Step Up To Writing Program help

POWER NUMBER TOPIC SENTENCE
1.

2.

3.

Topic Sentence: (several, a few, a number, a myriad, a couple, a number,)

1. REASON, DETAIL, OR FACT (First, One thing, At first,One, A good, First of all, Initially)

Expert opinion, elaboration, examples, evidence, events, everyday life

2. REASON, DETAIL, or FACT (Second, Secondly, In addition, Also, another)

Expert opinion, elaboration, examples, evidence, effective illustrations

3. REASON, DETAIL, or FACT (Finally, At last, The best, After that, Equally important )

Expert opinion, elaboration, examples, evidence

CONCLUSION: (Obviously, In conclusion, All in all, Certainly, To sum it up, Truly, Surely, Definitely)

When I first introduced Step I spoon-fed them with a sheet similar to this until they got the hang of it several times. I just had them circle one word in each parenthesis and finish thought after filling in the 1,2,3, mini outline at the top of the page. For the reds, or the E’s, the child doesn’t circle a starter word but gives an example of the previous yellow. This is the hardest part I found.

Each section was in a rectangle holding the sentence inside not shown here.. I had the student use highlighters to trace the outside of the boxes. Some still use highlighters to this day, others get it without.

After I used this template a few times, I then taught the informal outline. I have them fold their paper not quite in half so there is more room on the right of the paper. To the left I have students make 3 or 4 yellow stars depending of course on the topic. I say put a transition word over the yellow star. Pick a transition off the transition menu on the yellow paper. They are nicely grouped in units of 3 or 4 words. The child writes the 3 or 4 ideas under the yellow star which I call the “big star ideas”. The child then uses the red dashes (the e’s or explains, examples, elaboration, expert opinion ) on the big side of the folded paper. Students then put a topic sentence at top and conclusion sentence at the bottom. At first I have the child go back to the topic sentence and circle a few key words and use synonyms to restate the topic. I forgot to mention I have them trace a line on the folds of the paper like a big T. Topic above, conclusion below all the stars with dashes. Some stars might have one red dash, others have 2 or 3 dashes, thus it is flexible and I get out my toy accordion from Target and play it.

I went to the teacher store and bought some large yellow stars, I put magnets on the back for my magnetic dry erase board.

I quickly do informal outlines. Green highlighter=topic I then throw up 3 or 4 stars saying “these are my big star ideas”
I use the red highligher to add the examples, elaboration etc..

You can even buy a bunch of yellow stars and write transitions right on the stars (or make them but I can’t do stars to well)

I write the transition right above the yellow stars.

I used to think the kids could skip the informal outlines but now I’m sold on them. When we read stories in reading…I’ll now ask….what are 3 star ideas about that sory,…or what are 4 star ideas about that article,. Great for speeches too. “you need 4 big star ideas in your speech”

Tell them what you’re going to tell them = green
Tell them transition and tell them
Tell them what you told em again = green but use different words starting with the conclusion menu and later teach them to busy the words.

This works nicely with reports as well. I use colored notecards.

You might think I’m nuts but I even bough a 3 drawer tub with green, yellow, and red drawers at Target for 20 bucks to put all my Step up stuff in it.

I have in there a glue bottle with yellow transitions on it. When I model transitions, I go over to my Yellow glue bottle and say,” I don’t want to just throw my ideas on the paper, I need to glue my ideas together with the transitions”

I have a photo of meat laminated for the meat…or the E”S

I have a heart I painted green…green for the Topic sentence

I have a present wrapped in green ribbon to wrap up the writing. I found a box with stars on it too at Target. The kids really get it. I had a lady come see me. She was amazed when the students started going over all the parts of the paragraph using the right terminology.

My latest thing is using a huge zip lock bag.filled with pieces of colors of papers to represent things that we take out to build. For example, I have stips of meat, a heart that is cut out green, a present that is colored green, and some yellow glue bottles that are cut out. Then I have them take out a placemat (a large piece of construction paper). I have them build different paragraphs for quick reviews. I have a model of this too. We build, say, verbalize paragraphs. Sometimes we say yada, yada, yada to make it go faster.

“Build an 8 sentence Paragraph”, they take a small green heart, 3 yellow glue bottles, 3 pieces of meat and put it together. We might verbalize a paragraph on how we spent spring break.”

“Build a compare/contrast paragraph.” They take out the small green heart for topic sentence, a yellow box that says comparison one, two slices of red meat, a yellow box that says comparison 2, 2 more slices of red meat and conclusion..

“Build a Report” For this I have a huge green heart that says Topic Paragraph, 3 or 4 red slices of meat with a little tab of yellow at the top for the transitions that are glued together as a section. They have 3 of these. Then one big present in green paper that says Conclusion Paragraph. We might verbalize a report on an animal Topic paragraph, paragraph on habitat , paragraph on food, paragraph on characteristics, followed by a huge present labled Conclusion Paragraph.

Then for the summary paragraph, I have a special heart trimmed with the letter s all the way around so they can quickly see that this is a topic sentence but a very special kind. On this heart it says, “ The Title comma, by the author comma tells about yada, yada, yada. I then have four purple stickers that are used to represent the bullet points. Then I added a part. A student of mine said, “this way I remember is a t-shirt that is shrunk. If the shirt gets shrunk in the wash, you can still see it is a shirt and you can still see the main point of the design, but can’t see the little details. “ I liked it. So, each kid has a small t shirt with purple on it. On the t shirt I have the words NO OPINION with the red no circle sign over it. I hope this makes sense.

ETC>>>>

I have all the posters but it was not enough. I have found that is half of what I say goes in one ear and out the other. SO, I have them move paper and verbalize the stuff constantly. It works like a charm.

So each time I introduce a new kind of writing, we add it to the zip lock. We dump out all the pieced and build, say, verbalize. Once in a while we write. Sometimes together, sometimes with partners, sometimes alone.

I have to go but feel free to ask questions.

Michelle AZ

Well, if I were a student, this system would drive me absolutely nuts! I have great difficulty organizing physical objects and become stressed and clumsy when asked to deal with more than two or three at a time. I also have trouble relating arbitrary symbols, like which part is red or yellow or green. I have no trouble at all organizing an essay, but could never work like that. My pattern, and my daughter’s, and that of several other relatives, seems to come close to NLD patterns (although several of us are excellent in math.) Do have a care that you don’t tangle up a kid like that with a system that, for us, makes things a lot worse rather than better.

Michelle,
I’m very sorry but this would absolutely drive my son crazy!! He is ADHD and has LD in written expression. There is NO way he could ever follow all of those instructions. I’m sorry, but this is why I had to take him out of public school and home school him! Everyone is expected to fit the mold!! He doesn’t! Jan

Well, Victoria, if you were in my class, and could write without the color coded mult-sensory approach I’d let you. My post may have been confusing if you have not ever seen Step Up. This post was not for someone to get interested in Step up, but for someone who has Step Up.

As the kids get the templates into their heads, you drop what you don’t need. If the color bothers someone, I let them do without. Just like with Math Manipulatives….some kids need it for quite some time. Others just a day, some may never need it. If a kid can do fractions without manipulatives, then I let them too. Step up is like manipulatives for writing. I will tell you the kids love it. I might not have done the program justice with my post, but for the most part I LOVE IT. My son’s school loves it too (a charter school).

Some of the stuff I added in the post above is not in the Step Up Manual. My group is just so low that I needed more this year. Last years group didn’t need all the heavy concrete component. You take your class where they are. Last year on my students’ writing samples (graded by another school without names) of my SLD students did quite well along with their peers in general education. My students are doing so much better than when I did Reasoning and Writing that I sent all the books back.

Something helpful I did was to reorganize the Step Up manual. (If you don’t have the program, most of the above post will not even make sense, so don’t let it scare ya).

I took all my state standards and bought 3 ring binders (3 inch). I divided them all up and put all the things I’ve collected over the years into each notebook. For example, I put all of my “summary” stuff into a summary notebook. All Report Writing things together etc..I have sections dividers on:
How to
Reproducibles
Overheads
Games
Misc.
Samples

I have these for each state standard. This keeps me focused.

Each time I teach the standard, I take out this notebook. It has been very handy. I don’t have any more of those” Oh, darn I just missed personal narrative and this would have been perfect.” moments if you know what I mean.

I ask to keep student samples with permission and put them on overheads. I show the kids how the rubric works, what makes a 3 paper a 3 paper etc….

I tell the kids that Step Up is like a big silverware drawer. These are spoons and spoons go here. These are forks, these go here. I show them that the templates in Step Up give structure to the writing. Once they understand all the components on the easy topics we dig deeper. Then we get more creative and show them how to vary and bury transitions in the writing. The kids understand this analogy. If all the silverware is just shoved in the drawer, it is hard to find and make sense of things. Step Up teaches things such as topic sentences in a specific way. Kids learn how to start. Once they understand the parts, writing is not as scary. Some of my LD kids in the past never even got started. Now, they jump in and are much more confident. Once they are jump started, it only gets better. This program has been a great find for me but I’m sure it is not for everyone with every disability.

Getting the videos helped me to understand SteP Up better. If you can get your hands on them, they are worth it.

Step Up is pretty darn good. I’m using along with Inspiration software that someone on this board suggested. Works great for organization.

Check out www.stepuptowriting.com if interested.

Michelle AZ

Michelle, Thank you so much for the info!! If there is a lecture etc .on this topic in our area ,I would certainly atttend.Let me know,please! Jan

Michelle ~ I love all of your ideas!! You make it seem so easy! Did you get some of them from the videos? I ordered the program last year after hearing so many positive comments about it, and I have to say that it has made writing easier in some ways, but it is still quite a challenge for my kids. I find that two of my 5th graders (both with expressive and receptive language difficulties as well as LD) have a very, very hard time coming up with topic sentences that are appropriate. I am introducing them as they have them in the book, but it is challenging. How did you introduce writing topic sentences to make it easier for the students to generate them? My students do understand the green, yellow, and red, and do use the lists of transitions independently, which is a big achievement. One other question: are the videos worth the $400? I would love to get them, but that is a huge chunk of money for something if I don’t know how helpful it will be. Thanks! Jenn

Jenn,
At first, I mostly just give them lots of topic sentences. I mode, we write in groups, we write alone.

I do two fun writings with them at first. One is a lunch box writing. I got this out of a How to bind a book type book. There is a lunch box that is made of colored construction paper. It has a handle on the top with a velcro type latch. On the side there is a square that the kids get to draw like Sponge Bob, Star Wars, Hello Kitty. Inside there are items that POP UP like a banana, can of pop or soda, sandwich.

When I pack my lunch for school, here are several things I like to include. First, I like to pack a ………Another must have item is fruit……….Finally,………… Obviously when I pack my lunch, I put in many goodies……….

They place their paragraph inside the lunch box with the popups to match the items listed.

Another one I start with is…..This year I have many things I want to learn in 6th grade………

I do power sentences for a long time until they get it down. Last year’s group got much farther. This years group is just slow, in every subject. I give them lots of topics.

During winter break I like to do many things.

On the weekends I spend my time doing various activities.

Last year we did Power Topic Sentences, and Occasion/Position. Only a few kids did more than that. There are a dozen type topic sentences. I never do them all.

At first, I give most of the topic sentences, not until later do I let them pick their own topic. Or I give them a topic type sentence and let them paraphrase it but basically the same type topic.

This year I have a whole new crop of kids. Next year I will have some of the same group, so I will get farther into other type topic sentences.

I love the videos. I bought them and gave them to my son’s school. So, that is how I justified the big price tag. I watched the videos many times, gleaning something new each time. My plan worked, and my son’s school is into Step, thus my own children are benefitting. Step Up has changed my entire writing program. They still are not great at editing or punctuation as I don’t spend engough time there. But for many of my kids, that is mostly what they have had so far conventions up the zing zang. So, they feel pretty good that they can write. I am lucky that each of my kids has their own computer in my room. My husband gives me all his old computers from work. This helps. And, in the real world, this is how they will most likely write. Now, I do have them do it off computer at times, as this is how they are tested. I even use the same type paper used in testing.

Again, if you can get the videos or attend a workshop, DO IT. But, see if you can get your school to pay as it is a HUGE chunk. I had a one day workshop and it was excellent but the videos helped even more. Each time, I picked up something new. The ideas I posted did not come from the videos. They are things I added because of my population, especially this years. My kiddos have big auditory processing issues. Goes in one ear and out the other. I had to find a way to have them stay with me. Touching the paper as I talked them through it helped. I have a kid with tramitic brain injury and most of my kids have labels such as ADHD. And the baggie with all the paper builds in the review. These guys forget so much that I needed a way to review. The posters are pretty but they weren’t looking at them. I even asked my new girl, who just came out of the mildly retarded room the steps in the lunch room. To my surprise, she nailed it and told me exactly how to write a compare contrast. Ahhhhhhh, I love those moments. This never would have happened before I did Step Up because, I never made it concrete enough for all my learners. I also have kids whose first languge is not English.

Writing is very hard. Don’t worry about having your 5th graders come up with their own topic sentences until they can write with ease when given the plenty of topic sentences. They may not be ready to jump in and do it all. While it all seems pretty simple to us, it isn’t to them. Trying to spell, write, space, be creative, all at once? Break it down.

One more thing, if your kids can’t read well, they may not be ready for Step Up. They need to be able to write sentences first. Reading first, then writing.

Michelle AZ

I have posted this before but I use this in the beginning with highlighers: I give each kid a copy of this poem. We highlight with yellow, green, and pink for red:

How to Lose All Your Friends
If you don’t want to have any friends, follow these simple instructions.
First, never smile.
Be gloomy. Be cranky. Frown a lot.
Being gloomy and cranky, and frowning will scare off any friends!
Second, never share.
If you are eating cookie, hide them when your friends come over. You could also stuff them all in your mouth, or you could just run away. When you’re playing with toys, grab all the good ones for yourself. Then throw a tantrum if somebody else plays with one of them. You can also just lock everyone out of your bedroom.
Third, be a bully.
Pick on little kids, Push in front of the lunch line. Play mean tricks on kids.
Fourth, be a poor sport.
When you play tag, and someone tags you, lie, and say they missed. Cheat at cards; if you’re losing a board game knock off all the priced.
Fifth, tattle.
Tell on kids when they run in the hall. When your brother makes a face at you, tell your mom. If your brother is in Time Out, make sure he stays there.
Now, if you still have friends after all that, I have one more lesson. Whine.
Whine when it’s too hot outside. Whine when it’s too cold outside. Whine for treats. That will irritate everyone.
If you follow these instructions you’ll be able to eat all the cookies you want. And you will have no friends to bother you.
Taken from How To Lose ALL Your Friends, BY Nancy Carlson. Puffin Books 1997

You can buy the book on Amazon or it might be in your library.
Here’s another fun activity to introduce Step. Copy in black and have the kids highlight parts. Make overhead.

I forgot to post the other paragraph I often start with. This came out of How To Make Books with Children Series by Evan-Moor EMC777. We make a FLap book. Students draw faces on pillows on the reproducilbe and there is a cut out section for items under the bed. We write a paragraph about what is under our bed. The flap hides the items under the bed.

Under my bed you can find some interestions things. The first thing you notice is a ………. Then another sentence to explain. Next you see a…….. Explain. Finally there is a ……….. explain, Clearly,……………

Then, the kids decorate the bedspread. Then they cut out the items under the bed and glue it on.

I don’t do an art project with all the writings, just to get them hooked. They like these and even though you might think it might be too babyish, I haven’t had any complaints and they are quite proud.

I try to publish some of the paragraphs in a fun way. I’ve done circle books, poof books, folding paper to look like accordian books etc. It is hard to make up years of practically no writing in one year. We do make huge gains but the kids back in general ed. are making gains too. So we help the gap, but often it is hard to close the gap. But, with this program, we are closer than anything I’ve used before.

Michelle AZ

This is for Nan,

If you are looking for a great little writing book, consider Highly Effective Reading. It is a nifty booklet I’m sure you will love.

These booklets fit great in the 3 ring binder and cost $5.oo each and are packed with great tools for 5th grade and up. Every parent I’ve shown has purchased or emailed Dr. Paslay for information.

Email Charles Paslay
[email protected]

He is a teacher from the inner city in Philly. His phone number is 215-727-2163 or 302-479-5829.

For story writing there is a great book called 165 Bedtime stories and it will help give you story starter examples. Stories are short and they start with a “where”, “when”, “action”, etc…. I even have a bulletin board of story starters.

Another book that goes great with this program is How To Blow Away the State Writing Assessments. You can get it on Amazon.

Check it out.

thanks for the book suggestion. Amazon allows a good look before buying. Very practical for the classroom teacher.

Thanks again.

Priscilla Vail’s “Clear and Lively Writing” is superb (and written with kids with assorted learning difficulties in mind).