Training Workshop Jennifer Nehl Innovative Education Solutions Step up to Writing Training Workshop Jennifer Nehl Innovative Education Solutions Window writers – red, green, yellow.

Who is writing… who isn’t? Students in urban fringe schools had higher average writing scores than their peers in central city schools and rural schools at all three grades. Fourth- and eighth-grade students in rural schools had higher scores than their peers in central city schools, while the reverse was true at grade 12. The NCES National Assessment of Educational Progress (NAEP) 1998 and 2002 Writing Assessments.

Who is writing… who isn’t? In 2005, females outperformed males, on average, by 17 points at grade 4, 21 points at grade 8, and 25 points at grade 12. The decline in the average score for male twelfth-graders in the last decade resulted in an increase in the gap between male and female students. NCES National Assessment of Educational Progress (NAEP) Writing Assessments

Who is reading and who is not? Who is writing… who isn’t? Who is reading and who is not? The National Assessment of Educational Progress (NAEP) shows that 40% of U.S. adolescents have difficulty comprehending specific factual information. Research shows that 82 % of Americans that do not attend any form of higher education will complete only seven forms of expository writing pieces upon graduation and will compose less than one complete letter (formal or informal) a year. 80% of all material read upon high school graduation is expository. Few pre-teens and teens have progressed to advanced reading and writing; fewer than 5% of the teens tested by NAEP could extend or elaborate the meanings of text. Each day, people in the US spend 4 hours watching TV, 3 hours listening to the radio and 14 minutes reading magazines.     --Veronis, Suhler & Associates investment banker

Who is writing… who isn’t? 58% of the US adult population never reads another book after high school. 42% of college graduates never read another book. 80% of US families did not buy or read a book last year. 20% of adults in the U.S. Read at or below the fifth grade level. --National adult literacy survey reported in publishers weekly, January 6, 2005. Research shows the #1 indicator of academic success of a student is the frequency of being read to between the ages of 1-4 The #2 indicator of academic success was his/her writing experience in grades k-4.

Who is writing… who isn’t? "Half of the American people have never read a news-paper. Half have never voted for President. One hopes it is the same half."    --Gore Vidal, author.

What is Step Up to Writing? Grandma said when you come on something good, first thing to do is to share it with whoever you can find; that way, the good spreads out where no telling it will go. Which is right. -Forrest Carter, The Education of Little Tree (1.1)

Why do we need STEP UP to WRITING? We built good, elaborate “highways” for students to follow … (6 + 1 Writing Traits, etc.)

They don’t know how to drive! But we forgot… They don’t know how to drive! This is a way of starting out step by step.

Step Up to Writing is About: Direct Instruction Guided Practice Opportunities for Independent Practice If you expect it, you must teach it! (1.2)

How many golf balls has Tiger Woods hit? 4-14 repetitions to learn something new Students with disabilities need 250-350 repetitions over the years STEP UP provides practice! Student friendly – teacher friendly (1.2)

Step Up to Writing is About Tools for your TeachingTool Box Multisensory (folding paper) Color (Strips, highlighters, dots) Word Lists (transitions, topic sentences, etc.) Informal Outlines (Many forms) Examples (Student & professional writers) Small Steps (1.1-1.5)

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 Organization Style Idea Vocabulary Sentence Structure Conventions Presentation (1.6-1.7)

Step Up to Writing is About Common Expectations Common Language Same terminology Builds on instruction Common high expectations Quality writing required in all classes Cross curricular transference

Find an “elbow partner.” #1 Partner becomes the person whose birthday is closest to today. (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 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? Most school writing will be expository writing. Expository writing teaches clear and logical thinking. Expository writing helps students learn content. Expository writing prepares students for the business world. 5. SUTW offers strategies and tools to teach expository writing if ‘we’ were never taught how!! Most students go from elementary when most writing is creative to expository and expected to write expos when they get to upper elementary and Jr. High w/o any tools to write for this form. Ralph Flether says if your are not going to teach writing at least three times a week, don’t bother, because the students will learn to hate it just as much as the teacher.

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?

Bad Gangs Mom Yikes! Bunch of People Gang Songs Stay Away Gang Movies Cause Problems Gangs Bad Gang Songs What if my friends joined? Stay Away I wouldn’t join

Gangs are just a bunch of people with nothing better to do 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.

Bad Gangs Mom Yikes! Bunch of People Gang Songs Stay Away Gang Movies Cause Problems Gangs Bad Gang Songs What if my friends joined? Stay Away I wouldn’t join

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 Down Give a reason, detail, or fact. Use a transition. Stop! When this slide is up, have easel up and ready to model and write the slide. Ask students “What does this remind you of”? A stop light. 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… Start with a VERY simple subject that everyone can relate to. Organization games pg 26 in primary. Holiday organizer in binder.

Informal Outlines Topic= Cats can protect themselves. R/D/F (First) Can get away from their enemies (Next) Good fighters Run fast Climb trees Sharp claws Sharp incisors 1-18 a,b,c

Brainstorm: 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. Before second grade up to this point, all of this up to this point should be shared writing (class participation writing)

TOPIC REASON/DETAIL/FACT EXPLAIN EXPLAIN 1-24 Will have four sections so you will have four sentences. Be sure to tell your students other wise they will put all colors at top of paper and will write one sentence with all ideas. EXPLAIN 1-24

REASON/DETAIL/FACT EXPLAIN EXPLAIN CONCLUSION

Cats protect themselves in two ways. 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

Next, cats are good fighters. 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 In K just greens and yellows utilizing mostly pictures. Teacher give green, read a story, talk about it,- shared writing. 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____________________

Other Kinds of Outlines: Letters Topic=____________________ R (reason)_________________ e (explain)_______________ e ______________________ e (explain)________________

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 This should be modeled on an overhead or on a board or on an easel. 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 Travel New wardrobe, Nordstroms Paris Need to tell students and teachers at this time you will need to ad transitions. 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. At this point, I would ask the ‘student’s to exchange strips in a mixed up order and have their partner try to determine which order they go in. Could have this as a center for your students to determine order. 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. 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 Social reasons Help yourself Save others Parties Vacations Summertime 2.15

Details Outline Topic= The Wedding Beautiful Bride Clever table decorations Wonderful food Simple and elegant Cages with birds Ethnic 2.15

Facts Outline Topic= Mountain Ranges Andes Mountains Rocky Mountains 4,500 miles In South America Longest mountain chain Height 10,000 ft. 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 Here is a ‘cheat sheet’ we’re going to build for you… Tell teacher that these are examples of INFORMAL outlines. There is not a set number of yellows or reds for these outlines. Formally, if you have a ‘I.’ you must have a ‘II.’, and if you have and ‘A.’ you must have a ‘B’. Not in an informal outline.

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 Students really need to be aware of your audience. EX: If students are writing “Why cell phones belong is school”, their reasons will be different if they are addressing the student body verses addressing the school board.

Details Outline Topic= Description of _________school. Detail

Facts Outline Topic= Information about ______school. 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: Better: 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 Benefits Features Reasons Improvements Ideas Items Choices Qualities Thoughts

Expository Paragraphs Need Transitions Transitions are the glue for the key ideas Transitions

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. Put K-2 transition cards on yellow paper.

Common Transition Sets-List A Give students a copy. One way-Another way First-Another-Next First-Second-Third The first-The second One-Then-Another One-Also One example-Another example A good-A better-The best One-Another-Finally First of all-Second-Last First of all-Next-The final 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. Model, Model, Model, utilize as mini lessons.

Vary and Bury Your Transitions Instead of: Second, a new teacher should get a mentor. 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 If your not listing or making a numerical list, do not use power number

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. Need to model, model, model. Utilize mini lessons like thesaurus, vocab lessons, paraphrasing, etc.

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 Stay in third person.

Tips for Writing Conclusions Vary the sentence structure Use a quotation 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 Do not need to address the reason in your topic sentence in a summary paragraph. But you will need to in an essay. Groups do not discuss sentences until they are ready to present. They then put all of their sentences together, discuss any changes that my need to be made, they then present their paragraphs to the group.

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 Process paragraph List paragraph Compare & Contrast Persuasive Information Cause & effect Problem/solution Entertaining Current events Math processes Descriptive

Writing Summaries Reflects the yellows A summary is a shortened, condensed version. The purpose of a summary is to share the main ideas. Summaries keep the same tone as the original piece and do not contain opinion. 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 The Adventures of Tom Sawyer by Mark Twain describes how Tom got others to do his work. Check for errors to ensure when student copies sentence, they are copying correctly. Verb list on page 633 also in section 3.6

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) -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 sleeps in the straw

Elementary Charlotte’s Web WHO ACTION FINISH Charlotte helps Wilber a brilliant spider, enables, rescues, befriends comforts, encourages to have hope. Templeton eats leftovers a fat, greedy rat consumes, devours at the fair. 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. Similar to summarizing. Pick out the yellows.

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 Alike – Different Compare – Differences 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 loose 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 Step 3 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 (thesis) Even though Ben Franklin was seventy years old at 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 Beginning Middle End Setting Time Place Meet Characters Glimpse of problem Learn more about problem Conflict developed Solve problem Conflict resolution Beginning Middle End Notice the colors are the same!!!! You can not deviate from these colors!!! It is always GREEN, YELLOW, AND RED! 2.15

Planning a Short Story Step 1 Title___________ Step 2 Quick sketch your plan for your story in pictures. (May use sticky notes) Step 3 Jot ideas, descriptions, and plans for your story Don’t get stuck on the title. If your student can not think of a title, tell them it is OK to title it after you write it. Quick notes are used as rough ideas, details and bumps, lakes and turns in your ‘road map’.

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 Shapes are reds. Don’t forget the transitions!!! Limit elementary students to one sentence of dialogue!!

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!) Teachable moments for conventions. Punctuations and sentence endings.

Step 5 Story Transitions Move the Story Along The next day At dusk In between times Some time later In the afternoon When we arrived Immediately Hours went by After we walked a 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 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

Head, Heart, Feet Head- Write down one thought you have that relates to what you learned today. Heart- How do you feel about that new learning? Feet- What will you do differently because of what you learned?

Thanks! Please fill out the evaluation form and have a marvelous new school year!