Step up to Writing

Training Workshop
Jennifer Nehl
Innovative Education Solutions
 Who is writing
who isnt?
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 isnt?
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
WHO IS WRITING
AND WHO IS
NOT? ISNT?
WHO
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 isnt?
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 isnt?
"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.)
 But we forgot
They dont
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 (1.2)

STEP UP provides practice!

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 Vocabulary
Organization Sentence
Style Structure
Idea 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 futurejust 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. Its
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 students
for the business world.
5. SUTW offers strategies and tools to teach
expository writing if we were never taught how!!
The keys to an effective
paragraph:
Expository paragraphs need:
A title
A topic sentence
Transitions
Good explanations and examples
A conclusion
 Lets say we will be
writing about gangs.
What can
we do to get
ideas for
our
paragraph?
 om s! Bu
M ke Gang n
Yi ho c
Movies
Peo f
Cause Problems
pl e

Bad s
Gangs Gang
i end
f r
fm
y
Songs
ha ti
? Iw
W ined
jo Stay joi ou
n ld
Away nt
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.
 om s! Bu
M ke Gang n
Yi ho c
Movies
Peo f
Cause Problems
pl e

Bad s
Gangs Gang
i end
f r
fm
y
Songs
ha ti
? Iw
W ined
jo Stay joi ou
n ld
Away nt
 Whats 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 shiftjerky!
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 Es

The Es support your topic sentence.

Es 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
Es, 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, isnt 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, isnt 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
Charlottes Web
WHO ACTION FINISH
 Elementary
Charlottes Web
WHO ACTION FINISH
Charlotte helps Wilber

Templeton eats leftovers

Wilber sleeps in the straw

 Elementary
Charlottes 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
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 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 mothers 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. Thats 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 Im 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 mediumsized
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 mediumsized
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
Dont 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 dont 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!