- Students verbally shared schema for Stoplight (Step Up to Writing) paragraphing by saying things such as:
- "You need a GREEN- a topic sentence that tells your reader your purpose and (thesis)"
- "You need yellows to SLOW DOWN and tell your reader more about your topic- a fact, reason, or detail."
- "You need REDs, these help your reader to get examples or explain your yellow. "They have to connect."
- "Readers need punctuation.
- "Readers need to create mental images
- "You have to support your topic."
- "It can start with prewriting and you need to have a beginning, middle and end."
- What do you notice about the importance of prewriting?
- How can you scaffold learning- with the acquisition, moving to meaning making (when they do their own) and later transfer (when they are totally independently and trying it on their own with their own topics)?
Grades 3-5 Step Up to Writing
Breakdown of daily lessons for intermediate students using Step Up to Writing
StepUp to Writing Basics
This is "StepUp to Writing Basics" by Jason Pedersen on Vimeo, the home for high quality videos and the people who love them.
Sopris Learning - Videos from Schools
Listen to Educators Who Implement Step Up! The videos below capture the experiences of teachers and administrators who implement Step Up to Writing in their schools.
Were you curious about the analysis of the 3rd graders writing? Check it out below.
- Writing Analysis- Bring 3 writing pieces (high/medium/low) to analyze. What steps do we need to take in regard to stoplight paragraphing and writing
- Our Noticings:Strengths:* About half of our students are using a topic sentence and staying focused on one topic* Most are including some supporting details and examples* Many students are using transitions* Most students were able to explain the components of a strong paragraph* Most included some type of concluding sentenceNeeds:* Many students struggled to write complete sentences and use punctuation and capitalization correctly.(if at all)* Many simple sentences* Spelling of common words (ex. things, were, then) is often incorrect* Some students used some type of prewriting- but few* Often paragraphs seemed to include unnecessary informationImpact on Student Learning* We plan to review stoplight paragraphing….but not in a lengthy way* We plan to spend time discussing “What is a sentence?” and use model sentences to embed punctuation and capitalization lessons.* We plan to do some sentence combining lessons, to promote more complex sentences* We will be working on spelling word more conventionally though our word work and word wall activities.