million dollars, I would have a good
time spending it.

First, I would go shopping.

A new wardrobe from Nordstroms is a must.

 Outline to Paragraph
If I had a million dollars, I would have a good
time spending it.

First, I would go shopping.

A new wardrobe from Nordstroms is a must.

Next, I would travel.

 Outline to Paragraph
If I had a million dollars, I would have a good
time spending it.

First, I would go shopping.

A new wardrobe from Nordstrom is a must.

Next, I would travel.

Visiting Paris has always been a dream.

 Outline to Paragraph
If I had a million dollars, I would have a good
time spending it.

First, I would go shopping.

A new wardrobe from Nordstrom is a must.

Next, I would travel.

Visiting Paris has always been a dream.

Being wealthy would clearly provide many interesting

benefits.
 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 Nordstroms is a must. Next, I
would travel.
travel Visiting Paris has always
been a dream. Being wealthy would
clearly provide many interesting
benefits.
 Reasons Outline
Topic= Reasons for Learning to Swim
Safety reasons
Help yourself
Save others
Social reasons
Parties
Vacations
Summertime

2.15
 Details Outline
Topic= The Wedding

Beautiful Bride
Simple and elegant
Clever table
Cages with birds
decorations

Wonderful food Ethnic

2.15
 Facts Outline
Topic= Mountain Ranges
Andes
Mountains
4,500 miles
In South America
Longest mountain chain
Height 10,000 ft.

Rocky
Mountains 3,000 miles
Mexico to Alaska
Made by volcanic activity

2.15
 Fold paper: hotdog then
hamburger fold = 4 parts
• Create an informal outline of your
own for the following ideas.
• Remember, write quickly in “cave man
talk.”
• Topic= in green
• Main ideas Reasons/Details/Facts=
yellow
• Examples/explanations/evidence= red
 Differentiation Idea
Example
Same assignment:
• Give students with disabilities a frame
outline asking for 1 yellow and 2 red
• Give students who need a challenge 3
yellow and 7 red
• To begin, tell students how many yellow
and red you want. Or you could have a
minimum number. Later, they may decide.
 Reasons Outline
Topic= 2 reasons to send students to our school

Reason

Reason
 Details Outline
Topic= Description of _________school.

Detail

Detail

Detail
 Facts Outline
Topic= Information about ______school.

Fact

Fact
 Great Expository
Paragraphs
Topic sentences and thesis statements
are the heart
3. However Statements
• Creates a compound sentence
• Independent clauses are joined by a
conjunctive adverb
• The “however” is preceded by a
semicolon and followed by a comma.

My father is very strict; however, he has

good reasons for all his rules.
 However Statements

• Conjunctive Adverbs
– As a result -However
– Consequently -Therefore
– Furthermore -Nevertheless
– In fact
– Meanwhile
– Likewise
 “Things Trap”

• Weak:
As I read about Ben Franklin, I learned
two things.
• Better:
As I read about Ben Franklin, I learned
that his life was filled with challenges.
 Better Word Choices
• Actions • Ideas
• Benefits • Items
• Features • Choices
• Reasons • Qualities
• Improvements • Thoughts
Expository Paragraphs
Need Transitions

Transitions are the glue

for the key ideas
Trans
itions
 Expository Paragraphs
Need Transitions
• Transitions: (Direct attention like a
ringmaster of the circus)
• Without them, it is like beginning to
drive a stick shift…jerky!
– Introduce new key ideas
– Connect reasons, details, or facts
– Help the writer and the reader
Placement of Transitions
• The transition goes with each yellow
idea.

• On your outline, include the

transition in the yellow section.
Topic= Advice to a new teacher

4-5,6,7,8,9
Topic= Advice to a new teacher
(First) Get Organized

(Second) Get a mentor

First, a new teacher should get organized.

Second, a new teacher should get a mentor.
 Common Transition Sets-List A
Give students a copy.
• One way-Another way • A good-A better-The
• First-Another-Next best
• First-Second-Third • One-Another-Finally
• The first-The second • First of all-Second-
Last
• One-Then-Another
• One-Also • First of all-Next-The
final
• One example-Another
example • First of all-in
addition-Finally
• First-In addition-
Equally important
 More Transition Sets
• At first-After
• One-Equally important
• The first-The second
• To begin-Then consequently
• It started when-As a result-Then-Thereafter
• At the beginning-Then-Following this-Finally
• One important-Another important-The most
important
• Initially-Then-After that
• As soon as-Next-Later-In the end
• To begin-At the same time-Finally
• To start-Furthermore-Additionally-Last
 Vary Your Transitions
First, a new teacher should get
organized.

Change to:

One important idea is for a new

teacher to get organized.
 Bury Your Transitions
• Instead of:
Second, a new teacher should get a
mentor.

• Try:
Getting a mentor is a second key to
success.
 Vary and Bury Your
Transitions
• Instead of:
Second, a new teacher should get a
mentor.
• Instead of:
Getting a mentor is a second key to
success.
– Try:
Finding a mentor is another key to
success.
Transitional Expressions

• Transitions for a specific text

structure
– To explain a cause or an effect
• Because of
• As a result
• Since
• Consequently
 Great Expository
Paragraphs
• Examples, evidence, and
explanations are the meat.
–Information to back up
your reasons, details, or
facts.
 The “E”s

• The E’s support your topic sentence.

• E’s make your writing interesting and
believable:
-Examples -Events
-Explanations -Experiences
-Elaborations -Expert opinions
-Evidence -Effective Illustrations
-Everyday life
 Guided Highlighting
A good way to have students
check their writing for sufficient
detail is to have them highlight
their paragraphs. If there is not
enough red, there is not enough
E’s, and the development is lacking.
 Guided Highlighting
Creatures of all sizes find ways to keep
themselves clean. Large animals like elephants
head to rivers to cool off and clean up. After
bathing in the cool water the elephant powders
itself. Elephants use dust as powder to keep the
bugs from biting. Smaller animals like rabbits also
take time to clean. They often lick their ears and
scrub them to keep them clean. Finally, little
creatures like birds enjoy bathing in puddles.
When they finish, they comb their feathers. This
is called preening. Bath time, it seems, isn’t just
for you and me.
 Guided Highlighting
Creatures of all sizes find ways to keep
themselves clean. Large animals like elephants
head to rivers to cool off and clean up. After
bathing in the cool water the elephant powders
itself. Elephants use dust as powder to keep the
bugs from biting. Smaller animals like rabbits also
take time to clean. They often lick their ears and
scrub them to keep them clean. Finally, little
creatures like birds enjoy bathing in puddles.
When they finish, they comb their feathers. This
is called preening. Bath time, it seems, isn’t just
for you and me.
 Writing Great
Conclusions

Conclusions tie it all

together.
 Tips for Writing
Conclusions

Restate the position using different

words. Use the same idea as the
topic sentence, but state it
differently.
 Tips for Writing
Conclusions

Avoid: (Weakens statement)

As I have said
As I have proved
As you can see
 Tips for Writing
Conclusions

6. Vary the sentence structure

7. Use a quotation

8. Imitate the professionals (Use

literature for examples)
Group Activity:
Summing it up
T= Wyoming, a great place to live.
Get in groups of 6. (One note card for each.)
#1- Write topic sentence (Remember to
use one of the 3 types)
#2 1st yellow with transition
#3 Red for 1st yellow idea
#4 2nd yellow with transition
#5 Red for 2nd yellow idea
#6 Writes concluding sentence
 Share with a partner
Within the content and grade
level that you teach, in what
way could you have students
write each of these types of
paragraphs that follow?
 Different Kinds of
Paragraphs
Use the Accordion method for writing:

• Summaries • Information
• Process paragraph • Cause & effect
• List paragraph • Problem/solution
• Compare & • Entertaining
Contrast • Current events
• Persuasive • Math processes
• Descriptive
 Writing Summaries
Reflects the yellows

1. A summary is a shortened, condensed

version.
2. The purpose of a summary is to share the
main ideas.
3. Summaries keep the same tone as the
original piece and do not contain opinion.
4. Summaries do not require a formal
conclusion.
 A Four-Step Summary
Paragraph
• Step 1 Write a topic sentence using the
three-part topic sentence method (the
burrito fold).
Identify the item Select a verb Finish your thought

• Step 2 Copy this sentence to look like a real

sentence. Fix spelling and
capitalization errors.
• Step 3 Create a fact outline (three yellows).
• Step 4 Use your fact outline to write the
summary paragraph.
1-33
 Step 1
• Write a topic sentence using the
three part topic sentence method.
(The burrito fold)

Identify the item Select a verb Finish your thought

Chapter 2 of describes how Tom got

The Adventures others to do his
of Tom Sawyer work.
by Mark Twain
 Verb Reference List for
Summaries
Acknowledges Evaluates Classifies Adds
Defends Asserts Features Depicts
Identifies Entertains Confirms Names
Considers Offers Judges Contrasts
Praises Demonstrates Provides Recommends

Endorses Asks Suggests entices

Step 2- Copy this sentence to look
like a real sentence.
Chapter two of The Adventures of Tom
Sawyer by Mark Twain describes how
Tom got others to do his work for him.
• Step 3- Create a fact outline (Yellows)
Yellows
-whitewash fence as punishment
-plan to make the whitewashing look fun
-buddies come by & beg for a turn
-work gets done with no effort byTom
 Elementary
Charlotte’s Web
WHO ACTION FINISH
 Elementary
Charlotte’s Web
WHO ACTION FINISH
Charlotte helps Wilber

Templeton eats leftovers

Wilber sleeps in the straw

 Elementary
Charlotte’s Web
WHO ACTION FINISH
Charlotte helps Wilber
a brilliant enables, rescues, to have hope.
spider, befriends
comforts,
encourages

Templeton eats leftovers

a fat, greedy consumes, devours at the fair.
rat
Wilber sleeps in the straw
an innocent pig, slumbers, snoozes all day long.
 Read a story or piece of text
Do together:
T=_________________________
Brainstorm the details in random
order.
Create an outline with a title and color
coded items.
Write about the main ideas of
narrative or expository writing.
 Compare and Contrast
Title = Shoes
Step 2: List 12 descriptors for each pair
First Pair Second Pair
Brown Black
Loafers Lace up
Rubber soles New

3.25
 Compare and Contrast
Step 4: Create Categories (These will be the
yellows)

Age Decoration Safety

Brand Fasteners Size
Color Heels Sole
Comfort Height Style
Condition Material Use
Cost Purpose

3.25
 Compare and Contrast
Step 5: Write a Topic Sentence

You may use any of these pairs of words

or another pair like them.

Alike – Different
Compare – Differences
Opposite – Varied
In common - Unlike
3.25
 Sample Topic Sentences
• Power number with a “compare” word:
___ and ___are wearing shoes that are alike in
three noticeable ways.
• Occasion/position with a “contrast” word
While ___and ___are both wearing black shoes,
their footwear is significantly different.
• However topic sentence with a “contrast” word
___and ____are both wearing black shoes;
however, their footwear differs significantly.
 Compare and Contrast

Step 6: Do an informal outline of your

paragraph.
Step 7: Add transitions next to the
categories you selected.
Step 8: Write draft
Step 9: Revise and edit
Step 10: Final copy

3.25
 Persuading or Convincing
Paragraphs
Yellows are the arguments or reasons

• A clear topic sentence

• Obvious organization
• Strong transitions
• Specific examples & evidence
• A memorable and very strong
• conclusion
3.30
 Persuade or Convince
• Who is my audience?
• What will my reader need to know?
• What emotions do I want my reader
to feel?
• What do I want my reader to do?

3.31
 Persuade or Convince

• Start with a strong point.

• Transition into a weaker point.
• End with your strongest point.
• If writer begins with a weak point or
ends with a weak point, they will lose
their audience.

3.31
 Other kinds of
organizers
There are a variety of
ways to helps students
organize their thinking
that may be used in many
different content
areas.
 Writing in Math

Q=

Step 1 Ex.

Step 2 Ex.

Step 3 Ex.

3.53-3.55; 9.9-9.11
 Content Learning Logs
• Adding fractions is easy if you just
follow these four instructions.
• _______, the main character in
______, is involved in two conflicts.
• The Civil War occurred for three
reasons.
• The water cycle has three parts.

3.56-3.57
 Framed Paragraphs

Framed paragraphs are great. You can

use them for science, history, art, and
social studies. You can even leave them
with a substitute teacher. Try them!
You will like them!

3.59
 Sample Framed
Paragraph
Name________________ Date_____
After completing my reading this week,
there are several things I want to tell you
about the book, _______, by ________.
First, ___________________. Second,
_______________. Then, ___________
________________. Finally, I predict __
________________________________
_______________________________.
3.59
A Thesis Statement (Step 2)

• Is the heart of your paper

• Gives the main idea of an essay
• Contains key words
• Presents a general idea that will be
supported
• Might be called your position
statement

4.17-4.31
 Steps 2-4
Even though Ben Franklin was seventy years old at
(thesis)
the time of the Revolution, he still had a lot to do with the
independence of the colonies. (plan) Helping the colonists,
informing people of the world about the revolution, and
serving on many committees were some of the important
things that he did.

Helping Informing Serving Conclusion

4.20
Expository Vs. Narrative
• Purposes and processes are different
in these two kinds of writing.
 Baseball and football
require similar skills;
however, the goals of
each game are different.
 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
 Narrative Outline
Topic= Narrative
Setting
Beginning •Time
•Place
Meet Characters
Glimpse of problem

Middle Learn more about problem

Conflict developed

End Solve problem

Conflict resolution

2.15
Planning a Short Story
Step 1 Title___________
Step 2 Quick sketch your
plan for your story in
Step 3 Jot ideas,
pictures. (May use sticky descriptions, and plans
notes) for your story
Quick Sketch Method

•Sara fakes sick

•Beach
•Decides to skip school

•Parents leave for work

•Rides bike to beach
•Swims
•Sunburned

•Trouble with parents and

school
•Stay home next day
•Sick from sunburn
 Quick Sketch Organizer
Title:_______________

Who:

Where: Problem:

Beginning Middle End

 OK, so I have my story
sketched out. How do I begin
writing?

• Try one of
these ideas
to hook your
reader into
reading on.
 Get the Story Rolling
Provide a Where

• Step 4
– 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…
 Get the Story Rolling
Provide a When

• Step 4
– 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…
 Get the Story Rolling
Other Options

• Step 4
– Provide an Action Verb (Run. That’s all I could think
—run for your life!)
– Introduce a Character (Uncle Charlie tops the list
of weird folks I know. As a matter of fact, he is WAY at the
top!)
– Interesting Comment (I glanced up and saw Death
staring me in the face. )
– Dialogue ( with younger students limit this)
(“Mom, I think I’m going to be sick,” Timmy whined
from the back seat.)
– Sound effect (Br-r-r-ring!)
 Step 5
Story Transitions Move the Story Along

• The next day • When we arrived

• At dusk • Immediately
• In between times • Hours went by
• Some time later • After we walked a
• In the afternoon mile
 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.
 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.

6.8
Planning a Short Story
Step 1 Title___________

Each morning

Just as she

About that time

10-46
 Step 6:Come to a Smooth Stop
Don’t write “THE END.” Instead, finish with a
strong sentence that will help your reader
• Feel a feeling ending
– Tori lived in Mobridge for the next fifteen years, and she never forgot
the kindness that the children shared that first day.

• Remember a character ending

– No one spoke up, but everyone knew that it was Edgar, the class clown,
who gave Mrs. Anderson the flowers and the thank-you card.

• Get your point ending

– The children finally understood what the police officer said about
hitchhiking.

• Think about the story ending

– Sometimes it pays to help someone, even if they don’t appreciate it!

6.9; 10-47
 Editing with CUPS

• Capitalization
• Usage
• Punctuation
• Spelling