Step up to Writing Is a Registered Trademark of Voyager Sopris Learning

Teacher Edition Grades 6–8

4th Edition Maureen Auman

Informative/Explanatory • Argument • Narrative Writing Production • Research • Range of Writing Reading • Speaking and Listening • Language Teacher Edition Grades 6–8

4th Edition Maureen Auman

Step Up to Writing is a registered trademark of Voyager Sopris Learning.

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ISBN 13: 978-1-4916-8999-8 ISBN 10: 1-4916-8999-4 JDE: 331791/02-14

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17855 Dallas Parkway, Suite 400 • Dallas, TX 75287 • 800-547-6747 www.voyagersopris.com Meet the Author of Step Up to Writing My journey with Step Up to Writing started in a classroom filled with eighth graders anxious to head to high school and nervous about passing eighth-grade exams. The challenge of preparing students to reach proficient or advanced levels on district and state writing assessments forced me to rethink the way I taught writing. I analyzed the skills that students needed to master and broke instruction into small steps. Then, I taught these one at a time using direct, explicit instruction as well as a workshop approach. Students participated in active, hands-on lessons after seeing demonstrations on how to organize information, create topic sentences and introductions, and support topics with facts, details, and elaboration. Test scores validated the improvements I saw in the classroom. More importantly, students were on task and willing to write. They liked the clear, simple directions that saved them time, provided a structure, and encouraged them to Step Up to Writing 4th Edition share their ideas. has been developed to meet the rigor of the Common Core Word spread first among my fellow language arts teachers, then State Standards for English to the rest of the school, and eventually outside the district. Language Arts (CCSS ELA) Thousands of teachers in and out of the United States now use while maintaining the same explicit instruction and workshop Step Up to Writing strategies every day in K–12 classrooms. approach that first engaged and My hope is that Step Up to Writing 4th Edition will inspire even improved the skills of my students more teachers to make all lessons active and multisensory— over two decades ago. guaranteeing the academic success of students everywhere.

Teacher Edition • Grades 6–8 iii TABLE OF CONTENTS S

Welcome to Step Up to Writing! Taking Notes...... 31 S1-17 Easy Two-Column Notes...... 31 INTRODUCTION ...... iii S1-18 One Idea per Paragraph Note Taking. . .34 Welcome to Step Up to Writing! ...... F8 S1-19 Using Two-Column Notes for Research-Based Instructional Design...... F9 Character Analysis...... 35 A Comprehensive Writing Program...... F10 S1-20 Three- and Four-Column Notes . . . . .37 Alignment to the Common Core S1-21 Developing Study Guides...... 38 State Standards ELA...... F11 S1-22 Mapping and Webbing...... 40 What Can Step Up to Writing Students Achieve?...... F15 Summarizing Text ...... 42 How Does Step Up to Writing S1-23 Three-Column Notes with Summaries. . 42 Support Teachers? ...... F17 S1-24 Four-Step Summary Paragraphs. . . . .44 A Guide for Using Step Up to Writing S1-25 in the Classroom...... F21 Plot Line Summaries...... 47 S1-26 Schoolwide Implementation...... F25 Summaries without Words...... 49 S1-27 Money Summaries...... 51 Writing to Improve S1-28 The 12-Word Trick ...... 53 1 Reading Comprehension. . . . 1 Analyzing Text...... 55 Responding to Text...... 5 S1-29 Making Inferences from Text...... 55 S1-1 Free Responses...... 6 S1-30 Making Inferences and Analyzing S1-2 Response Starters...... 7 Text with Two-Column Notes...... 58 S1-3 Reading Notation Responses...... 9 S1-31 Making Inferences and Analyzing S1-4 Sticky Note Responses...... 10 Text with Informal Outlines...... 60 S1-32 S1-5 One-Word Responses...... 11 Making Inferences and Analyzing Text with Topic Sentences...... 62 S1-6 Agree/Disagree Responses...... 13 S1-33 Using Graphic Organizers to Analyze S1-7 Quotation Responses...... 14 Text Structure...... 64 S1-8 Framed Responses...... 16 S1-34 Comparing and Contrasting Texts. . . .67 S1-9 Two-Column Guided Reponses. . . . . 17 Using and Creating Bookmarks ...... 70 S1-10 Quick Sketch Responses...... 19 S1-11 What Were You Thinking? ...... 21 S1-35 Three-Column Burrito Fold Bookmarks ...... 70 S1-12 Text Connections...... 22 S1-36 Sticky Note Bookmarks: Respond Marking the Text ...... 24 and Summarize...... 72 S1-13 Highlighting and Underlining...... 24 S1-37 Two-Column Notes Bookmarks. . . . .74 S1-14 Mark Once ...... 26 S1-38 Reminder Cut-Apart Bookmarks . . . . 75 S1-15 Circle Once, Underline Twice...... 27 Progress Monitoring ...... 77 S1-16 Pick a Number...... 29 S1-39 Quick Check for Note-Taking...... 78 S1-40 Summary Writing Scoring Guide. . . . 80

F1 Teacher Edition • Grades 6–8 S

Foundational Writing Skills. . .83 S2-27 Improving Paragraphs 2 with the ABC Activity...... 155 Introduction to Writing...... 88 S2-28 Learning About Elaboration...... 157 S2-1 Introducing Three Types of Writing. . . 88 S2-29 Analyzing a Paragraph ...... 160 S2-2 Prompts for Three Types of Writing. . . 91 Conventions of Standard English...... 163 S2-3 The Writing Process...... 93 S2-30 Recognizing Parts of Speech...... 164 S2-4 Prewriting: Brainstorming...... 95 S2-31 Learning Parts of a Sentence S2-5 Considering Purpose and Audience. . . 98 with Diagrams...... 166 S2-6 Recognizing the Traits of S2-32 Using Pronouns Correctly...... 170 Effective Writing ...... 100 S2-33 Making Pronouns Agree...... 172 S2-7 Collaborative Writing...... 103 S2-34 Making Pronoun Antecedents Clear. . .175 S2-8 Using Technology to Produce and Distribute Writing...... 106 S2-35 Using Phrases and Clauses...... 177 S2-9 Reinforcing Keyboarding Skills. . . . .109 S2-36 Avoiding Misplaced and Dangling Modifiers...... 179 S2-10 Using Standard English...... 111 S2-37 Using Verbals...... 181 S2-11 Proofreading...... 114 S2-38 Using Different Verb Moods...... 185 Masterful Sentences ...... 117 S2-39 Avoiding Shifts in Verb S2-12 Recognizing Fragments, Run-Ons, Mood and Voice...... 188 and Complete Sentences...... 118 S2-40 Punctuating Quotations...... 191 S2-13 Sentences Telling Who, What, Where, S2-41 Using Spelling Strategies...... 194 When, Action, and How...... 120 Progress Monitoring ...... 197 S2-14 Kinds of Sentences...... 122 S2-15 Better Sentences...... 124 S2-42 Neat Paper Rules ...... 198 S2-16 Sentence Structures...... 126 S2-43 Quick Check for Sentences and Topic Sentences...... 200 S2-17 Sentence Variety...... 129 S2-18 Writing Perfect Sentences...... 132 Vocabulary Acquisition S2-19 Choosing Precise and 3 and Use...... 205 Concise Language...... 134 Using Vocabulary Resources...... 209 S2-20 Using Punctuation within Sentences . . 137 S3-1 Reading Dictionary and Perfect Paragraphs...... 140 Glossary Entries...... 209 S2-21 Planning Paragraphs with S3-2 Breaking Down Definitions...... 212 Informal Outlines...... 141 S3-3 Using Pronunciation Guides...... 214 S2-22 Topic Sentences...... 143 S3-4 Using a Thesaurus ...... 216 S2-23 Accordion Paragraphs...... 145 Practicing and Expanding Vocabulary. . . . 219 S2-24 Perfect Three-Sentence Paragraphs. . . 148 S2-25 Using Transitions Effectively...... 150 S3-5 Writing Meaningful Vocabulary Sentences...... 220 S2-26 Writing Cohesive Paragraphs...... 153 S3-6 Vocabulary Maps...... 222

Teacher Edition • Grades 6–8 F2 TABLE OF CONTENTS (continued) S

S3-7 Concept Maps...... 224 Introductions ...... 289 S3-8 Vocabulary Study Guides...... 226 S4-10 Defining Topic Sentences and S3-9 Vocabulary Note Cards...... 228 Thesis Statements...... 290 S3-10 Sorting Words into Categories. . . . . 230 S4-11 Turning a Writing Prompt Into a Topic Sentence...... 292 S3-11 Recognizing and Using Multiple-Meaning Words...... 231 S4-12 Topic Sentence Variety...... 294 S3-12 Using Context to Determine Meaning. .234 S4-13 Adding a Lead—The Blues— to a Paragraph...... 299 S3-13 Using Relationships between Words to Determine Meaning...... 236 S4-14 Creating Two-Sentence Introductions. .301 S3-14 Using Word Roots to Determine S4-15 Leading with the Blues ...... 303 Meaning...... 237 Develop the Topic/Elaboration...... 306 S3-15 Using Affixes to Determine Meaning. . 239 S4-16 Paragraph Elaboration— S3-16 Understanding and Using Allusions. . .241 the E’s/the Reds ...... 307 S3-17 Using Verbal Irony and Puns...... 243 S4-17 Learning More About Elaboration . . . 309 S3-18 Figurative Language...... 247 S4-18 Comparing Paragraph and S3-19 Distinguishing among Connotations. . 249 Report Elaboration...... 310 S3-20 Using Homophones and Homographs. .252 S4-19 Increasing Elaboration in Essays and Reports...... 312 Progress Monitoring ...... 255 S4-20 Stretch, Don’t Stack Practice ...... 314 S3-21 Vocabulary Assessment...... 256 S4-21 Using Vocabulary Meaningfully. . . . 316 Informative/Explanatory S4-22 Adding Quotations ...... 318 S4-23 4 Writing: Stating the Facts . . .261 Gathering Information from Sources: Informative/Explanatory Writing. . . .321 Planning, Organization, and Structure. . . . 267 S4-24 Definition and Function of Transitions. 324 S4-1 Color-Coding the Elements of S4-25 Transition Sets...... 325 Informative/Explanatory Writing. . . .268 S4-26 Transitions for Different Purposes. . . 327 S4-2 The Organization Game— S4-27 Using a Variety of Transitions. . . . . 328 Informative/Explanatory Writing. . . .270 S4-28 Transitions in Essays and Reports. . . .330 S4-3 Planning with an Informal Outline. . . 272 S4-29 Transition Topic Sentences ...... 331 S4-4 Informal Outlines of Various Lengths . .274 S4-30 Using Obvious and Subtle S4-5 Accordion Paragraphs...... 277 Transitions ...... 333 S4-6 Organization with Framed Paragraphs. .279 S4-31 Transition Topic Sentences in S4-7 Elements of Accordion Essays Longer Essays and Reports...... 335 and Reports...... 281 S4-8 Writing Essays and Reports Conclusions ...... 337 Step by Step...... 283 S4-32 Conclusions—Defining Terms. . . . . 337 S4-9 Informal Outlines for Essays S4-33 Connecting a Conclusion to a and Reports...... 286 Topic Sentence...... 339 S4-34 Not All Paragraphs Require a Formal Conclusion ...... 341

F3 Teacher Edition • Grades 6–8 S

S4-35 Writing Successful Conclusions. . . . .343 S4-56 Forms of Informative/Explanatory S4-36 Practicing and Writing: Summary...... 389 Improving Conclusions...... 345 S4-57 Forms of Informative/Explanatory Writing: Writing in Math...... 392 Incorporating Graphics and S4-58 Text Features...... 347 Forms of Informative/Explanatory Writing: Science Reports...... 394 S4-37 Text Features and Formatting. . . . . 347 S4-59 Forms of Informative/Explanatory S4-38 Graphics in Informative/ Writing: Technical Writing ...... 396 Explanatory Writing...... 349 S4-60 Forms of Informative/Explanatory S4-39 Multimedia in Writing: Writing About Current Informative/Explanatory Writing. . . .351 Events...... 398

Revising and Editing ...... 354 Progress Monitoring ...... 400 S4-40 Sentence Variety...... 355 S4-61 Informative/Explanatory Paragraph S4-41 Getting Caught in the Things Trap: Scoring Guide...... 401 Using Precise Words...... 358 S4-62 Informative/Explanatory Essay and S4-42 Revising Verbs in Report Scoring Guide ...... 404 Informative/Explanatory Text. . . . . 359 S4-43 Writing Meaningful and Argument Writing: Making Precise Sentences...... 361 5 a Claim...... 409 S4-44 Using Domain-Specific Language. . . .362 Planning, Organization, and Structure. . . . 414 S4-45 Editing Informative/Explanatory Text. .364 S5-1 Establishing a Claim ...... 415 S4-46 Peer Review and Revision...... 367 S5-2 Color-Coding the Elements of S4-47 Analyzing a Paragraph ...... 368 Argument Writing...... 417 S4-48 Writing in First, Second, and S5-3 The Organization Game— Third Person...... 370 Argument Writing...... 420 S4-49 Formal and Informal Style...... 372 S5-4 Planning an Argument with an Informal Outline ...... 422 Types of Informative/ Explanatory Writing...... 375 S5-5 Accordion Paragraphs for Argument Writing...... 425 S4-50 Informative/Explanatory Text S5-6 Elements of Argument Accordion Structure: Definition...... 376 Essays and Reports...... 428 S4-51 Informative/Explanatory Text S5-7 Writing Argument Essays and Reports Structure: Classification ...... 378 Step by Step...... 431 S4-52 Informative/Explanatory Text S5-8 Informal Outlines for Argument Structure: Compare/Contrast...... 380 Essays and Reports...... 434 S4-53 Informative/Explanatory Text Structure: Cause/Effect...... 382 Introductions ...... 437 S4-54 Informative/Explanatory Text S5-9 Stating a Claim in a Topic Sentence Structure: Problem/Solution...... 385 or Thesis Statement...... 438 S4-55 Forms of Informative/Explanatory S5-10 Focus on the Audience ...... 440 Writing: Biographical/Autobiographical Sketches...... 387

Teacher Edition • Grades 6–8 F4 TABLE OF CONTENTS (continued) S

S5-11 Introducing the Claim and Reasons S5-32 First, Second, and Third Person in in a Two-Sentence Introduction. . . . 442 Argument Writing...... 491 S5-12 Adding a Lead—The Blues— S5-33 Using a Formal Style in an Argument. . 493 to an Argument Paragraph...... 444 Types of Argument Writing...... 496 S5-13 Introducing a Claim and Leading with the Blues...... 446 S5-34 Persuasive Writing...... 497 S5-35 Writing a Critique...... 500 Developing the Topic/Elaboration...... 449 S5-36 Argument Text Structure: S5-14 Facts vs. Opinions ...... 450 Compare/Contrast...... 502 S5-15 Paragraph Elaboration in Argument S5-37 Argument Text Structure: Writing—The E’s/the Reds...... 452 Cause/Effect ...... 504 S5-16 Increasing Elaboration in Argument S5-38 Argument Text Structure: Essays and Reports...... 454 Problem/Solution...... 507 S5-17 Adding Quotations ...... 456 S5-39 Responding to Literature ...... 509 S5-18 Using the EITHER-OR Strategy in Argument Writing...... 459 Progress Monitoring ...... 512 S5-19 The Opposing Claim...... 461 S5-40 Argument Paragraph Scoring Guide. . .513 S5-20 Gathering Information from Sources. . 463 S5-41 Argument Essay and Report Scoring Guide...... 517 Transitions ...... 466 S5-21 Transitions for Argument Writing. . . 466 6 Narrative Writing: S5-22 Using Transitions to Connect Claims, Telling a Story...... 521 Reasons, and Evidence ...... 468 Planning, Organization, and Structure. . . . 526 S5-23 Using Transition Topic Sentences in S6-1 Types of Narratives...... 527 Argument Essays and Reports. . . . . 470 S6-2 Color Coding for Narratives...... 529 Conclusions ...... 473 S6-3 Introducing Terminology—Narratives. .531 S5-24 Supporting the Claim in a Conclusion. .473 S6-4 Learning Story Elements...... 533 S5-25 Writing Successful Conclusions S6-5 Six Steps for Writing a Narrative. . . . 535 for Arguments...... 475 S6-6 Generating Ideas S5-26 Practicing Argument Conclusions . . . 477 for Narrative Writing...... 537

Revising and Editing ...... 480 S6-7 Prewriting with Maps and Planners. . .539 S6-8 Quick Sketch and Quick Note S5-27 Sentence Variety in Argument Planning...... 541 Writing...... 481 S6-9 Sequencing Events...... 543 S5-28 Getting Caught in the Things Trap: Using Precise Words in Argument S6-10 Planning and Developing Characters. . 545 Writing...... 482 S6-11 Planning for Changes in Characters. . .546 S5-29 Revising Verbs in Argument Writing. . 484 S6-12 Turning a Writing Prompt S5-30 Editing Argument Writing...... 486 into a Narrative...... 547 S5-31 Peer Review and Revision in S6-13 Narrator and Voice...... 550 Argument Writing...... 489

F5 Teacher Edition • Grades 6–8 S

Beginnings ...... 552 S6-35 Preparing to Write S6-14 Ways to Begin a Narrative ...... 552 Personal Narratives...... 600 S6-36 S6-15 Three-Step Strategy to Write Practicing Personal Narratives. . . . . 603 a Beginning...... 554 S6-37 Personal Writing ...... 605 S6-16 RAFTS: Writing from Different Points Progress Monitoring ...... 608 of View—Narrative...... 556 S6-38 Narrative Scoring Guide...... 609 Drafting and Using S6-39 Personal Narrative Scoring Guide. . . .612 Narrative Techniques...... 559 S6-17 Writing Dialogue...... 560 7 Research Reports...... 617 S6-18 Pacing in Narrative Writing...... 562 Research Reports: Overview...... 621 S6-19 Showing—Not Telling...... 564 S7-1 Types and Purposes S6-20 Narrative Description...... 566 of Research Reports...... 621 S6-21 Including Reflection...... 569 S7-2 Elements of Research Reports . . . . . 623 S6-22 Eight Tips for Writing a First Draft. . . 571 S7-3 Steps for Writing a Research Report. . .626 S6-23 Qualities of a Good Narrative...... 573 Selecting a Research Topic...... 630 Transitions ...... 575 S7-4 Generating a Research Question: S6-24 Function and Variety of What Do I Want to Know?...... 630 Narrative Transitions...... 575 S7-5 Narrowing a Research Topic ...... 632 S6-25 Analyzing Transitions...... 577 S7-6 Generating Additional Questions. . . .633 Endings...... 579 Finding and Evaluating Sources...... 636 S6-26 Options for Writing the Ending S7-7 Types of Sources...... 636 of a Narrative ...... 579 S7-8 Using Key Words to Find S6-27 Connecting the Beginning and Ending Online Sources...... 638 of a Narrative ...... 581 S7-9 Assessing the Usefulness of Sources. . .640 Revising and Editing ...... 583 S7-10 Assessing Digital Sources...... 643 S6-28 Revising Narratives...... 584 Gathering Information, Documenting S6-29 Tips for Revising...... 585 Research, and Planning Writing...... 645 S6-30 Peer Review and Revision: S7-11 Research Note Cards...... 645 Narrative Writing...... 588 S7-12 Comparing Information from Sources. .648 S6-31 Revising Verbs in Narratives...... 590 S7-13 Informal Outline S6-32 Editing Narrative Writing...... 592 for a Research Report...... 650 Personal Narrative...... 595 Writing a Research Paper ...... 652 S6-33 Forms and Purposes of S7-14 Tips for Writing a First Draft...... 653 Personal Narratives...... 596 S7-15 Using Quotations...... 656 S6-34 Recognizing the Personal Narrative Pattern...... 598 S7-16 Paraphrasing Information from Sources...... 658

Teacher Edition • Grades 6–8 F6 TABLE OF CONTENTS (continued) S

S7-17 Avoiding Plagiarism ...... 659 Collaboration and Discussion...... 726 S7-18 Using a Standard Format for S8-19 Good Listening Skills...... 726 Citation and Bibliography...... 662 S8-20 Engaging Listening S7-19 Revising, Editing, and Finalizing and Discussion Skills...... 728 a Research Report...... 666 S8-21 Participating in a Discussion...... 731 S7-20 Using Technology to Produce, Publish, S8-22 Collaborating in a Group...... 735 and Present a Research Report. . . . . 669 Progress Monitoring ...... 738 Progress Monitoring ...... 672 S8-23 Quick Check for Presentations . . . . .739 S7-21 Research Report Scoring Guide. . . . .673 S8-24 Quick Check 8 Speaking and Listening. . . . .677 for Group Collaboration...... 740 Organizing and Planning 9 Writing for Assessments . . . 743 a Presentation ...... 681 S9-1 S8-1 Components of a Good Presentation. . 682 Great Short Answers...... 748 S9-2 S8-2 Informal Outline for a Presentation. . .683 Using the Two-Column Study Guide to Answer Questions...... 750 S8-3 Blocking Out a Presentation...... 686 S9-3 Questions in Response to Text. . . . . 751 S8-4 Including a Narrative S9-4 in a Presentation...... 688 Understanding and Using Scoring Guides...... 755 S8-5 Consider the Audience...... 690 S9-5 Extended Responses and S8-6 Planning Longer Presentations . . . . .693 Essay Questions...... 759 Types of Presentations ...... 695 S9-6 Writing for Narrative Assessments. . . 762 S8-7 Making Introductions...... 696 S9-7 Simulating Standardized Writing Assessments...... 764 S8-8 Informational Presentations...... 697 S9-8 Writing for Timed Tests S8-9 Impromptu Informational and Assignments ...... 768 Presentations...... 700 S9-9 Computer-Based Assessments. . . . . 770 S8-10 Process, Demonstration, and Instruction Presentations...... 702 S9-10 Recording and Monitoring Progress. . .772 S8-11 Argument Presentations...... 704 Writing in the S8-12 Impromptu Argument Presentations. . 707 10 Content Areas...... 775 S8-13 Oral Book Reports...... 709

Presentation Techniques...... 713 Step Up to Writing in the Content Areas...... 775 S8-14 Speaking Techniques...... 714 Quick Guides in the Content Areas...... 776 S8-15 Effective Language for Presentations . . 715 S8-16 Adding Multimedia and Visuals. . . . 718 Glossary...... G1 S8-17 Interpreting and Analyzing Index ...... I1 Presentations...... 720 Bibliography...... B1 S8-18 Asking and Answering Questions. . . .722

F7 Teacher Edition • Grades 6–8

S Welcome to Step Up to Writing!

Proven Instruction in Writing • Explicit, systematic instruction in all aspects of writing • Multisensory strategies to address all levels of student writing ability from basic skills in sentence and paragraph writing to developing research reports • Emphasis on the use of standard English and formal style along with incorporating academic vocabulary in writing • Development of deep reading for analysis and reflection to support writing • Rigorous formal assessments that focus on writing in response to authentic texts similar to the new performance task standardized assessments Focused on the Common Core State Standards ELA • In-depth practice for producing the Research Analyze three major text types—informative/ Discuss explanatory, argument, and narrative Read • Exemplar texts that reflect grade-level, content-area topics Draft • Strategies for peer review and collaborative writing Revise • Techniques for evaluating the accuracy and credibility of sources of information, online Peer Review and in print Peer Review Publish • Instruction in the strategic Present use of technology for research, collaboration, and publishing A Program for All Students Step Up to Writing is for all students in grades 6–8 encompassing a wide range of abilities and learning styles. The program provides basic foundational strategies, such as how to write effective sentences and paragraphs, to more advanced strategies, such as how to write a logical argument based on reasons and evidence. Differentiated, multisensory strategies can be used to develop students’ knowledge and abilities no matter what their levels of writing proficiency.

Teacher Edition • Grades 6–8 F8

S Research-Based Instructional Design

A Direct, Systematic Approach Learning to write well is more important than it has ever been. Writing is the key means students have to demonstrate what they know about a subject in addition to what they may have thought, felt, or imagined about life’s experiences (CCSS ELA, 2011). Writing depends on several processes that operate together (Hays & Flower, 1980; Berninger, 1996; Berninger & Swanson, 1994). Each of the critical steps of writing must be taught directly (Gersten & Baker, 2001) and practiced repeatedly (Swanson, Hoskyn, & Lee, 1999) if students are to write coherently and fluently. Step Up to Writing provides a systematic approach that breaks writing skills into smaller steps. Each step is taught and practiced separately and then assembled With Step Up to Writing strategies and practiced together to reach the ultimate objective of grades 6–8, students have multiple opportunities to collaborate with peers in composing a well-organized and engaging piece of writing. small groups or pairs in reviewing each Step Up to Writing incorporates the best practices of explicit and other’s writing and working together systematic instruction, collaborative learning, and scaffolded on projects. teaching that are associated with improved outcomes as identified in research (Gersten & Baker, 2001; Swanson, Hoskyn, & Lee, 1999; Vaughn, Gersten, & Chard, 2000; National Reading Panel, 2000). Skills in Step Up to Writing are sequenced, beginning with instruction and use of examples, then eliciting frequent verbal response from students. Modeling, guided practice, both short and extended interactive practice, and frequent feedback on student work ensure that students experience success in writing activities. Best Practices in Collaborative Learning Students are provided numerous opportunities to collaborate with their peers by working in small groups or pairs as they learn new skills. After working collaboratively with their peers, students are able and willing to analyze and evaluate their own work (Boscolo & Ascorti, 2004). This allows students to be actively involved in their learning, engaged in problem-solving, and growing as writers as they plan, write, revise, and edit their work.

F9 Teacher Edition • Grades 6–8

S A Comprehensive Writing Program

New Emphasis on Text Types and Research Strategies in each of the Teacher Edition sections are generally organized from basic to more advanced skills. The sections focused on the three text types—Sections 4, 5, and 6—have been organized by steps in the writing process. For grade-level implementation plans, see the Step Up to Writing Assessment and Implementation Guide.

Introduce writing by starting with the strategies in Sections 1, 2, and 3 and continue to incorporate them as needed when teaching each text type.

1: Writing to Improve 2: Foundational Writing 3: Vocabulary Acquisition Reading Comprehension Skills and Use Skills in deep reading support Understanding the writing Writers need powerful the analysis and synthesis process and producing vocabularies to write skillfully that underlie effective effective sentences and in the content areas. writing. paragraphs are basic skills.

When teaching the text types, begin with informative/explanatory writing.

4: Informative/Explanatory 5: Argument Writing 6: Narrative Writing Writing Making a claim and Nonfiction and fiction Writing to inform and explain supporting it with reasons narratives convey a establishes understanding of and evidence is critical to sequence of events in time purpose, audience, and text college and career readiness. and can inform as well as structure. entertain.

7: Research Reports 8: Speaking and Listening 9: Writing for Assessments Research report writing Strategies for presentation, Skills for understanding the includes deep reading and discussion, and collaboration Scoring Guides and writing synthesizing information from can be taught with any for assessments can be multiple sources. text type. taught with any text type.

10: Writing in the Content Areas Strategies can be used to create ELA and content-area teacher partnerships.

Teacher Edition • Grades 6–8 F10

S Alignment to the Common Core State Standards ELA

A Wide Range of Strategies and Tools Step Up to Writing strategies grades 6–8 can be used to meet the grade-specific standards related to the Anchor Standards listed below for writing, speaking and listening, and language, as well as many of the standards for reading informational text and literature.

CCSS ELA Anchor Step Up to Writing Sections Standards Grades 6–8 Writing to Improve Reading Comprehension Step Up to Writing treats reading and writing as reciprocal skills: Writing helps students analyze reading; reading provides models of quality writing. Strategies in this section teach: Reading: 1–3, 5 1 • Responding to texts, prompts, and questions Writing: 9 • Analyzing text and taking notes • Summarizing text Foundational Writing Skills Certain skills apply across all writing types. Students need foundational understanding of what makes effective writing, whether informative/explanatory, argument, or narrative. Writing: 4–6 Strategies in this section include: Language: 1–3 2 • Understanding the writing process and the three types of writing • Writing masterful sentences and creating perfect paragraphs • Learning conventions of standard English Vocabulary Acquisition and Use Vocabulary is an essential literacy skill that improves reading comprehension and allows students to clearly articulate ideas. Strategies in this section teach the use of: Writing: 9 • Vocabulary resources (e.g., dictionaries, glossaries) Language: 4–6 3 • Context clues and word relationships • Figurative language • Vocabulary note cards and maps Informative/Explanatory Writing: Stating the Facts Learning effective informative/explanatory writing is an essential writing skill. Strategies in this section teach: Writing: 2, 4–6, • Using color coding, outlines, and frames to visualize organization 9–10 4 • Developing strong topic or thesis sentences and conclusions • Using transitional words and phrases • Including and organizing relevant and significant details Argument Writing: Making a Claim Effective argument writing is a skill students need to employ throughout their academic and workplace careers. Strategies in this section teach: Writing: 1, 4–6, • Making a claim and supporting it with evidence 5 9–10 • Understanding the differences between opinions and claims • Focusing on the audience to tailor argument writing • Addressing an opposing claim

F11 Teacher Edition • Grades 6–8 S

CCSS ELA Anchor Step Up to Writing Sections Standards Grades 6–8 Narrative Writing: Telling a Story Step Up to Writing addresses the three types of narration: nonfiction, imaginative, and personal. Practice in this type of writing allows students to enhance their creativity and voice. Strategies in this section teach: Writing: • The types of narratives 6 3, 4–6, 10 • How to establish context and point of view and introduce a narrator or characters • Narrative techniques (e.g., dialogue, description) • Transitions and organization specific to narrative writing • How to include reflection, such as in the ending or conclusion Research Reports Research reports have characteristics of effective informative/explanatory and argument writing, such as a solid thesis statement, logical organization and reasoning, and a strong conclusion. Strategies in this section teach: Writing: 4–10 7 • Generating a research question • Assessing the usefulness, credibility, and accuracy of sources • Avoiding plagiarism and using proper references and citations • Elements of reports and steps for writing research reports Speaking and Listening Speaking and listening skills are vital in any academic or workplace setting. Presenting information or opinions clearly in a formal presentation or informal discussion is increasingly Speaking and important. Strategies in this section teach: Listening: 1–6 8 • How to organize and plan a presentation, including multimedia components • Presentation and speaking techniques • Collaboration and discussion skills Writing for Assessments Writing for assessments is a fact of academic life. Strategies in this section teach: • Skills for writing short answers, extended responses and essay, and narratives Writing: 9–10 • Understanding and using Scoring Guides 9 • Writing for timed tests and computer-based assessments • Recording and monitoring progress Writing in the Content Areas With the adoption of the CCSS ELA has come an increased emphasis on writing across all content areas. Step Up to Writing is designed to support content-area teachers, in addition to ELA teachers. This section includes: Writing: 1–10 10 • Key principles in content-area writing • A list of the core strategies in Step Up to Writing • Quick Guides listing strategies to use in the content areas of math, science, and social studies, as well as a Quick Guide listing strategies for responding to literature

Teacher Edition • Grades 6–8 F12

S Alignment to the Common Core State Standards ELA (continued)

Name: Tool S1-19a Using Two-Column Notes for Character Analysis Focused on 21st Century Title = “The Tell-Tale Heart” Literacy Skills Character Description Step Up to Writing prepares students to be Narrator – Madman • Afraid of the old man’s eye: “Whenever competent writers for the 21st century. Name: it fell upon me, my blood ran cold” Tool S1-24a • Claims to hear “all things in the With Step Up to Writing students can— heavenSummary and in the earth” – Murderer Jordan Romero Finds His Everest Write in response to a wide range of • Kills the old man: “I was never The magazineName: article kinder “Into to the the old Death man Zone”than tellsduring the storythe of Tool S2-3a domain-specific text Jordan Romero, a theCalifornia whole week boy before who dreamedI killed ofhim.” climbing the Seven Summits—the– Guilty tallest conscienceThe mountains Writing on each Process continent. Afor • mural of those mountains in the hallway of his grade school Read critically • Hears the old man’sStep heart Up beating: to Writing inspired Jordan when he was in third grade. With his father’s • Take notes help and encouragement,“it is the he beating started ofrunning his hideous and heart!” riding his bike • Summarize to get stronger. Within• Admits three his years crime they to 1. thehad Prewritepolice: climbed five of the Seven Summits. “IThen admit “Team the Jordan”deed!” faced the tallest summit • Analyze text of themOld man all—Mount– Afraid Everest in Asia. In 2010, they went to the base of the mountain• Wants to start to know training who isfor shining2. the Plan big aclimb. They faced avalanches, coldlantern weather, on him: and “thealtitudes old man that sprangwere so high people struggled to breathe; they were in the “death zone.” But on up in the bed, crying out—‘Who’s there?’” Follow the writing process to May 21, Jordan climbed to the top with his dad and the rest of his team. A year later, he climbed the last3. of theDraft Seven Summits, develop a topic Name: Vinson Massif inTool Antarctica. S7-14b Jordan now travels around the world giving speeches and telling young people to dare to do great • Prewrite From Informal Outline tothings. First “Find Draft your Everest!” he says. 4. Revise • Plan Title = The Ancient Sumerians: A People of Firsts

©2015 Voyager Sopris Learning, Inc. All rights reserved. Writing to Improve Reading Comprehension Tool S1-19a • Draft First Outline Section Permission is granted to reproduce this page for Step Up to Writing classroom use. Step Up to Writing • Grades 6–8 5. Edit • Revise Agriculture Ȥ Mesopotamia (Transition: key advances) • Present-day Iraq • Edit • Includes Tigris and Euphrates Rivers • Final copy • Rich in fertile land 6. Write final copy Ȥ Irrigation • Proofread • Brought water to farmlands • Publish • People could stay, grow crops, flourish 7. Proofread Draft Paragraph

The Sumerians had some key advances in agriculture. WorkThey Cited: lived McCollum, in Mesopotamia Sean. “Into the Death in Zone.” Scholastic Scope 14 Feb. 2011: 5-9. Print. ©2015 Voyager Sopris Learning, Inc. All rights reserved. Writing to Improve Reading Comprehension the Middle East in present-day Iraq. This area includes twoPermission rivers. is granted The to reproduceland this between page for Step Upthe to Writing classroom use. Step Up to Writing • Grades 6–8 Tool S1-24a Tigris and Euphrates is very fertile. Irrigation was an important advance, allowing water to 8. Share and/or publish be brought to the farmlands, whichName: allowed people to stay in one place, and grow crops for Tool S4-15b food. They flourished in this area, which became known as Sumer, in the southern part of Mesopotamia (Guisepi and Willis; Mann). Examples of Leads—The Blues Focus on task, purpose,Second and Outlineaudience Section Short ©2015 Voyager Sopris Learning, Inc. All rights reserved. Foundational Writing Skills On the streets of small townsPermission and isbig granted cities, to reproduce flags this page waved, for Step Up todrums Writing classroom beat, use. and Step Up to Writing • Grades 6–8 Tool S2-3a • The three types of Rise writing of city-states NarrativeȤIncluded people city, surrounding cheered as men villages, lined up and to joinland the army. In the North and in the South, (Transition: also) • Begunnervous around young 4000 B.C.E.soldiers were marching off to war. They were all Americans, but • Point of view • Crops theyfrom would countryside soon be providedshooting at food each in other. city • Fine public buildings, water system, markets The CivilName: War (1861–1865) left more United States soldiers dead than any other Tool S4-10b • Formal style ȤUnique identitywar in U.S. for history, each city before or since. About 620,000 soldiers lost their lives during • Precise words • Templethe dedicated conflict, toa bitterparticular struggle god that changed the nation in dramatic ways. • Included people of allTopic kinds, classes Sentences and Thesis Statements • Tone and mood Question What happens when two countries assert their right to the same land? In the region known as Kashmir—claimed by bothWhat Pakistan is the and Purpose India—the for What Will be Examples • Figurative language result has been decades of tension and the threat of war.Writing (Main Idea)? Explained? A Bold or A parrot mayEnvironmental be smarter than Science: a one-year-old human,To give and information a dog may beabout Three different ways Startling smarter than aMore three-year-old. than 25 invasive Alex the fish African greydamage parrot caused used over by 100invasive invasive species are Statement words, and Chaserspecies the areborder damaging collie recognizes the overfish a thousand. species Language and damaging the Great intelligence canfreshwater no longer beecosystem seen as uniquely in the the domain of humans. Lakes ecosystem Great Lakes by interfering Recent research sheds new light on the often-overlooked intelligence of animals. ©2015 Voyager Sopris Learning, Inc. All rights reserved. with the Researchfood Reportsweb, spoiling Permission is granted to reproduce this page for Step Up to Writing classroom use. Step Up to Writing • Grades 6–8 Tool S7-14b Quotation “In this world,the nothingcoastal wetlands,can be said and to be certain, except death and taxes,” Benjamin Franklincausing said loss in the of plant1700s. diversity. Taxes have longGeometry: been a subject When for the both lengths humor and serious debate, but few Americans are oflaughing two sides in the of days a right leading triangle up to April 15, the deadline for filing income tax returns.are known, However, the the Pythagorean truth is that Americans literally asked for it; when there wasTheorem no federal isincome used taxto morefind thanthe 100 years ago, a movement emerged to createmeasure one. of the third side.

F13 Teacher Edition • Grades 6–8 Facts and There was Science:a time when Today the inword science polio struck we fear into the hearts of Background families, communities,learned howand countries.scientists Poliomyelitistest is a virus that strikes the central nervousinstinctive system and behaviors can lead to in paralysis adult and death, especially among young children.herring In the lastgulls. 30 years, however, the number of polio cases has fallen drastically.Literature: As recently “Zebra” as 1988, by there were an estimated 350,000 cases worldwide; by 2012,Chaim that Potok number tells had the dropped story to just 223. Medical researchersof an injured Jonas Salkboy whoand Albert learns Sabin get much of the credit for developing the tovaccines deal with that curbedhis disability the spread of polio; however, philanthropists like Bill and Melindathrough Gates an alsounexpected deserve recognition for helping fund broad international effortsfriendship to immunize with a Vietnamchildren against the disease.

©2015 Voyager Sopris Learning, Inc. All rights reserved. War veteran. Informative/Explanatory Writing: Stating the Facts Permission is granted to reproduce this page for Step Up to Writing classroom use. Step Up to Writing • Grades 6–8 Tool S4-15b My Topic Sentence:

Name: Tool S5-14a Facts or Opinions?

Directions: Write F next to each fact. Write O next to each opinion. Then Form logical, well-reasoned arguments add your own fact and your own opinion to the list. • Claims Claim = The public library should provide more public computers with access to the Internet. • Reasons • Evidence Free public access to the Internet in the library is a good use of tax dollars. • Opposing claims A nationalName: U.S. Library Impact Study showed that more than 45% of library Tool S5-6c users access the Internet from their public library. Collaborate with others LibraryArgument patrons would like Accordionto be able to take a break Essays from reading andto play Reports computer games. • Tasks Prompt: Write a short one- to two-page essay on whether humans should Many members of the community do not have computers in their homes, clone extinct animals. State a claim and provide reasons to support it using but still need Internet access. • Roles scientific facts, expert opinions, and logic. Access to the Internet is necessary for checking email, job seeking, and • Schedules online banking. Keep Woolly Mammoths Extinct Introduction • Discussions PeopleThesis who Statement have access toIn 2013,the Internet Russian scientists would discoveredbe more productivethe frozen carcass with of a woolly mammoth. their(Claim) research The time. Plan Because there was muscle and liquid blood still in the body, some people were hopeful • Presentations that science could bring these beasts back from extinction through cloning. The thought of recreating extinct species may be exciting, but many experts and ethicists think it is • Constructive feedback Most library patrons wrongheaded.will use the computers for online shopping. Body Paragraph The biggest hurdle in reviving extinct species is the difficulty of cloning, especially LibraryTransition computers wouldfrom thegive tissues patrons of long-dead access animals.to more An research organism’s databases genome, which contains DNA, Use technology strategically and Topicsources. Sentence is the blueprint for its development and growth. The genome exists in almost every cell of an organism. Cloning requires a healthy, whole genome to recreate the organism. But when animals die, their cells break down very quickly. Since woolly mammoths • Locate information Elaborating F died off thousands of years ago, chances are slim that scientists will be able to find an Sentences Name: undamaged genome to clone, even from apparently well-preservedTool S5-31a blood and tissue. • Evaluate sources Body Paragraph Yes, scientists have had some success in cloning species like mice, sheep, and dogs. • Text features TransitionPeer But theseReview clones have been Roles created from living tissue, not rotting carcasses. Even so, O Topic Sentence many of these cloned animals have been born with birth defects, and they lived short lives. • Graphics Elaborating Directions: WorkSentences with a partner. Each person chooses a piece of his or her argument writing • Multimedia to share. Together,Body decide Paragraph whose piece toCloning review extinct first. animals Then alsoboth puts of you—thecuriosity beforereviewer ethics. and The the question of whether ©2015 Voyager Sopris Learning, Inc. All rights reserved. writer—analyze that piece. Sit withwe the should paper clone or electronic animals is file just Argumentasbetween important Writing: you Making as so the athat Claim question you Tool can ofS5-14a whetherboth we can clone Permission is granted to reproduceTransition this page for Step Up to Writing classroom use. Step Up to Writing • Grades 6–8 • Publishing see the text. AfterTopic the Sentencefirst piece isthem. reviewed, At least switch the animals roles thatand reviewhave been the cloned other so person’s far have piece. been common The livestock, review can be oral,(Opposing recorded on Toolor S5-31b,replacements or recorded for cherished on another pets, and scoring they would guide have or rubric. a place and purpose in the Tool S2-7c Name:Claim) world. Extinct animals, if cloned, would be alone in the world, without their social communities or ecosystems. Elaborating RoleSentences of ReviewerCollaborative RoleWriting of Writer Planner Body Paragraph • Listen without interrupting as theBringing 1. back Tell mammoths a little bit or about any extinct the piecespecies and is a distractionwhy you from bigger writer readsGroup theTransition piece. members: Jot down ______scientific concerns.wrote Living it. species ______are disappearing at an alarming ______rate. The Center Topic Sentence for Biological Diversity estimates Earth could lose 30 to 50 percent of its species by the notes to help you remember ______ideas.year 2050, mostly due to habitat ______loss from human development. ______Resources should be Elaborating Name: Tool S4-38a allocated toward maintaining current biological diversity, rather than bringing back • Begin your commentsSentences by saying 2. Read your writing aloud to the reviewer. extinct creatures. Team Member(s) what you liked about the piece. TasksYou can share a first draft or a revised draft. Date Due Conclusion We need to use our know-how, determination,Responsible and resources to save the animals Graphics in Informative/ • Ask questions about anythingwe that still have, 3. not Listen bring backcarefully ones already to what lost. the Science reviewer should expand its knowledge of Clincher Brainstorming All is confusing orStep that 1 you wouldcloning like for practicalsays. purposes Jot down instead notes, of chasingbut listen science without fictional fantasies that remind Explanatory Writing to know morePrewrite about. Recordus of Jurassic plan on Park interrupting.this. sheet

©2015 Voyager Sopris Learning, Inc.Other: All rights reserved. Argument Writing: Making a Claim Tool S5-6cReview the types of graphics. For each type, write a few ways the graphics may be used in • Make suggestionsPermission is about:granted to reproduce this page for Step Up 4.to Writing Say classroom what use. you think is strong aboutStep Up to Writing • Grades 6–8 Organization – Introduction the piece. Ask for help with the piece’s writing informative/explanatory text. Step 2 Develop topic sentence or All – Topic sentence/ weaknesses. Graphics How to Use Graphics in Writing Plan thesis statementthesis statement Other: (with claim) Charts, Tables, or Graphs – Transitions These graphics are good for showing and

Step –3 Conclusion comparing numbers and percentages. Ideas/ContentDraft– Reasons 3.5 – Development of 3.0 Name: Tool S7-12a Step 4 claim 2.5 Revise 2.0 Language/Style – Word choice 1.5 – SentenceTips: Discussvariety everyone’s Comparing reviews ConflictingAll 1.0 Step –5 Tone InformationEditors: from Sources 0.5 Conventions/Edit – CapitalizationC – capitalization 0.0 CUPS – Usage U – usage When one or more sources contain conflicting information, weigh the following considerations Maps – Punctuation to decide which sourceP – punctuation to use. Maps are useful for showing locations – Spelling S – spelling 1. Who is the author? mentioned in text. • If asked, help the writer fix CUPSOther: 5. Decide which suggestions you will use as • Is the author an expert, or does he/she provide credentials? Is it a government agency, or mistakes. reputable organization (.govyou or revise.edu)? Isyour it a writing.source that is published with expert reviewers? ©2015 Voyager Sopris Learning, Inc. All rightsIf reserved. so, this may mean the information is moreArgument reliable. Writing: Making a Claim Tool S5-31a Permission is granted to reproduceStep this page • If6for itStep is Up hard to Writing to classroom identify use. who the author is, thisStep source Up to Writing may • Grades not 6–8 be as reliable. Write • Doesfinal the author seem to be unbiased? Is the author using facts to back up statements, copy positions, or opinions? Biased writing is less credible. Final changes made 2. What is the date of publication? Step 7 • Find the publication date of the book, magazine, or online article, or the date of the last Proofread update of a web page. Both print and digital information can become outdated. Figures, Diagrams Step • If8 a date cannot be located for an online resource, it may be a less reliable source. These can show appearance or how

Share • Sourcesand/or that are substantially more recent might include new information or discoveries something works. publishnot available to authors who wrote at an earlier date. More recent dates may indicate more reliable information. ©2015 Voyager Sopris Learning, Inc. All rights reserved. Foundational Writing Skills Permission 3. Is isit granted a primary to reproduce thisor page secondary for Step Up to Writing source? classroom use. Step Up to Writing • Grades 6–8 Tool S2-7c • Primary sources are often more reliable because they are original works, often by someone Teacher Edition • Grades 6–8 F14 who was actually involved in, or witnessed, an event. • Secondary sources provide information based on someone else’s experience, and explain, interpret, or analyze a topic. They may be less reliable since they are a step removed from the original event or time.

4. How relevant is the source to the topic? ©2015 Voyager Sopris Learning, Inc. All rights reserved. Informative/Explanatory Writing: Stating the Facts Permission is granted to reproduce this page for Step Up to Writing classroom use. Step Up to Writing • Grades 6–8 Tool S4-38a • Look at the specific facts and details to determine if a source’s information is closely related to your research topic. • If the source is very relevant to your topic, the information may be accurate and reliable. • If the focus of the research is a particular aspect of a topic, does the source provide important information on that aspect? 5. Is the source accurate and credible? • If a source doesn’t seem accurate and credible after a review in light of the above criteria, don’t use it. • Sources can be accurate and credible, but still conflict; experts often disagree on new fields of research or current events. • If sources are accurate and credible, there may be good reason to use them even if they conflict. Accurately cite each source used, so that the positions of opposing sides are clearly indicated.

S What Can Step Up to Writing Students Achieve?

Significant Growth in Skill and Confidence Confidence in their writing ability Students come to school with a wide range of writing abilities. Whether students write at the below basic, basic, proficient, or advanced levels, Step Up to Writing’s step-by-step approach gives all students the means to write well-organized and engaging texts. Expanded awareness of techniques for reading deeply Reading well and responding to text in writing takes practice. Step Up to Writing students learn hands-on techniques for marking text, taking notes, summarizing, and making inferences and analyzing text. Skillful use of the English language Expressive and fluent use of language grows as students learn how to apply the conventions of standard English and develop the craft and style of using word choice and syntax to customize their writing to different audiences for different purposes. Engagement and collaboration with peers Partner and group work are an integral part of Step Up to Writing instruction. Peer review is emphasized as an important step in the writing process. Additional strategies teach students how to collaborate on group projects. Presentation and speaking and listening skills Step Up to Writing students can be prepared for impromptu as well as formal presentations, and they learn methods for participating in discussions effectively and confidently.

F15 Teacher Edition • Grades 6–8 S

Strategic use of technology for research and publishing Step Up to Writing gives students tools for developing keyboarding ability, assessing online resources for research, and incorporating multimedia into writing and presentations. Preparation for assessment writing Assessments are a fact of academic life. Students can be prepared to take assessments by learning how to evaluate prompts and create time budgets as well as learning strategies for knowing how to approach computer-based assessments.

Name: Tool S4-11a Name: Turning a Writing Prompt into Name: Research Note Cards Tool S7-11a a Topic Sentence One Idea NoteTool S5-6a Card Distinctions between Argument Step 1 Read the prompt carefully. Source #4 Sumerians developed system of Quotation Note Card Step 2 Look for the key words: the topic, the verb or verbs that directs the Essays and Reports Tool S3-17b writing writing, the type of text to write, and what specifically to write about. • Source #4 If you may write on the test, highlight or circle the topic and verb. Essay Cuneiform “Whether the Sumerians were the Report Underline the words that show the type of text you will write and what • Writing on clay first to develop writing is uncertain, Claim States the position the writer takes Name: States the position the writer takes you will write about. on a particular issue. Includes a plan • Used for 2000 years but theirs is the oldest known on a particular issue. Includes a plan sentence that states directly or implies writing system.” InterpretingStep 3 UseVerbal the key words Irony from the prompt to help you write the topic sentence that states directly or implies how the writer will support the claim. how the writer will support the claim. sentence. You may not need all of the words that you underlined.May include information based on Bibliography Card: MLA Format Includes information based on study topic topic research and discussion. Read each passage below.Example Highlight Prompt language thatverb reveals irony, whether situational, and research. Often includes data, Directions: SECTION charts, tables, and other graphics. Source #4 Bibliography Card: APA Format dramatic, or verbal. In the margin, identify and explain each item you highlighted. Purpose To give logical reasons andArgument evidence Writing Compare and contrast the audio recording of Martin Luther King Jr.’s famous 5 To present and analyze reasons and supporting a position (claim) on a Author: Guisepi, Robert A. and F. research-based evidence supporting a “I Have a Dream” speech with its written transcript. Write a paragraphparticular issue. R. Willis. Transitions position (claim) on a particular issue. Source #4 Ernest (Jack Worthing) . has. . How just oldproposedexplaining are you? to Lady how Bracknell’s each medium daughter. affects the presentation of the words. Audience A reader who Organizewants to ideas understand clearly and a logically with transitions—this is especially important Author: Guisepi, R. A., & Willis, F. R. Lady Bracknell. SECTION TitleA reader of Site: who Ancient wants to knowSumeria in-depth details to include type of text youposition will write (claim)in argumenton a particular writing issue.in order to convince your reader Twenty-nine. topic Vocabulary factual information about a position Jack. A very good age to be married at. I have always been of opinion that a man 3 • Introduce . the reasonsSponsor, that(claim) support Date:on the a particularclaim International . issue. World Year: (n.d.) Lady Bracknell. Topic Sentence • Connect .] I know nothing, Lady Bracknell. Format Usually does not contain sections the claim or and History reasons Project,with supporting n.d. evidence . who desires to get married shouldEven know though either both everything the audio or nothing. recording Which and do you written know? transcript of MartinUsing LutherVocabulary • ResourcesSignal a change Often contains headings, subheadings, Article or Page Title: Ancient [ After some hesitation graphics and is often shorter than (sucha as the introduction of an opposing claim) . Jack. I am pleased to hear it. I do not approve of anything that tampers with Learn and use new • and differentShow connections words to make yourand writing graphics vivid with captions. King Jr.’s “I Have a Dream” speech present the same words, each onereport. has amongMedium: reasons Web and ideas . Sumeria Lady Bracknell. different qualities and advantages. and interesting . natural ignorance. Ignorance is like a delicate exotic fruit; touch it and the bloom is gone. The Style • Use Transitions for Argument Writing Formal a dictionarystyle that includesto look up thewords writer’s or clarify your understanding of a word Retrieved from http://history-world. LikenessesDate orFormal, accessed: objective 20 Dec. style 2013 that includes whole theory of modern education is radically unsound. Fortunately in England, at any rate, • position Use a (claim) onBasic a particular issue, Introducing glossary at the back of a textDifferences to look upa unfamiliar writer’s position words in that(claim)Introducing text on. a an org/sumeria.htm education produces no effectTurn whatsoever the following . . . prompt into a topic sentence. • backed up by evidenceone and supporting Examples Foundational Skills UseSECTION a thesaurus similarly particular issue. EvidenceOpposing and Claim For Emphasis from Oscar Wilde, The Importance of Being Earnest: A Trivial Comedy for Serious People another to look up synonyms and antonymsthat is and to say find the . — Write a paragraph explaining how forces inside and on the surface ofdetails.perfect the Earth word on the one hand opponents first. of all supportingfor example details are based on factshowever 2 on the other contend an important in other words furthermore continuously create and change igneous, sedimentary, and metamorphic rocks. hand Pronounciationand research from bymultiple contrast sources. Today was a very cold and bitter day, as cold and bitter as a cup of hot chocolate, if the cup of one example SECTIONfor instance after all The Writing Process for Example both Syllables alternatively —from Lemony Snicket, Lemony Snicket: The UnauthorizedStep Up toBiography Writing Compare andanother contrast a book you as follows Writingin spite to of Improve Reading hot chocolate had vinegar added to it and were placed in a refrigerator for several hours. neither4th Edition Take a position onothers whether claim the

Your writing assignments will go more smoothly Writingif you follow Word example including 1 while

have reade•lec•tron with the mi•cro•scope movie version.Maureenthe same Auman Take as although in addition \ı˘-'le˘k-tro˘nReconstructione of the South was despite SECTION the writing process . Prompts Part of in the same way m' k -ı¯r another Foundational Skills a position on thewhich best was better. o¯p\ k s - it remains that Speech NAME:n. A microscope that usesby contrast a beam of electronscarried toout in an effectiveviewpoint andis fair the worst although Antony speaks 2to a mob of Romans just after Brutus murders1 . Prewrite their leader,Brainstorm, Julius Caesar. discuss, or research the topic . detect extremely tinyin particlescontrast and organisms Activein Readers contrast Mark Text finally manner. Defend your position remember that Who was more critical to thebut on the other Antony and the mob all know that Brutus is one of the murderers. When you read you shouldabove be active, all engaged, and focused! Marking text as with evidence from handyour textbook, establishment of democracy in what you read is one way to staymost actively importantly engaged . Use some of these strategies to ANTONYTypes of Writing 2 . Plan Organize your thoughts and ideas—such as in anDefinition online research, and primary source became the United States—JeffersonIllustration keep track of central ideas and important details . Friends, Romans,You can writecountrymen, to explain, lend to convince, me your or ears; to tell a story . outline or a set of sketches . or Washington?Elaboration in Argument Writingdocuments. I come to Eachbury of Caesar, these is not a different to praise type him. of writing . 3 . Draft HandyUse Pages Write one draft . EITHER/OR to remember Highlight or Underline Expanding Vocabulary ways to The evil that men do lives after them; arguments rely on©2015 hard Voyager evidence, Sopris Learning,Write exact Inc. elaborate. All information, arights convincing reserved. Remember and argument solid examples about . Permission is granted to reproduce this page for Step Up • to Writing Identify classroom central also use. that ideas Informative/Explanatory Writing Informative/Explanatory Writing: StatingNote thecards Facts are Tool a great S4-11a way to learn new words to use in your writing . Use both the best The good is oft interred with their bones; Step Up to Writing • Grades 6–8 whether it is or is not good policy One of the most frightening and destructive ©2015 Voyager Sopris Learning, Inc. All rights reserved.4 . Revise the front and the back of the card Grades. 6–8 and important details . So let it beGives with information Caesar.Permission The or isexplains grantednoble to reproduce Brutusideas this . page for Step Up to Writing classroom use. Add, delete, or rearrange text to improve wording, E Everyone is doing this or buyingto use this zoos . for species preservation acts of nature is a severe earthquake. An Title organization and flow, interest, or level of detail . • Mark only words and Hath told you Caesar was ambitious: The Tuareg efforts. Give reasons and evidence . ITableIntelligent of ConT people agree with this . phrases . earthquake is the sudden, rapid shaking of the 5 . Edit Polish by fixing CUPS errors: Capitalization, Usage, that consider the short- and long-term If it were so, it was a grievous fault, enTs • Mark only what is Earth. Earthquakes are caused by the breaking Step Up to WritingResearch • Grades Reports 6–8 And grievously hathThe Caesar Tuareg, answer’d nomads of it. the Sahara Desert, have a and distinct traders.Punctuation, way of life and Spelling . WritingT to ImproveThis is good Reading for you or someoneimpacts you knowfor animals . and humans. Topic Sentence herders 1 tornado useful; it’s better to and shifting of underground rock as it releases have lived as wandering Word Tool S7-11a Here, under leaveFor centuriesof Brutus they and the rest— 6 . Write final copy ©2015 Voyager Sopris Learning, Inc. All rights reserved...... 2 mark too few than Key/Star Idea . TradersCreate carry a final, cleanPermission copy is granted . Type to reproduce or use this pageyour for Stepbest Up to Writing Happiness:classroom use. H Doing this will make youArgument happy Writing: . Making a Claim strain that has accumulated over time. 2 foundational s too many . For Brutus is anHerders honourable camp wherever man; they can find plants and water handwriting . Step Up to Writing • Grades 6–8 Tool S5-6a . Both groups depend on Entitled:kills ...... 5 For hundreds of millions of years, geological So are they all, all honourable men— E Everyone is entitled • Make all marks neat. dates, grains, salt, and other goods 7to . Proofread market to this. It is . TheCorrect Tuareg’s minor errors, such as typos . Make3 Vocabulary Sketch their right. forces have shaped Earth. The huge plates that Come I to speak in Caesar’s funeral. R Reason: . . . . . Many . . . good. . . . reasons prove this is so . the camel for transportation and to carry heavy loads corrections as needed, Act III,. Scene II form Earth’s surface slowly move over, under, He was my friend, faithful and just to me: They are known as 10 Circle Once, 8 . Share and/or Shakespeare, publish Julius Caesar 4 Informative/ Underline Twice and past each other. Sometimes, the movement ElaborationBut Brutus saysculture he was is as ambitious; fascinating as their nomadic—from lifestyle . Celebrate! Share your writing with family, friends, explanatory Writing or Details O Opposing point . They play drum-filled music, create jewelry,or classmates and wear . Tool S3-17b of view . . is . .wrong. is gradual. At other times, the plates are locked And Brutus isfearless an honourable warriors man. 11 I see the point, • Circle the central idea Vocabulary Acquisition and Use 5 argument Writing but the facts disprove . They are sometimes called “TheStep Up Blue to Writing • Grades 6–8 R Responsibility: This is an important responsibility in. each paragraph . that position. . . . tor. . • .na . . . together, unable to release accumulated energy. turbans dyed blue with indigo Outsiders are • do (n.) Task, Purpose, and Audience Conclusion 16 - Destructive, • rotating Underline windtwo details When the stored energy becomes greater than People” because of the dye that rubs off on their skin . . 6 narrative SyllablesWriting and • Funnel-shapedto support it . part of speech ...... cloud extends the plates’ resistance, the plates break free. This Who are you writing for, and why? The answer to these questions helps you from ©2015 Voyager Sopris Learning, Inc.fascinated All rights reserved. by the Tuareg’s unique culture and lifestyle 20 clouds toward 18 Handy Pages • Grades 6–8 the ground Permission is granted to reproduce this page for Step Up to Writing classroomdecide use. how to best express yourself . 7 Research Reports • causes an earthquake. In argument, the Whirls aroundOne-Word Response ...... center point • topic sentence Meaningful • Task —What is the assignment? Will you write a short summary, . an 24 Moves over • land Identify the central Many people in the United States believe includes the claim 8 speakingsentence and l widespread essay, or create a website? Identify The spinning idea in each that earthquakes occur only on the West Coast. Argument Writing the final product, length istening winds of requirements, and other details . or research ...... the tornado touched and raced 30 paragraph the ground . However, there are actually 45 states and States and supports a claim . through the field, • Purpose—Is Title Quick Reference destroying everything your goal to explain, convince, the tornado's • In the margin in next to territories throughout the United States that are or tell a story? This helpsChecklists you for Revising and Editing, path. Time for the Tuaregset the to mood Stop orWandering tone—the writing style you use . the paragraph, write 10 Handy Pages •and Grades Proofreading 6–8 ...... at moderate-to-high risk for earthquakes. If an • Audience—Do your readers know your topic? AreIn argument,they peers, adults, or a word that states Although the Tuareg have always been a nomadic, it is time for them 32 earthquake occurs in a populated area, it may Topic Sentence younger children? You will choose words, a style,the and key/star ideas that best fit the central idea . . One reasonyour to readers do so is to improve relations with ideas are cause many deaths and injuries and extensive to stop wandering . reasons . . The Tuareg’s laws and traditions differ from those in other tribal groups . property damage. argument, for In some of the areas they travel through, causing friction by competition between tribes the detail conflict is also caused and even deadly is called Friction evidence . How do you like to mark text when you read? . Another reason to settle down is environmental . Elaboration water and grazing land or Details changes . Years of little rain and blowing sand have expanded the desert Handy Pages • Grades 6–8 5 Now there are fewer water holes and less grazing land that the Tuareg’s Conclusion . Due to these cultural and environmental challenges, the livestock need . Tuareg should change their nomadic way of life 2 Handy Pages • Grades 6–8

8 Handy Pages • Grades 6–8

Handy Pages and Tools Teacher Edition • Grades 6–8 F16

S How Does Step Up to Writing Support Teachers?

Step Up to Writing: READING DATA TRACKER (optional)

INFORMATIVE/EXPLANATORY ARGUMENT NARRATIVE BASELINE ASSESSMENT Reading SUMMATIVE ASSESSMENT Reading BASELINE ASSESSMENT Reading SUMMATIVE ASSESSMENT Reading BASELINE ASSESSMENT Reading SUMMATIVE ASSESSMENT Reading Section Section Section Section Section Section Direct Inferential TOTAL (out Direct Inferential TOTAL (out Direct Inferential TOTAL Direct Inferential TOTAL Direct Inferential TOTAL Direct Inferential TOTAL Questions Question of 5) Questions Question of 5) Questions Question (out of 5) Questions Question (out of 5) Questions Question (out of 5) Questions Question (out of 5) Assessments to Correct Correct Correct Correct Correct Correct Correct Correct Correct Correct Correct Correct (questions (questions 4,5) (questions (questions 4,5) (questions (questions 4,5) (questions (questions 4,5) (questions (questions 4,5) (questions (questions 4,5) 1,2,3) 1,2,3) 1,2,3) 1,2,3) 1,2,3) 1,2,3) Track Student Growth STUDENT NAME Assessment provides the data needed to make informed instructional decisions in order to Step Up to Writing: ARGUMENT WRITING DATA TRACKER

BASELINE ASSESSMENT: Argument PROGRESS MONITORING ASSIGNMENT (OPTIONAL) This data can SUMMATIVE ASSESSMENT: Argument meet student needs. The Step Up to Writing be collected from any in-‐class writing activity or other informal assessment

Organization (0-‐ Ideas/ Content (0-‐ Language/ Style (0-‐ Conventions/ TOTAL SCORE Organization (0-‐ Ideas/ Content (0-‐ Language/ Style (0-‐ Conventions/ TOTAL SCORE Organization (0-‐ Ideas/ Content (0-‐ Language/ Style (0-‐ Conventions/ TOTAL SCORE assessment plan provides rigorous baseline STUDENT NAME 4) 4) 4) CUPS (0-‐4) 4) 4) 4) CUPS (0-‐4) 4) 4) 4) CUPS (0-‐4) and summative assessments for each grade CLASS AVERAGE level and for each type of writing (informative/ explanatory, argument, and narrative).

The baseline and summative assessments are Step Up to Writing: Student Progress Report

CLASS AVERAGE S designed as performance task assessments CLASS STATS: Baseline Assessment % CLASS STATS: Progress Monitoring (Optional) % CLASS STATS: Summative Assessment % # Students Advanced (15-‐16) 0 # Students Advanced (15-‐16) 0 # Students Advanced (15-‐16) 0 # Students Proficient (12-‐14) 0 # Students Proficient (12-‐14) 0 # Students Proficient (12-‐14) 0 # Students Basic (7-‐11)Student0 Name:* # Students Basic (7-‐11) 0 # Students Basic (7-‐11) 0 # Students Below Basic (3-‐6) 0 # Students Below Basic (3-‐6) 0 # Students Below Basic (3-‐6) 0 # Students No Credit (0-‐2) 0 # Students No Credit (0-‐2) 0 # Students No Credit (0-‐2) 0 similar to new standardized assessments Number of students tested: 0 Number of students tested: 0 Number of students tested: 0 Baseline Summative Org. Content Lang. CUPS TOTAL Org. Content Lang. CUPS TOTAL

aligned with the CCSS ELA. The assessments #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A Informative/Explanatory have students: 1) read selections of authentic #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A Argument

#N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A text on the same topic from different sources, 2) answer Narrative five multiple-choice comprehension questions, and 3) Average write a short essay based on a prompt. Digital Data Tracker The writing portion of the assessments are graded using theStep Up to Writing Scoring Guides, which are aligned to the CCSS ELA for grades 6–8. These Scoring Guides employ student-friendly language so that students can also use them in the assessment of their own work. A Digital Data Tracker is provided to make it easy to monitor student growth. The Digital Data Tracker, assessments, and Scoring Guides are available at www.stepuptowriting.com. Flexible Implementation The Step Up to Writing Assessment and Implementation Guide describes For more information how to implement a sequence of instruction to meet all of the CCSS about the assessments and implementation plans, see the ELA for writing, speaking and listening, and language, as well as many Step Up to Writing Assessment of the standards for reading informational text and reading literature. and Implementation Guide. Differentiation suggestions are also provided. However, there are many other ways to implement Step Up to Writing. Teachers can also select strategies from any listed in the Teacher Edition table of contents (pages F1–F7) or by referring to the chart of core strategies in each section introduction. When selecting strategies, it is recommended to begin instruction of Step Up to Writing with Sections 1, 2, and 3 if students need to gain familiarity with program terminology and processes, or if they need more foundational skills. Then students are ready to learn the three types of writing. In middle school, it is important to focus on informative/ explanatory and argument writing, as these have been identified as important for college and career readiness (CCSS; The National Assessment of Educational Progress, 2011).

F17 Teacher Edition • Grades 6–8 S

A Plan for Teachers The Step Up to Writing program is filled with strategies, assessment materials, and data tracking tools to help teachers provide instruction to meet the needs of students. The Step Up to Writing Assessment and Implementation Guide provides an assessment and implementation plan that teachers can use to ensure they are helping students achieve the rigorous goals set by the CCSS ELA. Assessing Beginning Skill Levels with Baseline Assessments • Use the Step Up to Writing Assessment and Implementation Guide for instructions on how to administer the baseline assessments and use the data to plan instruction appropriate to students’ needs and abilities. Responsive Teaching • Monitor students’ progress using the data tracking and progress monitoring tools described in the guide to pinpoint areas of strength and concern and adapt instruction. • See the guide for suggestions on selecting appropriate strategies and making use of the Differentiation suggestions that appear throughout the program. Assessing Skill Mastery with Summative Assessments • Use the Step Up to Writing Assessment and Implementation Guide for instructions on how to administer the summative assessments and use the data to plan ongoing instruction.

Baseline Responsive Summative Assessment Teaching Assessment

Use data to plan Monitor Use data to plan instruction Progress instruction

Analyze Data Adapt Instruction

Teacher Edition • Grades 6–8 F18

S How Does Step Up to Writing Support Teachers? (continued)

Step Up to Writing Classroom Materials

Teacher Edition Grades 6–8 Step Up to Writing Teacher Edition • Strategies Reminds teachers when −−Objectives to refer students to 4th Edition Maureen Auman −−Step-by-step instruction Handy Pages. −−Differentiation Indicates strategies that have professional development −−Craft and Style tips videos that can be viewed Informative/Explanatory • Argument • Narrative Production • Research • Range of Writing • Reading • Speaking and Listening • Language Alignment to CCSS ELA before teaching them. Step Up to Writing Teacher Edition

SECTION 4 Teacher Edition Informative/Explanatory Writing SECTION SECTION Text Features, Graphics, and Multimedia Research Reports 4 These features, used wisely, make your writing7 really shine . Text features can help organize, and graphics and multimedia can add relevant detail . Some examples are shown below . Other features not shown include: charts, tables, Planning and Organizing Informative/Explanatorydiagrams Writing and labels, timelines, flowcharts,Planning or multimedia Your (photos, Report audio, video, Handy Pages Create an informal outline, with a topic and ideas for the conclusionand web . links) . Block out the main paragraphs of your report for a big-picture view . Then, use of robots – a planning method that fits your writing type to add the detail (page 12 for Types controlled directly by a person Topic = rescue informative/explanatory; • and remotely search narrative) page 17 for argument; P of use: Bacteria . This is the blocking out for the page 21 for nonfiction Teleoperated robots – jobs research example report on (Transition: one) particularYou can't see them, but th e y' re everywhere!Introduction Bacteria are pages 28–29. for Agriculture – single-celled organisms that come in many shapes, and live City-states • Student-friendly, consumable reference programmed factories Political Leadership of use: Writing – in many environments. Conclusion example by themselves Bolded P Supervisory robots Heading to work word (to be – How big are they? explained (Transition: another) programmed in the text) cars Iselda Sanchez • Bacteria are from 100 to 6,000 nanometers in length, can Heading sensors provide driverless input World History, Period A P Autonomous robots of use: only be seen with a microscope. – of jobs September 4, 2013 • Useful reference for teachers to reinforce (Transition: a final kind) example kinds How Big is That? for different The Ancient Sumerians: A People of “Firsts” of robots types Table nanometer meter Lead When gigameterwe think of ancient civilizations, the Egyptians or the Title Different Conclusion = Greeks and Romans often come to mind • 1 billionth of • 1 meter (about • 1 billion meters . But what do historians instruction know about the Sumerians? Topic a meterplan sentence 39 inches) Bulleted list While less familiar, the advances Sentence • bacteria • about one big and achievements • about 25 times of the people Introductions step around the Earth of ancient Sumer presenting your main point . A B .C .E . paved the way for later civilizations and empires in 4000–2300 Start off with a strong introduction to draw your reader in: include a topic to get readers’ attention and spark their of agriculture, city-states, political leaders, and the development . The rise sentence/thesis statement lead How many kinds are there? Plan Sentence • Support for writing in all content areas gives your readers a sense of how you have organized Bacteriayour key/star are ideas classified into five groupsof one ofaccording the world’s to first shape: writing systems can all be traced back to and details . Writers often use a 1. Rod-shaped with rounded ends, called bacilli. ancient Sumer . interest in a topic . 2. Spiral- or wavy-shaped, called spirilla. because like the blues,Key/Star Numbered list 3. Spherical bacteria, called cocci The Sumerians made key advances in agriculture Leads Idea Add a lead before your topic sentence when you(see want figure) to add. interest in Mesopotamia, an area in the Middle East located in .present-dayThey settled or background for the reader . Leads are blue 4. Comma-shaped,Explanation called vibrios. Figure, with ideas. Iraq that caption includes the Tigris • they jazz up your writing . using key/star Drawing of Cocciand Euphrates Support for the writing process and the 5. Corkscrew-shaped, called spirochetes. Rivers. or thesis rich in fertile The region is topic with lands. Irrigation the Topic Sentence was perhaps support fascinated important innovation, because bringing waterthe to Sumerians’ large-scale most Plan Sentence plan to been Example you What have topics might be clarified by a timeline? A photo? Think about topics and how humans farmlands allowed people to stay in one place and grow crops for Indicates drones, Plan Sentence to the kinds of graphics . that would make them clearer and more interesting . three text types androids Real robots now have more roles in the food . Located where the two rivers meet, the area that became From Lead known as Sumer flourished in the southern part of Mesopotamia robots, imagined and real . There are three types of robots in use today . (Guisepi and Willis; Mann; “Sumer”) real world .

• Also supports content-area writing, Handy Pages • Grades 6–8 15

Handy Pages • Grades 6–8 28 reading comprehension, and research 12 Handy Pages • Grades 6–8 and presentation skills Handy Pages

Write for Success Elements Posters The Writing Process Organization is the key. Prewrite Use informal outlines and traffic light colors to plan a • Colorful, informative 1. paragraph, essay, or report. 2. Plan Topic sentences classroom posters 3. Draft are the heart. 4. Revise The topic sentence/thesis statement tells readers what you are going to explain. In argument writing, a 5. Edit topic sentence/thesis statement reveals the claim you • Quick references to are making. final copy 6. Write 7. Proofread Transitions are the glue support writing skills publish and/or for the key/star ideas. 8. Share Slow down to make clear, smooth transitions when you introduce a new key/star idea or new reasons and opposing claims in arguments. Three Types of Writing Elaboration (the E’s) Informative/Explanatory thesis statement) Presents factual information (topic or about a topic are the meat. 1 elaboration) Stop and explain. The E’s support your key/star ideas. • Introduction and topic) (key ideas from/supports They support reasons and address opposing claims • Body (follows • Conclusion in arguments. the claim includes Argument statement) or thesis Conclusions tie it all Makes a claim and (topic supports it with reasons and elaboration) and evidence Introduction claims, • opposing the claim) 2 (reasons, together with a ribbon. Body from/supports • (follows Go back to your topic. A good conclusion reminds • Conclusion readers of the purpose of your paragraph, essay, or report. Narrative Tells a story based on real or imagined of view) events and point Three forms: nonfiction, (context imaginative, and personal* 3 of events) • Beginning order (logical • Middle Posters (resolves conflict) • End *Personal narrative includes an Introduction and a Conclusion. © 2015 Voyager Sopris Learning, Inc. All rights reserved.

Grades 6–8 Poster 1

F19 Teacher Edition • Grades 6–8 S

Grades 6–8 Step Up to Writing Assessment and Implementation Guide 4th Edition Maureen Auman • Baseline and summative assessments • Progress-monitoring suggestions Assessment and • Implementation Guide Implementation plans and differentiation • Assessments, Scoring Guides, and Digital Data Tracker available online at www.stepuptowriting.com

Assessment and Implementation Guide

Online Teacher Resources Online components are available at www.stepuptowriting.com. A login to access the materials is included with the Classroom Set. • Tools (interactive, student-facing materials) • Baseline and summative assessments for each grade level • Writing prompts

• Professional development videos Name: Tool S3-5b Write a Meaningful Sentence

• Quick Guides Word

• Correlation to the CCSS ELA Tool S4-4a Name: Pointless

, –, • Informal Outlines

Topic = Fast-food Topic = Fast-food Topic = Fast-food restaurants restaurants restaurants P P P Service For children Not-so-healthy choices – Quick – Familiar food – Soft drinks

Replace – Reliable – Characters / toys • Sugar additives

P Cost – Play area – Fried foods • Cooking oils – Affordable PStep For Up adults to Writing —Grade 6 Informative/Explanatory Writing – Most meat products Baseline Assessment P Choices – Variety – Convenience • High sodium – For different ages and Name: content Grade: Class: Date: lifestyles – More relaxing than Sourcecooking #1 at home – Dressings and saucesSource #2 P Atmosphere • Additional calories ConclusionExcerpted = fromFun places “Hold Your Sea Horses!” Seven Animal Adaptations – Welcoming by Sean McCollum P Dictionary Healthier choices Adaptation is a process by which an organism – Salads gradually changes over generations to better survive in Conclusion = A part of life One glance at a sea horse and you know why it • Variety its environment. These changes can be structural, or got the name. (Their genus name, Hippocampus, is physical; or they may be behavioral, or related to the Greek for “bent horse.”) But sea horses—for – Grilled, all the lean meatsanimal’s behaviors. Here are seven animal adaptations resemblance to their four-legged, grass-grazing, – Fruit land-and vegetableobserved in nature. loving namesakes—are fishes. And amazingside fishes dishes at that! They are captains of camouflage with armored Adaptation Explanation bodies and talented tails. Their wackyConclusion adaptations = Think Eatingbefore and Digestion Changes in what or how animals make them wonders of the sea. buying eat and digest Body Parts Shells or other body structures that Meaningful Where Sea Horses Roam help animals survive Like land horses, sea horses like grass. But they Temperature Control Adaptations that help animals prefer to hide in it rather than nibble on it. Most survive in extreme heat or cold species of sea horse haunt seagrass beds as well as coral Tool Use Use of simple tools to meet needs reefs along warmer coastlines. There, they hang out for food or shelter and hang on by wrapping their prehensile tails around Oxygen Use Ability to survive with low oxygen ©2015 Voyager Sopris Learning, Inc. All rights reserved. or no oxygen for periods of time Vocabulary Acquisition and Use Toolseaweed S3-5b or some other support. Then underwater Permission is granted to reproduce this page for Step Up to Writing classroom use. Step Up to Writing • Grades 6–8 currents deliver their food—tiny sea animals and Camouflage Coloring and shapes that help plants called plankton. animals blend into their habitats Special Senses Senses that help animals sense Masters of Disguise trouble or find food Spotting a sea horse in its natural habitat is a Source #3 tricky treat for SCUBA divers. These fish are masters of disguise. They can change colors to camouflage Eye Gill Opening Spine themselves, and feature bumps called tubercles (say: Large First Trunk Eyes TOO-bur-kullz) that also help them blend in. They Ring have to be good at hide-and-seek since they’re lousy at Nose Spine run-away. They lack tail and large anal fins that most Pectoral Long fish use for power and speed. They maneuver with just Fin Snout dorsal fins and a pair of pectoral fins that look like ears on the sides of their horsy heads. Trunk ©2015 Voyager Sopris Learning, Inc. All rights reserved. Informative/Explanatory Writing: Stating the Facts Rings Permission is granted to reproduce this page for Step Up to Writing classroom use. Step Up to Writing • Grades 6–8 Tool S4-4a Keel Look Ma, No Scales! Sea horses might not be fast, but they are plenty Anal Fin tough. Instead of fishy scales, bony plates protect their Dorsal Fin bodies. This makes them less than tender snacks for Brood Pouch most predators. Sea horses also lack teeth. Instead, they (in males) use their tubular snouts like straws to suck in plankton Rectangular whole. Sea horses are ambush hunters, aided by eyes Bony Plates that can move independently of each other. They calmly lie in wait until a morsel floats by—and flick! Tail Tip Then a very simple digestive system—sea horses don’t have stomachs—turns food into energy. Tail Rings

Professional Development Videos

Teacher Edition • Grades 6–8 F20 A Guide for Using Step Up to Writing

S in the Classroom

Step Up to Writing Strategies After completing the appropriate grade-level baseline assessment and initial planning, use the strategies in the Step Up to Writing Teacher Edition to instruct students. To select strategies, see the Step Up to Writing Assessment and Implementation Guide for implementation plans, and choose a sequence of strategies appropriate to students’ needs and abilities.

Strategies with a video icon have The Handy Pages icon indicates whether the professional development videos strategy has an accompanying Handy Page. showing how to teach the strategy. Encourage students to review the associated Handy Page as you teach them the strategy.

The strategy SECTION Informative/Explanatory: Stating the Facts Objective states 4 Planning, Organization, and Structure the expected

Name: Tool S4-1a student outcomes. Elements of Color-Coding the Elements of Informative/Explanatory Writing S4-1 Organization is the key. Use informal outlines and Traffic Light colors to plan a Each strategy Informative/Explanatory Writing paragraph, essay, or report.

Topic sentences are the heart. Use green to remember that topic sentences tell readers lists which of the Objective CCSS ELA what you are going to explain. In essays, the topic sentence is called a thesis statement.

Transitions are the glue for the Common Core Students learn the elements of informative/ key/star ideas. W 6.2a, 6.2f Use yellow to remind yourself to slow down and make explanatory writing by associating each part of a smooth, clear transitions when you introduce a new key/star idea. paragraph with a Traffic Light color. By color-coding W 7.2a, 7.2f State Standards for Examples, evidence, and explanation paragraph components, students learn how to are the meat. W 8.2a, 8.2f Use red to remind yourself to stop and explain. Examples, convey information in well-organized paragraphs. evidence, and explanation support your key/star ideas. English Language Conclusions tie it all together with a ribbon. Use green again. Remember to go back to your topic. A good conclusion reminds readers of the purpose of Arts (CCSS ELA) The Before Class Before Class your paragraph or essay.

©2015 Voyager Sopris Learning, Inc. All rights reserved. Informative/Explanatory Writing: Stating the Facts Permission is granted to reproduce this page for Step Up to Writing classroom use. Step Up to Writing • Grades 6–8 Tool S4-1a it supports. instruction indicates 1. Make display copies and student copies of Tool S4-1a and Tool S4-1b. Tool S4-1a 2. Have green, yellow, and red (or pink) highlighters available which Tools are required Name: Tool S4-1b for students. Traffic Light Colors for the strategy, as well for Accordion Paragraphs During Class Use the colors of a traffic light to help you write a paragraph.

GO! green Go! as any other materials or 3. Remind students that the purpose of informative/explanatory Write a topic sentence.

writing is to give information. Whether it is a paragraph about the SLOW Slow down! DOWN! yellow Introduce a key/star (big idea) by necessary preparation. outcome of a sporting event or a long report on the causes and using a transition word or phrase. Stop! STOP! red Elaborate by providing an example, effects of air pollution, this type of writing has the same elements. evidence, or explanation. This is also called supporting your key/star ideas.

4. Tell students to relate the different parts of a paragraph to the GO green Go back! BACK! Remind readers of your topic.

Traffic Light colors green, yellow, and red. Dolphin: Fish or Mammal The dolphin may look like a fish, but this fascinating sea creature is really a mammal. First of all, dolphins have lungs just like humans do. They must come to the surface of the • Green means go. Topic sentences and thesis statements are water to breathe and get oxygen from the air. Fish can take oxygen from the water. Like other mammals, dolphins are also warm-blooded. Dolphins stay warm because they have a thick layer of blubber under their skin. Finally, dolphin females nurse their young on milk. That is just like how a cow might nurse a calf. The dolphin’s streamlined body and its big, green because they show what the writing is going to explain. strong tail resemble a fish, but don’t be fooled: dolphins are definitely mammals. • Yellow means slow down. The sentences that introduce the

©2015 Voyager Sopris Learning, Inc. All rights reserved. Informative/Explanatory Writing: Stating the Facts Tool S4-1b key/star ideas (big ideas) are yellow to remind writers to slow Permission is granted to reproduce this page for Step Up to Writing classroom use. Step Up to Writing • Grades 6–8 Tool S4-1b down and provide support for the thesis statement. • Red means stop. Sentences used to elaborate and add examples or explanations are red to remind the writer to stop, explain, and add evidence. • Green for the conclusion reminds students to go back and remind the reader of the topic. 5. Display Tool S4-1a and further elaborate on the Traffic Light method. For extra visual support, have students color the illustrations and highlight the text with the appropriate colors. For each point on the Tool, provide this additional explanation.

268 Teacher Edition • Grades 6–8

Each Tool necessary for teaching the strategy appears as a thumbnail image. Color coding is also shown on the tools in the Step Up to Writing Teacher Edition for easy visual reference.

F21 Teacher Edition • Grades 6–8 S

The During Class instruction explains how to model and guide instruction and release students to independence. Dark blue strategy references indicate where to find more information about particular topics.

SECTION SECTION 4

Organization is the key. Planning before writing is key to a writer’s success. All writers plan, whether they are students or published authors. Using the Traffic Light colors while making informal outlines is a visual strategy that will help students organize their ideas. (For more about informal outlines, see strategy S4-3 Planning with an Informal Outline.) • Topic sentences are the heart. Color the heart green. Tell students that the topic sentence or thesis statement is the heart of a paragraph; it gives the paragraph its shape. It tells readers where the writer is going. (For more about topic sentences, see strategy S4-10 Defining Topic Sentences and Thesis Statements.) • Transitions are the glue for the key/star ideas. Color the glue yellow. In informative/explanatory writing, transitions introduce the sentences that contain key/star ideas (big ideas) that support the topic sentence. The transitions are like glue; they hold ideas together. They are yellow to remind writers to slow down and make those transitions. (For more about transitions, see strategy S4-24 Definition and Function of Transitions.) • Examples, evidence, and explanation are the meat. Color the meat red. Examples, evidence, and explanations support each key/star idea. They are red so that writers remember to stop and explain. (For more about elaboration, see strategy S4-16 Paragraph Elaboration—the E’s/the Reds.) • Conclusions tie it all together with a ribbon. Color the ribbon green. A conclusion should give readers something to think Craft and Style: about. Green should remind students that the conclusion needs What is a Key/Star Idea? to be tied to the (green) topic sentence or thesis statement. The The key/star ideas are big ideas or writer needs to go back to the topic sentence and make a strong, broader categories that support meaningful connection to it—not just copy it. (For more about the topic or thesis. Key/star ideas may be facts, reasons, or details. S4-32 Conclusions—Defining Terms. conclusions, see strategy ) However, in order to clearly 6. Display Tool S4-1b. Encourage students to color and highlight the differentiate the three types of illustrations and corresponding text as a visual reminder of the writing, reasons are used largely in argument, facts in informative/ Traffic Light colors and elements. explanatory, and details in 7. Have students use highlighters to color-code the paragraph on narrative. Craft and Style boxes in Tool S4-1b on their own while referring to the Traffic Light colors as needed. When they are finished, model the correct color coding on your display Sections 4, 5, and 6 of the copy and have students check their work. The color coding should be as follows: Step Up to Writing Teacher • Green: First and last sentences (introduction and conclusion) Edition provide tips and • Yellow: The three sentences with transitions and key/star ideas • Red: All other sentences that are elaboration, explanation, examples, examples to help explain or evidence how students may apply craft and create a particular SECTION Informative/Explanatory: Stating the Facts style appropriate to the task, 4 Planning, Organization, and Structure Teacher Edition • Grades 6–8 269 purpose, and audience.

Note: Though yellow is for slowing down and making transitions, the yellow highlighting should appear on the entire sentence that contains the transition, even though the sentence may also contain some elaboration.

Differentiation: Color-Coding the Elements of Informative/Explanatory Paragraphs If students are having difficulty identifying the elements of informative/explanatory paragraphs, have them practice color-coding paragraphs they have written or example paragraphs from classroom materials, online sources, and magazines. In addition, remind students to put the strategy to work whenever they develop informal outlines (see strategy S4-3 Planning with an Informal Outline).

Name: Tool S4-2a Each strategy includes point-of-use Differentiation. These offer Organization Game S4-2 The Organization Game— states school resources sports suggestions on how to support struggling students or challenge ✄ get help with Informative/Explanatory Writing create graphics Virginia those who excel. research papers Objective CCSS ELA California skiing Florida winter sports check out books tennis W 6.2a; S/L 6.1 Students learn to categorize ideas by sorting read magazine New York Oregon a collection of words and phrases into broad articles W 7.2a; S/L 7.1 East Coast the library summer sports topics, key/star ideas, and supporting details states find reference Teacher Edition • Grades 6–8 F22 W 8.2a; S/L 8.1 Rhode Island snowboarding (the E’s). materials

ice skating find books the computer lab

West Coast write papers Maine Before Class states search the use reading Washington 1. Make display copies and student copies of Tool S4-2a, Tool S4-2b, Internet programs ©2015 Voyager Sopris Learning, Inc. All rights reserved. Informative/Explanatory Writing: Stating the Facts Tool S4-2a Tool S4-2c Permission is granted to reproduce this page for Step Up to Writing classroom use. Step Up to Writing • Grades 6–8 and . Tool S4-2a 2. Print multiple copies of Tools S4-2a and S4-2b, for small group use. Name: Tool S4-2b Cut apart the word boxes on each sheet and store each set of 30 Organization Game

pieces in a separate resealable plastic bag. significant wars/ ecosystem math conflicts ✄ 3. Print a copy of Tool S4-2c for each student. language arts spelling algebra

During Class literature softball study activities to do debate team ask questions 4. Tell students that they will sharpen their skills in sorting ideas into at school plan for education school play topics, key/star ideas, and supporting details (the E’s: explanation, graduation subjects to learn grammar join a club elaboration, experiences, everyday life, examples, expert opinion, at school

attend club events, exact information, evidence, effective illustration, and essays geometry meetings

famous, effective quotations) through this activity. fractions make friends influential people

5. Display Tool S4-2a and note that the 30 ideas shown are a mixed basketball science water cycle

express your collection of broad topics, key/star ideas, and E’s. The activity will biology solar system ideas

©2015 Voyager Sopris Learning, Inc. All rights reserved. Informative/Explanatory Writing: Stating the Facts Tool S4-2b focus on: Permission is granted to reproduce this page for Step Up to Writing classroom use. Step Up to Writing • Grades 6–8 Tool S4-2b • Identifying the three topics

270 Teacher Edition • Grades 6–8 A Guide for Using Step Up to Writing

S in the Classroom (continued)

Step Up to Writing Tools Use the Step Up to Writing Tools regularly, both as directed in the Step Up to Writing Teacher Edition and whenever helpful during writing assignments in any content area. Regular practice ensures students master writing skills and are ready for the next level of instruction. Tools take a variety of forms.

Templates Step-by-Step Instructions Exemplars Name: Types of Writing: Sample 2 Tool S2-1c

Salt Caravans of the Tuareg Name: Tool S4-3a Tool S5-11a Name: Every winter, camels and their Tuareg owners gather in Timbuktu—a legendary city Planning for Informative/Explanatory Writing the Introduction in West Africa. These turbaned traders team up with family and friends in caravans Name: and prepare for a grueling mission. They will cross waterless sections of the Sahara, Tool S2-1d Writing Informal Outline The Claim and the Plan Africa’s largest desert, to trade for salt and other goods. Most of these salt caravans Types of Writing:include dozens—even Sample hundreds—of 3 camels. Title = A claim is a position that a writer takes on a particular issue. In argument writing, the claim is stated as the topic sentence or thesis statement of a The TuaregThe salt caravan sets out in the cool of early morning, led by a madagu Topic = paragraph, report, or essay. experienced Tuareg guide who knows how to navigate across the trackless desert. For The Tuareg are a wandering people who live along the edges of the Sahara, Tuareg teens, it is an honor to be considered tough enough to take part in .the He caravan. is an A plan sentence gives an indication (either stated or implied) of the key/star Africa’s largest desert. Their ability to surviveTool S2-1ein this harsh landscape is based in ideas—the reasons and the opposing claim, if appropriate—in an argument their distinctive traditions, which have capturedThe caravanthe imaginations may take ofmore people than all three over weeks to reach Bilma, in central Niger. Bilma – paragraph, report, or essay. Name: • the world. is an oasis in the desert with water, date palm trees, and pits where salt is drawn from • A stated plan sentence lists the key/star ideas. the ground and collected. Salt is an important nutrient for the health of people and Types of Writing:The Tuareg’s nomadicSample lifestyle is 4 one traditionName: that makes them unique. These people Tool S2-1b • An implied plan sentence does not list the key/star ideas and may use • A Camel’s Eye View animals, but it is rare in this part of the world. The traders exchange goats, millet, and clue words. have lived on-the-go for centuries as herders and traders. Herding families move their other crops for cones Typesand cakes of salt,of as Writing: well as deliciously Sample sweet dates. 1 – camps wherever there are plants to eat and water to drink. Tuareg traders carry dates, Example 1—Stated Plan • I always want to spit on the tourists,grains, but salt, have and to other settle goods for rolling to market. my eyes TheyAfter when are several expert dayscamel of rest,drivers,Time the forandcaravan thecamels beginsTuareg make the toreturn Stop journey. Wandering Now the camels are Online vs. Classroom Education they show up to pick among us camels.the Tuareg Their way robes of life are possible. bright colors Sometimes noeach self-respecting calledloaded “ships down ofwith the as desert,” much ascamels 600 pounds are very of salt. They may be the only animal • Although online learning offers the advantages of flexibility and convenience, For centuries, the Tuareg have wandered along the edges of the Sahara, Africa’s nomad would dare wear, and theirtough turbans and haveare so the badly stamina twisted to carrythey lookheavycapable like loads they’veof thisfor long brutal distances work. They in harsh can desertgo as long as two weeks without water. After a it has significant drawbacks. The classroom experience offers personal largest desert. These hardy nomads have lived as traders and herders. They ride their tall – had a run-in with a sandstorm. conditions. month and a half, the caravan at last returns to Timbuktu. There the traders sell the contact with teachers and classmates; active hands-on experiences; and the Arabian camels as they carry goods to market or move their livestock between water • development of personal and professional relationships—benefits the online Amateurs. If we were headed out on a real caravan, say to the salt valuablepits at Bilma, salt at these the market. Tuareg cultural traditions also play a part inholes why and outsiders grazing find land. these Now, people however, the Tuareg must settle down to survive. Their experience cannot offer. guys would be vulture meat. Theyfascinating. constantly They whine have about a reputation wanting aswater fearless that warriors,doesn’t charging into battle on the • nomadic way of life cannot resist the changes that are closing in on them. taste like the inside of a goat. Well,backs guess of camels what? with We carryswords water swinging. inside Handmadegoatskins—no jewelry, drum-filled music, flowing – Example 2—Implied or Subtle Plan Bad relations with other tribal groups are one reason the Tuareg need to change their plastic water bottles out here. Androbes, it andnever stylish fails thatturbans they also complain make themabout stand the food. out. One of their nicknames is “the • Online vs. Classroom Education ways. Their traditional territory crosses the borders of Algeria, Niger NEE-zher( ), Mali, Although online learning offers the advantages of flexibility and convenience, “Goat brains for dinner again?”Blue they People” say, and because “Yuck, of this the camel indigo milk dye tastesthey use like to camel.” color their turbans. This dye rubs off, and other countries in Northwest Africa. They do not always obey the laws of these • it has significant drawbacks. The numerous benefits of classroom learning far These tourists should try eatinggiving acacia them thorns blue likehands we’re and stuck cheeks. with—long as nails and – outweigh the convenience online learning provides. twice as sharp. countries, and these countries do not always respect Tuareg traditions. Also, the Tuareg Many Tuareg still keep these ancient traditionsoften alive. compete Their withway otherof life tribalis a constant groups for water and good grazing land. More and • My rider on this trek has nicknamed me Growler, though my camel crew calls me struggle for survival in an unforgiving©2015 Voyagerlandscape—and Sopris Learning, Inc. All rights a reserved. reason that outsiders find Permission is granted to reproducemore, this pagethis for Step competition Up to Writing classroom hasuse. led to conflict and even deadly battles. “XROROWARAR”—that’s my real name. It means “Here’s spit in your eye” in camel- • them so fascinating. The Tuareg are also being affected by a changing environment as the desert expands. speak, and believe me, I’ve earned the name. Too bad my real master warned this guy Foundational Writing Skills Step Up to Writing • Grades 6–8 Conclusion = Tool S2-1c to rub my throat to make me swallow before he mounted, otherwise I wouldYears have of given little rain and blowing sands are causing the desert to spread. Water holes are him a real nomadic experience—a wad of my stinkiest cud right in the kisser.drying up, and areas once good for grazing goats and camels are turning to dust where

©2015 Voyager Sopris Learning, Inc. All rights reserved. nothing can grow. Routes the Tuareg have traveled for decades no longer have the water Informative/Explanatory Writing: Stating the Facts Tool S4-3a ©2015 Voyager Sopris Learning, Inc. All rights reserved. Argument Writing: Making a Claim Permission is granted to reproduce this page for Step Up to Writing classroom use. Step Up to Writing • Grades 6–8 Permission is granted to reproduce this page for Step Up to Writing classroom use. Step Up to Writing • Grades 6–8 Tool S5-11a At least he isn’t carrying a camel whip—I hate those things. Though if he tugs on my or plants their livestock need to survive. nose ring as hard as the last guy did, I might just wander into a grove of acacia trees— ©2015 Voyager Sopris Learning, Inc. All rights reserved. The Tuareg have always been a tough and resourceful people, and the decline accidentally, of course—justPermission to is heargranted to himreproduce shriek this page for Stepand Up to showWriting classroom him use. who’s the real Foundational Writing Skills Step Up to Writing • Grades 6–8 Tool S2-1d Tool S4-3a Tool S5-11a madagu here. and loss of their proud culture is sad in many ways. But the changes they face are unavoidable, and it is time for them to adapt. By choosing to settle in villages rather than fight change, they can honor their proud past while having more say in shaping their future. If they don’t, their culture could soon disappear beneath the sands of the Sahara.

Foundational Writing Skills Tool S2-1e Tool S5-22a Step Up to Writing • Grades 6–8

Name: Tool S5-22a ©2015 Voyager Sopris Learning, Inc. All rights reserved. Foundational Writing Skills Permission is granted to reproduce this page for Step Up to Writing classroom use. Step Up to Writing • Grades 6–8 Tool S2-1b Information Transitions for Argument Writing • Introduce new ideas. Tools S2-1b–e • Connect reasons (key/star ideas) and supporting evidence.

Basic Transitions Sets Transition Words for Likenesses One • The other or Differences classroom use. Writing to Up Step for page this reproduce to granted is Permission reserved. rights All Inc. Learning, Sopris Voyager ©2015 Punctuation within Sentences Name: One • Another Similarly In contrast First of all • Also On the one hand On the other hand

Type of Punctuation Examples To begin • Next Both Neither One • Equally important The same as But 1. Appositives or other 1. Robbie’s ancestors, Scotch-Irish immigrants, headed to Texas in the 1820s to take First of all • Next • The final nonessential elements advantage of the offers of free land. In the same way By contrast One example • Another example 2. Items in a list 2. They traveled through Kentucky, Tennessee, and Arkansas on their way to Texas. Scoring Guides and Checklists A good example • A better example

Commas 3. Coordinate adjectives 3. The trip was a tiring, difficult ordeal. An important • An equally important Transition Words for 4. Pauses 4. The Fergusons traveled many weeks, finally reaching the eastern part of Texas. A good • A better • The best Introducing Examples 5. Nonessential elements 5. The U.S. government was offering free land to people willing to settle in (and thus civilize) To begin • Then • Consequently That is to say Texas. One way • Another way • A final method For example 6. Examples 6. People came from many places (such as Louisiana and the Carolinas) to the Texas plains. In other words classroom use. Writing to Up Step for page this reproduce to granted is Permission reserved. rights All Inc. Learning, Sopris Voyager ©2015 Name: classroom use. Writing to Up Step for page this reproduce to granted is Permission reserved. rights All Inc. Learning, Sopris Voyager ©2015 Initially • Then • After that Name: 7. Additional information, such 7. In 1823 the Spanish government allowed Stephen F. Austin (1793–1836) to establish a Informative/Explanatory Essay and Report Scoring Guide

Parentheses For instance

Three Types of Writing as dates colony. A bad • A worse • The worst Topic/Prompt = To begin • At the same time • Finally As follows 8. Interrupting thoughts 8. Moses Austin—who had recently suffered great financial losses—hoped to restore his No Credit (0) Below Basic (1) Basic (2) Proficient (3) Advanced (4) Score Narrative Including fortune by acquiringInformative/ and then selling land in Texas. First of all • Besides • In addition No introduction, topic sentence No plan, or introduction is not Introduction’s topic sentence Topic sentence/thesis statement Introduction topic sentence/thesis Argument Explanatory or thesis statement, and/or plan clearly related to topic, task, or and plan partially addressed and plan clearly fit prompt, statement and plan engagingly 9. Appositives 9. Stephen Austin—Moses’s son—took over the plan upon his father’s death. Imaginative Narrative Nonfiction Narrative Paragraphs and ideas are audience topic, task or audience task, or topic address topic and may include a lead unrelated to prompt, task, or Some paragraphs not relevant Mostly relevant paragraphs, in Relevant paragraphs follow the or the Blues 10. Examples 10. Stephen recruited families to settle on what he had identified as promising land—along the topic to topic or plan a reasonable order plan Logically ordered paragraphs follow Introduction Topic Sentence/ Introduction Topic Sentence/ Beginning Context &Transition Point Beginning Words forContext an Opposing & Point Dashes Red River and near Nacogdoches, for example. Transition Words for Emphasis Absent/unrelated transition Transition topic sentences are Transition topic sentences are Transition topic sentences the plan

• Grades 6–8 • Grades Writing to Up Step Thesis Thesis of View or Alternate Claimof View topic sentences missing or unclear clear connect ideas and fit purpose Varied transition topic sentences connect ideas and enhance flow Foundational Writing Skills However Furthermore Conclusion is absent, unclear, Conclusion is vague or drifts Conclusion restates the topic Conclusion is consistent with 11. A break or interruption 11. Many issues—slavery amongStatement them—created that tension betweenStatement the Mexican that government • Narrator Opponents contend• Background

Organization or unrelated from topic/content sentence or thesis statement topic/body content Strong conclusion follows topic and and the new settlers. previews what is makes a claim of the issue/ After all In spite of purpose • Characters By contrastSECTION Formatting* or text features Formatting* or text features Formatting* or text features Formatting* or text are to follow situation Writing to Improve Reading Comprehension absent or distracting and off- are irrelevant do not address important relevant Formatting* or text features inform 12. A pause or trailing off 12. Robbie thought it would be fun to live back then. Well, maybe not, on second thought . . . • Setting While . . . may be true . . . topic information readers Alternatively• The writer’s1 it remains that . . . Insufficient or no elaboration Limited elaboration (E’s) does Some elaboration (E’s) Sufficient elaboration (E’s) Appropriate quantity of elaboration 13. Omitted words or phrases in 13. Stephen Austin pleaded with the U.S. government to support “Americanizing Texas by Others claimrelationship (E’s) not fulfill purpose Elaboration may be Elaboration is relevant to topic (E’s) quotation filling it with a population . . . who will harmonize . . . in every thing with their neighbors Although . . . Elaboration is unrelated to Elaboration is inaccurate, incomplete, unclear, repeat, or and purpose Interesting/varied elaboration bring

Ellipsis to the issue/

Tool S2-20a Although ideas or topic confusing, or off-topic wander from topic Prompt, task, topic, and ideas topic to life Name: Tool S1-1a Name: Tool S1-2a Tool S2-20a to the east and north.”

situation may have a good point . . . Prompt, task, and topic remain Prompt, task, topic, or ideas are Prompt, task, topic or some are well-developed Fully develops prompt, task, topic, Another viewpoint is Free Response Questions Response Starters undeveloped largely undeveloped ideas are developed, but Graphic or multimedia* and ideas Body Key/Star Ideas Body Key/Star Ideas Middle Imagined Middle Real Experiences/When you read or listen to a literary text, ask yourself: remember that . . . After I’m surprised Graphic or multimedia* Graphic or multimedia* incompletely features are relevant Graphic or multimedia* features Works Cited: “Anglo-American Colonization.” Focus on Texas History: Colonization through Annexation(Big. Briscoe Ideas) Center for American History, n.d. Web.(Reasons 14 Oct. 2013.for Experiences/ In contrastEvents in a logical• Does a particular scene or description seem significant? Why? Although If Ideas/Content features are omitted, irrelevant, features wander from topic Graphic or multimedia* enhance reader understanding “Interactive Timeline.” The Border. PBS, n.d. Web. 14 Oct. 2013. • How is the setting important? Above all Most importantlyAn important In my opinion or distracting features relate to topic

• What events or actions are the most memorable? Why? Informative/Explanatory Writing: Stating the Facts Henson, Margaret Swett. “Anglo-American Colonization.” Handbook of Texas Online. Texas State Historical• Transitions Association, n.d. Web. 14 Oct. 2013. claim) Events On the other sequencehand (usually As a result In the beginning • What emotions do the characters have at this point? Can you identify the point of As I read Instead of Incorrect sentence structures Incorrect sentences make Little sentence variety Varied sentences support Varied sentences enhance purpose view for each character, including the narrator? How can you tell? • Transitions Dialogue, chronological) Because of Just because (fragments, run-ons) reading difficult Basic, accurate words fit topic purpose Academic and specific content-related • Elaboration • Do the characters and their actions make sense? Why or why not? Before Maybe • What would I like to understand better? What can I do to help myself figure this out? Basic and inaccurate words/ Basic words/phrases repeat, Language includes passive Some academic/content-related vocabulary enriches topic (e.g., facts • Elaboration pacing, and Despite Perhaps • Does the text remind me of other narratives, texts, media, or current or historical phrases with some inaccuracy voice and little description words fit topic Rich and precise words, strong verbs, Since description events? How? I agree or evidence, (e.g., ©2015 Voyager Sopris Learning, Inc. All rights reserved. Argument Writing: Making a Claim Language is unclear and Language is simple and unclear Style needs voice/tone Language uses limited active voice, figurative language, or • What might be a theme or idea the author wants to share? I believe The problem

Permission is granted to reproduce this page for Step Up to Writing classroom use. Tool S5-22a 6–8 • Grades Writing to Up Step Step Up to Writing • Grades 6–8 This reminds me confusing description, strong verbs, or quotations are used explanations, evidence, Plot • What particular lines from the text caught my attention? Why? I doubt Style, voice, and tone do not development to fit audience

• Grades 6–8 • Grades Writing to Up Step • Does the text remind me of events in my life? How do I feel about the events in the I guess This topic No clear style, voice, or tone address purpose/audience vocabulary Style, voice, and tone precisely fit examples) explanations, narrative? I question Throughout used Style, voice, and tone are purpose/audience Foundational Writing Skills • Events I suppose Unless examples) When you read or listen to an informational text, ask yourself: Language/Style appropriate to purpose/ Tool S2-20a I think Whatever • Conflict/ • What do I already know about this topic? I wonder When audience • What is an important idea in this section? problem I’m certain Whenever • Which words, examples, descriptions, images, or other features helped me understand Text is confusing due to frequent Misunderstandings result from Text understood, despite some Text clearly understood, due to few Text communicates clearly with minimal a central idea in the text? I’m not sure While • Climax • How does the author feel about this topic? How do I know? errors in: many errors in: errors in: errors in: errors in: • What am I learning that is new? Capitalization Capitalization Capitalization Capitalization Capitalization • What words or ideas do I not understand? What steps can I take to help me Tool S4-62a Tool Usage Usage Usage Usage Usage Conclusion Restatement of Conclusion Conclusion End • Solution End Resolution andunderstand them? Tool S4-62a Tool Punctuation Punctuation Punctuation Punctuation Punctuation topic follows from Reflection • What ideas would I like to discuss with someone else?

• How can I use this information? S2-1a Tool Spelling Spelling Spelling Spelling Spelling

Tool S2-1a and supports Paragraphing Paragraphing Paragraphing Paragraphing Paragraphing the claim Conventions/CUPS Total Score (16 possible) ©2015 Voyager Sopris Learning, Inc. All rights reserved. ©2015 Voyager Sopris Learning, Inc. All rights reserved. Writing to Improve Reading Comprehension Tool S1-1a Writing to Improve Reading Comprehension Tool S1-2a No Secrets/Suspense No Secrets/Suspense Secrets/Suspense Permission is granted to reproduce this page for Step Up to Writing classroom use. Step Up to Writing • Grades 6–8 Permission is granted to reproduce this page for Step Up to Writing classroom use. Step Up to Writing • Grades 6–8 *Not all topics, prompts, or tasks require formatting, graphics, or multimedia. Tool S1-1a Tool S1-2a

Name: Tool S1-3a Name: Tool S1-4a Reading Notation Responses Sticky Note Responses

Selected Text Student’s Notation Sundials Response Generally, hockey players look Example: I am surprised. For fairness, it Before clocks were invented, people for a stick that’s light and balanced. seems they should all be the same. used sundials to keep track of time. But what’s right for one player can Sundials are simple clocks that use be completely different for another. a shadow to tell the time. A sundial Tool S4-62a Players’ sticks are as individual as usually consists of a stick or rod, called Tool S2-1a their signatures. a gnomon, attached to a flat round Louis Pasteur was a French surface that has markings for each hour chemist and biologist who is known of daylight. As the sun moves across the for his work on the causes and sky, the stick casts a shadow on these prevention of disease. He is most markings, indicating the time of day by famous for providing proof that many the position and length of the shadow. diseases are caused by the growth of Over time, people have used many microorganisms inside the body. He is different types of sundials, of varying also famous for inventing the process accuracy. The Egyptians used a “time that bears his name: pasteurization. stick” which consisted of a vertical stick Pasteurization kills bacteria in a liquid and crossbar and was oriented differently (such as milk) by heating the liquid in the morning or afternoon. In the and then allowing it to cool. Middle Ages, peasants had portable Juggling my backpack, lunch, and sundials carved into the bottoms of their skateboard, I opened the door. My new wooden clogs. One simple sundial uses Jack Russell terrier, Max, squeezed a stick as a gnomon, held at an angle to past my legs to freedom. His backward the thumb and hand. Many factors, such glance revealed a mischievous glint in as the tilt of Earth’s axis and its elliptical his rolling brown eye. He scampered orbit, make creating an accurate sundial off; I took off in pursuit. This involved difficult, although complex models can a comedy of struggling with my jacket, take these factors into account. bellowing his name, stubbing my Later, clocks and watches took the toe on a planter, and stepping on my place of sundials. These offered more lunch. Not surprisingly, Max had made accuracy and less dependence on weather, good his escape by the time I stumbled location, or daylight hours. Today, off the bottom porch step. I panted, sundials are mostly used for decoration. considering what to do. In twenty Sundials should not be forgotten, minutes, first period Biology class however. They are still considered one of started, and Ms. Olman was a stickler the most reliable, low-tech methods of about tardiness. telling time. Work Cited: Thomas, Keltie. How Hockey Works. Toronto: Maple Tree Press, 2002. Print.

©2015 Voyager Sopris Learning, Inc. All rights reserved. Writing to Improve Reading Comprehension ©2015 Voyager Sopris Learning, Inc. All rights reserved. Writing to Improve Reading Comprehension Permission is granted to reproduce this page for Step Up to Writing classroom use. Step Up to Writing • Grades 6–8 Tool S1-3a Permission is granted to reproduce this page for Step Up to Writing classroom use. Step Up to Writing • Grades 6–8 Tool S1-4a

Tool S1-3a Tool S1-4a

Back to Table of Contents > 1

Snapshot of All Tools

F23 Teacher Edition • Grades 6–8 S

Using Paper Folds Many Step Up to Writing strategies are multisensory and direct teachers and students to use folded paper to help clarify a step or process. The folds divide paper into sections for organization and may be adapted to any type and size of paper. The following illustrations show examples of each type of fold.

Hamburger fold Hot Dog Fold Burrito Fold

Two-Column Fold Accordion Fold

Teacher Edition • Grades 6–8 F24

S Schoolwide Implementation

Setting High Standards Using Step Up to Writing throughout the school will improve writing and test scores as well as comprehension in all content areas. Students become proficient writers more quickly because of concept reinforcement and additional skills practice. Schoolwide implementation helps teachers: • Teach and reinforce writing and literacy skills in all content areas and grade levels by establishing a common language for talking about and teaching writing • Establish common high standards for assessing writing and other academic skills For suggested collaboration opportunities, see the implementation Step Up to Writing includes plans in the Step Up to Writing Assessment and Implementation Guide. grade-level exemplar texts in content-area topics, including Support for Content-Area Teachers history/social studies, science, The CCSS ELA have emphasized the shared responsibility of teaching technical subjects, math, and literacy, and, as a result, Step Up to Writing is providing content-area response to literature. teachers increased support. Content-Specific Text Step Up to Writing encourages writing in the content areas by including exemplars on relevant topics. This supports both students and content-area teachers. Exemplar texts included in the sections devoted to the main three writing types—Sections 4, 5, and 6— address content-area topics according to this approximate breakdown: • 30 percent–history/social studies • 30 percent–science • 30 percent–technical subjects, math, response to literature, and other ELA teachers who want to focus on literary analysis skills may also refer to the Section 1 exemplar texts, which emphasize response to literature. Strategies to Support Content-Area Teachers Section 10: Writing in the Content Areas offers Quick Guides, which list strategies that support writing in particular content areas. See Section 10, pages 775–785, for more information.

Teachers using Step-up to Writing find tremendous value in using a writing process that is designed with different learning styles in mind. The scaffolding embedded in each lesson ensures that students will not only put their thoughts in writing in an organized manner, but present it in a way that engages the reader. Tonia Thompson Assistant Superintendent for Curriculum, Instruction and Accountability Binghamton City School District

F25 Teacher Edition • Grades 6–8 S

Step Up to Writing and Other Literacy Initiatives Step Up to Writing complements core literacy programs and other writing curricula, such as 6+1 Trait® Writing or writer’s workshop. Step Up to Writing: The “How To” Behind 6+1 Trait® Writing Step Up to Writing grades 6–8 aligns with the 6+1 Trait® Writing model, preparing students for the 6+1 Trait® Writing assessments. Step Up to Writing strategies provide the detailed instructions, or “how to,” that help students progress in the traits: idea development, organization, voice, word choice, sentence fluency, and conventions. It also helps students with the “plus one” presentation, whether print, digital, oral, or a combination. Step Up to Writing: The “What” Inside Writer’s Workshop Step Up to Writing grades 6–8 is organized around the writing process, in keeping with the structure of the writer’s workshop. Step Up to Writing strategies provide the “what,” or the direct instruction, as well as time of practice, for discrete skills within each step of the writing process. Step Up to Writing provides practice in the basic steps of the writing process in Section 2, and provides specialized practice by writing type in Sections 4, 5, and 6.

Teacher Edition • Grades 6–8 F26

S Photo Credits

Front Matter Tools Wireless aluminum keyboard detail. ©iStockphoto.com/ Baking Ingredients: Flour, Eggs and Sugar. ©iStockphoto. thebroker. Teenage boy doing homework. ©Getty Images/ com/floortje. Blue jeans isolated over a white background. Jupiterimages. Diverse University Students. ©iStockphoto.com/ ©iStockphoto.com/angelsimon. Four Vibrant Sticky Notes. CEFutcher. Laptop. ©iStockphoto.com/Alex Slobodkin. Flying ©iStockphoto.com/Michael Dykstra. Bee. ©iStockphoto.com/Antagain. Julius Caesar Coustou Louvre MR1798. Public domain. Mount Everest - Nepal. ©iStockphoto. Handy Pages com/jmaehl. Bending. ©iStockphoto.com/AleksandarGeorgiev. Happy Woman Skydiver. ©istockphoto/dzphotovideo. Mount Everest - Nepal. ©iStockphoto.com/jmaehl. Doing Homework. Introduction, Section 1 ©iStockphoto/DNY59. Nomad-Tuaregs. ©Wikimedia Commons/ Angus cattle grazing. Public domain. The Round Up. ©iStockphoto. Garrondo. Bilma-Salzkarawane1. ©Wikimedia Commons/Holger com/RobertPlotz. Sundial 3. ©stock.xchng/Ale_Paiva. Reineccius. Targui. ©Wikimedia Commons/Florence Devouard. Tuareg area. ©Wikimedia Commons/Mark Dingemanse. Section 2 Automatons. ©iStockphoto/mevans. SCOTUSbuilding 1st Street Flying Bee. ©iStockphoto.com/Antagain. Children’s Tap Dance SE. ©Wikimedia Commons/350zz33. Photo s70-34986 (14 April Shoes. ©iStockphoto.com/Daniel Stein. 1970). ©NASA/Amiko Kauderer. Photo-s69-40022(24 July 1969). ©NASA/Amiko Kauderer. Dictionary. ©iStockphoto/perkmeup. Section 3 Issue of barley rations. Public domain. Ur Mosaic. ©Wikimedia Commons/Alma E. Guinness. Early writing tablet recording Julius Caesar Coustou Louvre MR1798. Public domain. World Map the allocation of beer. ©Wikimedia Commons/BabelStone. 1689. Public domain. Topographic Map Example. Public domain. Zalabiya,Euphrat. ©Wikimedia Commons/Bertramz. Tigris River Section 4 At Diyarbakir. ©Wikimedia Commons/Bjørn Christian Tørrissen. Children at Lesson. ©iStockphoto/mediaphotos. Climb. ©iStockphoto.com/Maxim Petrichuk. Mount Everest - Nepal. ©iStockphoto.com/jmaehl. Bending. ©iStockphoto.com/ Assessments AleksandarGeorgiev. Earth and Moon. ©iStockphoto.com/ Orion docked to Mars Transfer Vehicle. Public domain. Traveling pjmorley. by dog sled in Alaska. Public domain. Early Alaskans, 1900s. Public domain. Section 5 Tree Stump in a Clearcut Area- Vancouver Island, B.C. Posters ©iStockphoto.com/Frank Leung. Oil Palm Plantations. Cover: Wireless aluminum keyboard detail. ©iStockphoto.com/ ©iStockphoto.com/Vaara. thebroker.

Section 6 Poster 2: Traffic light. ©stock.xchng/brokenarts. Poster 3: 961314-004_11. ©Getty Images/©Andy. Abraham Lincoln O-116 by Gardner, 1865-crop. Public domain. Poster 4: 2005-Penny-Uncirculated-Obverse-cropped. Public PinkLinkMc alternate. Public domain. domain. U.S. pennies. ©Wikimedia Commons/Roman Oleinik. Section 7 Poster 5: Black Ink scratchy background. ©dreamstime/ Anikasalsera. Issue of barley rations. Public domain. Hasankeyf-Turkey. Poster 12: Human heart / vintage illustrations from Die Frau als ©iStockphoto.com/sadikgulec. Hausarztin 1911. ©shutterstock/Hein Nouwens. Mushrooms in Section 8 Moss. ©stock.xchng/caahr. Toad. ©Clipart.com. Poster 13: Climb. ©iStockphoto.com/Maxim Petrichuk. Mount Photo 1: Mulberry Street NYC c1900 LOC 3g04637u. Public domain. Everest - Nepal. ©iStockphoto.com/jmaehl. Franklin1877. Public domain. Signature of Benjamin Franklin. Poster 14: Sphenodon punctatus in Waikanae, New Zealand. Public domain. Signature of Benjamin Franklin. Public domain. ©Wikipedia Commons/Samsara. Duria Antiquio. Public domain. Integral calculations. ©stock.xchng/Kim Andre Silkebækken. sXchng_dinosaur_BWK_39879-4065. ©stock.xchng. Section 9 Poster 15: Luk Konstantyna6DSCF0032. ©Wikipedia Commons/ Radomil. iStock_6094563Med_CMYK. ©iStockphoto. Aluminum Cool Towers?. ©stock.xchng/Nick Fletcher. NesjavellirPowerPlant desktop computer, keyboard & mouse with clipping paths. ©Getty edit2. Public domain. Wind turbines. ©stock.xchng/Miguel Images/Jeff Huting. Saavedra. Poster 16: iStock_6094563Med_CMYK. ©iStockphoto. Tamarix Section 10 apylla. ©Michael Baranovsky. Twain1909. Public domain. Dna. ©iStockphoto.com/luismmolina. Wooly Mammoths. Public domain.

F27 Teacher Edition • Grades 6–8 2

SECTION INTRODUCTION 2 Foundational Writing Skills

The Importance of Foundational Ongoing Practice in Writing Skills Foundational Skills Step Up to Writing students grow as Sentences serve as an important foundation for all types of writers when practice in foundational writing—informative/explanatory, argument, and narrative. writing skills is incorporated into every Only with well-crafted, logically organized sentences can writing assignment. students produce effective paragraphs. Strategies in Section 2 can be used with strategies in Sections 4, 5, and 6 In addition to sentence writing, there are other critical to ensure that students follow the steps foundational elements of writing. Students need to learn of the writing process and apply solid how to approach writing by understanding the three types of sentence and paragraph writing skills to writing and their distinguishing characteristics, the steps of every type of writing. the writing process, the vital roles that audience and purpose play in all writing, the use of standard English conventions, how to collaborate with others on a writing project, and how to publish using technology. Teaching Foundational Writing Skills Practice in foundational writing skills can be incorporated into every writing assignment. However, students do not need to write a complete composition to practice or strengthen skills. Focusing on a single step or skill, such as brainstorming, creating sentence variety, elaborating in a paragraph, or making pronoun antecedents clear, gives students concentrated practice with skills that they can then more easily apply to longer writing assignments. When teaching foundational writing skills: • Provide adequate models of all steps of the writing processes. • Tell students what good writers do, and show students what good writing is. • Model using technology and foster students’ use of technology to produce writing. • Use standard terms for parts of speech, and require students to use them.

Teacher’s Guide • Grades 6–8 83 INTRODUCTION (continued) SECTION 2 Foundational Writing Skills Differentiation See the Differentiation box in each strategy for suggestions on modifying instruction to support students with diverse needs, readiness levels, and/or learning styles. Progress Monitoring and Formal Assessment • See the Progress Monitoring subsection for Section 2 (page 197), for strategies and Tools that support neat paper rules and writing effective sentences. • See the Step Up to Writing Assessment and Implementation Guide for materials to conduct baseline and summative assessments to help evaluate student proficiency with informative/explanatory, argument, and narrative writing. Developing Effective Sentences The following list provides a possible scaffolded sequence for teaching sentence mastery. Strategies should be selected and taught in an order that best serves students’ needs and abilities.

Scaffolded Strategy Sequence Sentence Writing Focus

S2-12 Recognizing Fragments, Run-Ons, and Complete Sentences Correct Sentences S2-20 Using Punctuation within Sentences

S2-14 Kinds of Sentences Kinds of Sentences

S2-16 Sentence Structures Sentence Structures S2-17 Sentence Variety and Variety S2-35 Using Phrases and Clauses

S2-15 Better Sentences Improving Sentences S2-19 Choosing Precise and Concise Language S2-34 Making Pronoun Antecedents Clear

Moving from Sentences to Paragraphs The following list provides a possible scaffolded sequence for teaching paragraph writing.

Scaffolded Strategy Sequence Paragraph Writing Focus

S2-21 Planning Paragraphs with Informal Outlines Planning

S2-22 Topic Sentences Topic Sentences

S2-23 Accordion Paragraphs Building Paragraphs S2-24 Perfect Three-Sentence Paragraphs

S2-25 Using Transitions Effectively Transitions and Cohesion S2-26 Writing Cohesive Paragraphs

S2-27 Improving Paragraphs with the ABC Activity Improving Paragraphs S2-28 Learning About Elaboration

84 Teacher’s Guide • Grades 6–8 SECTION SECTION 2

Meeting the Common Core State Standards

Every strategy in Step Up to Writing aligns with specific Common CCSS ELA Key Core State Standards for English Language Arts (CCSS ELA) in RL = Reading Literature grades 6–8. The CCSS ELA box at the beginning of each strategy RI = Reading Informational Text lists the reading, writing, speaking and listening, and language W = Writing standards that the strategy supports. Strategies in Section 2 center S/L = Speaking and Listening on the following College and Career Readiness Anchor Standards L = Language for Writing and Language: Anchor Standards for Writing: Production and Distribution of Writing 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Anchor Standards for Language: Conventions of Standard English 1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language 3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. For alignment of the CCSS ELA to specific Step Up to Writing strategies, see www.stepuptowriting.com.

Foundational Writing Skills in the Content Areas Use Section 2 strategies to develop foundational writing skills that foster clear thinking and clear communication in the content areas. See Section 10: Writing in the Content Areas for suggestions on using foundational skills strategies in specific content areas.

Teacher’s Guide • Grades 6–8 85 CONTENTS SECTION 2 Foundational Writing Skills Choose those strategies that best meet the needs of your students.

Introduction to Writing Perfect Paragraphs S2-1 Introducing Three Types of Writing. . . . 88 S2-21 Planning Paragraphs with Informal S2-2 Prompts for Three Types of Writing. . . . 91 Outlines...... 141 S2-3 The Writing Process ...... 93 S2-22 Topic Sentences...... 143 S2-4 Prewriting: Brainstorming...... 95 S2-23 Accordion Paragraphs...... 145 S2-5 Considering Purpose and Audience. . . . 98 S2-24 Perfect Three-Sentence Paragraphs. . . . 148 S2-6 Recognizing the Traits of Effective S2-25 Using Transitions Effectively...... 150 Writing...... 100 S2-26 Writing Cohesive Paragraphs ...... 153 S2-7 Collaborative Writing...... 103 S2-27 Improving Paragraphs with the S2-8 Using Technology to Produce and ABC Activity...... 155 Distribute Writing...... 106 S2-28 Learning About Elaboration ...... 157 S2-9 Reinforcing Keyboarding Skills...... 109 S2-29 Analyzing a Paragraph...... 160 S2-10 Using Standard English...... 111 Conventions of Standard English S2-11 Proofreading...... 114 S2-30 Recognizing Parts of Speech ...... 164 Masterful Sentences S2-31 Learning Parts of a Sentence S2-12 Recognizing Fragments, Run-Ons, and with Diagrams ...... 166 Complete Sentences...... 118 S2-32 Using Pronouns Correctly...... 170 S2-13 Sentences Telling Who, What, Where, S2-33 Making Pronouns Agree...... 172 When, Action, and How...... 120 S2-34 Making Pronoun Antecedents Clear . . . 175 S2-14 Kinds of Sentences...... 122 S2-35 Using Phrases and Clauses...... 177 S2-15 Better Sentences...... 124 S2-36 Avoiding Misplaced and Dangling S2-16 Sentence Structures...... 126 Modifiers...... 179 S2-17 Sentence Variety ...... 129 S2-37 Using Verbals...... 181 S2-18 Writing Perfect Sentences ...... 132 S2-38 Using Different Verb Moods...... 185 S2-19 Choosing Precise and Concise Language. .134 S2-39 Avoiding Shifts in Verb Mood and Voice. 188 S2-20 Using Punctuation within Sentences. . . 137 S2-40 Punctuating Quotations...... 191 S2-41 Using Spelling Strategies...... 194

Progress Monitoring S2-42 Neat Paper Rules...... 198 S2-43 Quick Check for Sentences and Topic Sentences...... 200

For Step Up to Writing Teacher Resources see www.stepuptowriting.com.

86 Teacher’s Guide • Grades 6–8 SECTION Foundational Writing Skills 2 Introduction to Writing

Informative/ Narrative S2-1 Introducing Three Types of Writing Argument Explanatory Imaginative Narrative Nonfiction Narrative

Introduction Topic Sentence/ Introduction Topic Sentence/ Beginning Context & Point Beginning Context & Point Thesis Thesis of View of View Statement that Statement that • Narrator • Background previews what is makes a claim • Characters of the issue/ to follow Objective CCSS ELA • Setting situation • The writer’s relationship to the issue/

situation Students learn to recognize the different Body Key/Star Ideas Body Key/Star Ideas Middle Imagined Middle Real Experiences/ W 6.4; S/L 6.1; L 6.6 (Big Ideas) (Reasons for Experiences/ Events in a logical • Transitions claim) Events sequence (usually patterns of organization and the common • Elaboration • Transitions Dialogue, chronological) (e.g., facts • Elaboration pacing, and W 7.4; S/L 7.1; L 7.6 or evidence, (e.g., description explanations, evidence, Plot • Grades 6–8 • Grades Writing to Up Step examples) explanations, traits of three types of writing: informative/ Foundational Writing Skills • Events examples) • Conflict/ W 8.4; S/L 8.1; L 8.6 problem explanatory, argument, and narrative. • Climax Conclusion Restatement of Conclusion Conclusion End • Solution End Resolution and

topic follows from Reflection Tool S2-1a Tool

Tool S2-1a and supports the claim Before Class No Secrets/Suspense No Secrets/Suspense Secrets/Suspense 1. Make a display copy and student copies of Tool S2-1a. Tool S2-1a

2. Make enough student copies of Tool S2-1b, Tool S2-1c, Tool S2-1d, and Name: Tool S2-1b Tool S2-1e so that you can distribute one Tool to each of four groups. Types of Writing: Sample 1 Time for the Tuareg to Stop Wandering (In other words, all students in group 1 will have copies of Tool S2-1b. For centuries, the Tuareg have wandered along the edges of the Sahara, Africa’s largest desert. These hardy nomads have lived as traders and herders. They ride their tall Tool S2-1c Arabian camels as they carry goods to market or move their livestock between water All students in group 2 will have copies of , and so on.) holes and grazing land. Now, however, the Tuareg must settle down to survive. Their nomadic way of life cannot resist the changes that are closing in on them. Bad relations with other tribal groups are one reason the Tuareg need to change their During Class ways. Their traditional territory crosses the borders of Algeria, Niger NEE-zher( ), Mali, and other countries in Northwest Africa. They do not always obey the laws of these 3. Tool S2-1a countries, and these countries do not always respect Tuareg traditions. Also, the Tuareg Display and distribute . Discuss the three types of writing, often compete with other tribal groups for water and good grazing land. More and more, this competition has led to conflict and even deadly battles. and talk about important associated terms and the different The Tuareg are also being affected by a changing environment as the desert expands. Years of little rain and blowing sands are causing the desert to spread. Water holes are organizational patterns for each. drying up, and areas once good for grazing goats and camels are turning to dust where nothing can grow. Routes the Tuareg have traveled for decades no longer have the water or plants their livestock need to survive. • Informative/Explanatory writing presents factual information The Tuareg have always been a tough and resourceful people, and the decline and loss of their proud culture is sad in many ways. But the changes they face are unavoidable, and it is time for them to adapt. By choosing to settle in villages rather about a topic. It has an introduction with a topic sentence or than fight change, they can honor their proud past while having more say in shaping their future. If they don’t, their culture could soon disappear beneath the sands of thesis statement that previews what is to follow; a body that the Sahara. includes key/star ideas (big ideas) supported by elaboration

©2015 Voyager Sopris Learning, Inc. All rights reserved. Foundational Writing Skills Tool S2-1b (such as facts or evidence, explanations, or examples); and a Permission is granted to reproduce this page for Step Up to Writing classroom use. Step Up to Writing • Grades 6–8 conclusion that restates the topic. Tool S2-1b

• Argument writing makes a claim and supports it with reasons. Name: Tool S2-1c Types of Writing: Sample 2

It has an introduction with a topic sentence or thesis statement Salt Caravans of the Tuareg

Every winter, camels and their Tuareg owners gather in Timbuktu—a legendary city that states a claim; a body that includes reasons supported by in West Africa. These turbaned traders team up with family and friends in caravans and prepare for a grueling mission. They will cross waterless sections of the Sahara, elaboration (such as evidence, explanations, and examples); Africa’s largest desert, to trade for salt and other goods. Most of these salt caravans include dozens—even hundreds—of camels. and a conclusion that follows from and supports the claim. The salt caravan sets out in the cool of early morning, led by a madagu. He is an experienced Tuareg guide who knows how to navigate across the trackless desert. For Tuareg teens, it is an honor to be considered tough enough to take part in the caravan. • Narrative writing tells a story based on imagined or real events. The caravan may take more than three weeks to reach Bilma, in central Niger. Bilma is an oasis in the desert with water, date palm trees, and pits where salt is drawn from the ground and collected. Salt is an important nutrient for the health of people and Narratives come in two forms, imaginative and nonfiction: animals, but it is rare in this part of the world. The traders exchange goats, millet, and other crops for cones and cakes of salt, as well as deliciously sweet dates. After several days of rest, the caravan begins the return journey. Now the camels are −− Imaginative narrative has a beginning that introduces the each loaded down with as much as 600 pounds of salt. They may be the only animal capable of this brutal work. They can go as long as two weeks without water. After a story’s context and point of view (narrator, characters, and month and a half, the caravan at last returns to Timbuktu. There the traders sell the setting); a middle that extends the plot (events, conflict, valuable salt at the market. climax); and an end that reveals the final element of the plot, the solution.

©2015 Voyager Sopris Learning, Inc. All rights reserved. Foundational Writing Skills Permission is granted to reproduce this page for Step Up to Writing classroom use. Step Up to Writing • Grades 6–8 Tool S2-1c Tool S2-1c

88 Teacher Edition • Grades 6–8 SECTION SECTION 2

Name: Tool S2-1d −− Nonfiction narrative has a beginning that introduces the Types of Writing: Sample 3 The Tuareg

narrative’s context and point of view (background on the The Tuareg are a wandering people who live along the edges of the Sahara, Africa’s largest desert. Their ability to survive in this harsh landscape is based in issue, the writer’s relationship to the issue); a middle that tells their distinctive traditions, which have captured the imaginations of people all over the world. a series of events in a logical (usually chronological) order; The Tuareg’s nomadic lifestyle is one tradition that makes them unique. These people have lived on-the-go for centuries as herders and traders. Herding families move their camps wherever there are plants to eat and water to drink. Tuareg traders carry dates, and an end that resolves conflict and often includes reflection grains, salt, and other goods to market. They are expert camel drivers, and camels make the Tuareg way of life possible. Sometimes called “ships of the desert,” camels are very about the recounted events. tough and have the stamina to carry heavy loads for long distances in harsh desert conditions. Tuareg cultural traditions also play a part in why outsiders find these people Note: There is a third form of narrative writing—personal narrative. This fascinating. They have a reputation as fearless warriors, charging into battle on the backs of camels with swords swinging. Handmade jewelry, drum-filled music, flowing is also nonfiction narrative writing, but it has a different structure, which is robes, and stylish turbans also make them stand out. One of their nicknames is “the Blue People” because of the indigo dye they use to color their turbans. This dye rubs off, giving them blue hands and cheeks. explored in Section 6. Many Tuareg still keep these ancient traditions alive. Their way of life is a constant struggle for survival in an unforgiving landscape—and a reason that outsiders find 4. Have students reflect on their own reading and writing experiences them so fascinating. to reinforce recognition of the various types of writing they read

©2015 Voyager Sopris Learning, Inc. All rights reserved. Foundational Writing Skills Tool S2-1d in school (or outside of school, if appropriate). Permission is granted to reproduce this page for Step Up to Writing classroom use. Step Up to Writing • Grades 6–8 • Create a four-column chart with the column headings shown Tool S2-1d

in the following table. Name: Tool S2-1e Types of Writing: Sample 4 • Have students identify a particular assignment or reading A Camel’s Eye View

I always want to spit on the tourists, but have to settle for rolling my eyes when material, tell which type of text was involved, and then (based on they show up to pick among us camels. Their robes are bright colors no self-respecting nomad would dare wear, and their turbans are so badly twisted they look like they’ve the criteria on Tool S2-1a) tell how they determined where on the had a run-in with a sandstorm. Amateurs. If we were headed out on a real caravan, say to the salt pits at Bilma, these chart the text belongs. guys would be vulture meat. They constantly whine about wanting water that doesn’t taste like the inside of a goat. Well, guess what? We carry water inside goatskins—no plastic water bottles out here. And it never fails that they complain about the food. “Goat brains for dinner again?” they say, and “Yuck, this camel milk tastes like camel.” Note: Students may read argument writing more commonly in newspapers, These tourists should try eating acacia thorns like we’re stuck with—long as nails and twice as sharp. online journals, or interest-area magazines (i.e., articles on the “best” phone, My rider on this trek has nicknamed me Growler, though my camel crew calls me “XROROWARAR”—that’s my real name. It means “Here’s spit in your eye” in camel- app, etc.). speak, and believe me, I’ve earned the name. Too bad my real master warned this guy to rub my throat to make me swallow before he mounted, otherwise I would have given him a real nomadic experience—a wad of my stinkiest cud right in the kisser. At least he isn’t carrying a camel whip—I hate those things. Though if he tugs on my nose ring as hard as the last guy did, I might just wander into a grove of acacia trees— accidentally, of course—just to hear him shriek and show him who’s the real madagu here.

Teacher Edition • Grades 6–8 89 SECTION Foundational Writing Skills 2 Introduction to Writing

• Complete the body of the chart you created with sub-types of each text type, or list specific student assignments or titles of texts students have encountered. Samples of both types of entries are shown on the following chart.

Informative/Explanatory Argument Imaginative Narrative Nonfiction Narrative Compare/contrast Persuasion Fiction/novels/short Factual/true stories Analysis Critique stories Biography and Enumeration Sales/marketing Fantasy autobiography Definition Editorials Folk tale Feature story Cause/effect Horror story Diaries/journals Problem/solution Legend Memoir Description Mystery Explanation Myth How-to Romance Social studies, science, Science fiction math, or other Tall tale curricular textbooks Fairy tale Historical fiction The Great Brain Book: An Des Moines speech Holes Brothers in Arms: The Inside Look at the Inside against U.S. involvement by Louis Sachar Epic Story of the 761st of Your Head in WWII by Charles A. Tank Battalion, WWII’s by Harvey P. Newquist Lindbergh Forgotten Heroes by Kareem Abdul-Jabbar and Anthony Walton

5. Arrange students in four groups and tell them they will analyze four different pieces of writing to determine what type of writing each is. Each group will get a chance to see each Tool; you may want to set a timer for each of the four rotations and specify a rotation procedure. Explain this procedure: • Ask each group to designate a student recorder who will use a separate piece of paper to note the title of the piece, name the type of writing the group decides it exemplifies, and jot some notes about the group’s reasons for putting it in that category. • Direct students to read the text on their assigned Tool and determine which text type it is. • Group members should discuss the decision and all should agree on the reasons for the decision. • Tell students to keep their discussion and their decisions to themselves and not to write on the Tool. 6. Distribute copies of Tool S2-1b to one group, Tool S2-1c to the next group, Tool S2-1d to the third, and Tool S2-1e to the fourth group. • Direct students to follow the procedure you explained.

90 Teacher Edition • Grades 6–8 SECTION SECTION 2

• When all groups are finished, have groups trade Tools. Proceed in the same manner as before, with members of the group reading, deciding on the type of writing, and recording the group’s decision. Then have groups trade, and trade again, until everyone has evaluated all four Tools. 7. Call the class back together, and have a volunteer from each small group share their analysis of the text on one Tool. Seek class consensus on the categorization of each writing sample and the reasons that support that decision.

Differentiation: Introducing Three Types of Writing For additional practice recognizing each text type, continue to ask students to identify types of writing as they encounter them in their reading for other classes and in your classroom. Ask them to support their opinions with reasons and examples.

Informative/ Narrative S2-2 Prompts for Three Types of Writing Argument Explanatory Imaginative Narrative Nonfiction Narrative

Write a paragraph giving Scientists often have to seek Write a story about being Write a five-paragraph instructions on how to get funding for their work. Write lost. Be sure to explain how biography of Martin Luther from the school to the city an argument to convince your your character got lost and King, Jr., sequencing his life park. principal to fund a specific how he or she finds the way events in chronological order. Objective CCSS ELA science experiment at your back. school. Identify a natural process Because of ongoing drought, Rewrite a favorite fairy tale Write a narrative essay in which you have recently studied in your city is debating whether or story from childhood. you recount the events leading

science. Write a paragraph in to allow home builders to put In this version, you are the up to U.S. participation in Students learn to recognize prompts for which you explain the most in lawns, which will require main character, and the World War II. W 6.4 important information about watering. Write a paragraph in story takes place last week this process to a student who which you state your position in your town. informative/explanatory writing, argument missed class that day. and defend it. W 7.4 Think about recent world A friend has just experienced Write a story about a Tell about the process that events. Which one particularly a difficult situation at school family living during the Iditarod racers follow to train • Grades 6–8 • Grades Writing to Up Step interests or appeals to you? and refuses to go back. Write Depression. Include details and prepare both themselves writing, and narrative writing and plan an Foundational Writing Skills Write an article for the school a paragraph persuading your about daily life, how it and their dogs for an Iditarod W 8.4 newspaper in which you friend to face his or her fears differs from what they’re dogsled race. Write three to five inform readers about a recent or challenges and return to used to, and how they feel paragraphs. appropriate response. world event or current crisis. school. about what is happening.

Tool S2-2a Tool Tool S2-2a Before Class Tool S2-2a 1. Make a display copy and student copies of Tool S2-2a. 2. Collect a number of writing prompts from students’ current course materials, past standardized tests, past test prep materials, or Step Up to Writing prompts (at www.stepuptowriting.com). During Class 3. Display and distribute Tool S2-2a. If necessary, define the term prompt for the class. Explain that in writing, a prompt gives directions for an assignment or a test. A writing prompt may be a general idea, or it may tell writers exactly what they are expected to do. 4. Point out that the prompts on Tool S2-2a contain specific words (clues) to tell students what they should write. Students should look for the following: • Key words about the topic and other words that specify what to write about • Verbs that direct writing, such as describe, explain, propose, defend, or tell • Words that tell about the format, such as paragraph, essay, narrative, or story

Teacher Edition • Grades 6–8 91 SECTION Foundational Writing Skills 2 Introduction to Writing

5. Have students read each of the prompts on Tool S2-2a and practice marking words that describe how to approach the prompt. Tell them to mark prompts whenever marking the paper is permissible. When marking the prompt is not allowed, students can record the clue words they identified in their prewriting or planning notes. • Explain that when a prompt asks them to write a paragraph, report, or essay, they are likely being asked to use an informative/explanatory or argument format. • When a prompt asks for a story, a recounting of events, or a biography/ memoir, they are likely being asked to use a narrative format. • Students may also notice the column headings above the prompts; however, ask them to focus on the clues that identify each prompt as fitting that writing type. • Have students circle the topic and the verb that directs the writing. • Have students underline words that show the type of writing and what specifically they are to write about. • Model analyzing and marking one or two of the prompts, or ask for student input. Analyze more prompts together if needed, and then release the students to analyze and mark the remaining prompts. 6. When students have finished analyzing the prompts, review the clue words. If students identify another word in one of the sample prompts, discuss how they might use that word to inform their work. • Informative/Explanatory: First row: paragraph, instructions; Second row: paragraph, explain, information, process; Third row: article, inform • Argument: First row: argument, convince; Second row: paragraph, position, defend; Third row: paragraph, persuading • Imaginative Narrative: First row: story, character, explain; Second row: fairy tale, character, story; Third row: story, details • Nonfiction Narrative: First row: five-paragraph, biography, sequencing, chronological; Second row: narrative essay, recount, events; Third row: tell, process, three to five paragraphs 7. Talk about which prompts on Tool S2-2a require an introduction, body, and conclusion (the informative/explanatory and argument prompts), and which prompts require a beginning, middle, and end (narrative prompts). (See also strategy S2-1 Introducing Three Types of Writing, or refer to Tool S2-1a, which identifies these structures.) 8. Present the additional prompts you selected from other sources to the class and have students evaluate them in the same way, noting key words and verbs and determining what the prompt is asking of the writer in terms of topic, details, format, and writing type.

92 Teacher Edition • Grades 6–8 SECTION SECTION 2

9. Encourage students to analyze and locate the vital words in any writing prompt and to make sure they plan a response for the correct writing type, which determines structure (i.e., an introduction, body, and conclusion; or a beginning, middle, and end) as well as topic.

Differentiation: Prompts for Three Types of Writing

If students struggle with analyzing writing prompts, focus on converting a specific type of prompt into a topic sentence, as in strategy S4-11 Turning a Writing Prompt into a Topic Sentence (for informative/explanatory text) or strategy S6-12 Turning a Writing Prompt into a Narrative. Or, try having students create writing prompts for articles, stories, or text encountered in class. Ask, “What would the prompt be that ‘prompted’ the writer to write this piece?” Then, challenge students to create their own writing prompts, possibly for a writing assignment in their area of interest.

Name: Tool S2-3a The Writing Process for S2-3 The Writing Process Step Up to Writing 1. Prewrite

Objective CCSS ELA 2. Plan

Students develop a deeper W 6.4; S/L 6.1; L 6.6 3. Draft W 7.4; S/L 7.1; L 7.6 understanding of each step in the 4. Revise writing process. W 8.4; S/L 8.1; L 8.6 5. Edit

6. Write final copy Before Class 7. Proofread 1. Make display copies and student copies of Tool S2-3a, Tool S2-3b, and Tool S2-3c. 8. Share and/or publish

©2015 Voyager Sopris Learning, Inc. All rights reserved. Foundational Writing Skills Tool S2-3a During Class Permission is granted to reproduce this page for Step Up to Writing classroom use. Step Up to Writing • Grades 6–8 2. Explain that the writing process includes specific, named steps that Tool S2-3a writers take as they move from general ideas to finished, well-written pieces. The steps can be used for all kinds of writing—long or short writing and informative, argument, and narrative writing. 3. Display and distribute Tool S2-3a. Read each of the steps aloud. 4. Point out the circular arrow in the middle of the Tool. Explain that writing is a process and that good writers often write, and rewrite, the same paragraph until they are satisfied with what they have written. Encourage students to review their writing and learn ways they can improve it rather than trying to finish as quickly as possible.

Teacher Edition • Grades 6–8 93 4

SECTION INTRODUCTION 4 Informative/Explanatory Writing: Stating the Facts

The Importance of Informative/ Writing to Inform and Explain Explanatory Writing Step Up to Writing students benefit from Section 4 strategies that focus on Informative/explanatory writing conveys information and how to write successful and engaging explains ideas. In effective writing of this type, a writer informative/explanatory paragraphs, examines a subject and strives to increase readers’ knowledge essays, and reports. and understanding of that subject. The National Assessment of Educational Progress (NAEP) recommends that by Informative/explanatory writing can have a variety of 8th grade, in order to attain college and forms and genres, including familiar academic writing career readiness, 70 percent of student such as summaries, science or history reports, essays, and writing should be for the purpose of literature analyses; and technical or workplace writing such explaining or persuading (National Assessment Governing Board, 2007). as lab reports, manuals, and instructions. It requires factual information including specific examples. Teaching Informative/Explanatory Writing Of the three main text types—informative/explanatory, argument, and narrative— informative/explanatory writing should be taught first and given significant emphasis. Both informative/explanatory and argument writing involve conveying information and supporting ideas with facts and details, but argument writing also aims to convince a reader to accept a claim as true. Successful informative/explanatory writing teaches the reader something new in a clear, interesting, and logical manner.

Teacher’s Guide • Grades 6–8 261 INTRODUCTION (continued) SECTION 4 Informative/Explanatory: Stating the Facts Differentiation See the Differentiation box in each strategy for suggestions on modifying instruction to support students with diverse needs, readiness levels, and/or learning styles. Craft and Style Craft and Style: Use the Craft and Style tips and examples to show student writers how Point of View they can apply craft and create a particular style that is appropriate to the task, purpose, and audience. With these tips, writers can express themselves Use of the third-person point of view can create a more formal in grammatically correct ways while achieving a unique style suitable for a and objective style than the specific writing genre or type of text. personal, more casual style of first person or the matter-of-fact, Progress Monitoring and Formal Assessment immediate style of second person. • See the Progress Monitoring subsection for Section 4 (page 400), First Person: The local bicycling for strategies and Tools that guide the evaluation of informative/ laws surprised me. explanatory writing skills. Teachers should review this subsection as Second Person: You may be they plan instruction and assessment. surprised by the local bicycling laws. • See the Step Up to Writing Assessment and Implementation Guide Third Person: The local bicycling for materials to conduct baseline and summative assessments to laws surprised the community. help evaluate student proficiency with informative/explanatory, argument, and narrative writing. Introducing Informative/Explanatory Writing Begin informative/explanatory writing instruction with strategies that give an overview of the essential elements of informative/explanatory writing. The following strategies lay the groundwork for further instruction in writing informative/explanatory paragraphs, essays, and reports. See the Step Up to Writing Assessment and Implementation Guide for unit and lesson plans designed to meet the Common Core State Standards for English Language Arts (CCSS ELA) for writing, language, and speaking and listening for grades 6–8.

Informative/Explanatory Step Up to Writing Strategies Writing Focus

S4-1 Color-Coding the Elements of Informative/Explanatory Writing Elements of Informative/ S4-5 Accordion Paragraphs Explanatory Writing S4-7 Elements of Accordion Essays and Reports

262 Teacher’s Guide • Grades 6–8 SECTION SECTION 4

Moving from Paragraphs to Essays and Reports Begin informative/explanatory writing instruction at the paragraph level. Also use strategies in Section 2: Foundational Writing Skills as needed to reinforce skills and concepts that underlie paragraphs (e.g., sentence writing, the writing process, and basic paragraph development). The following provides a possible scaffolded sequence for teaching the strategies in this section related to paragraph mastery. Strategies should be selected and taught in an order that best serves students’ needs and abilities.

Scaffolded Strategy Sequence Paragraph Writing Focus

S4-3 Planning with an Informal Outline Planning With Informal Outline

S4-10 Defining Topic Sentences and Thesis Statements Topic Sentence

S4-24 Definition and Function of Transitions Transitions S4-26 Transitions for Different Purposes

S4-16 Paragraph Elaboration—The E’s/the Reds Elaboration S4-17 Learning More About Elaboration

S4-32 Conclusions—Defining Terms Conclusion S4-33 Connecting a Conclusion to a Topic Sentence

S4-45 Editing Informative/Explanatory Text Editing and Revising S4-46 Peer Review and Revision

Once students have gained the ability to write effective informative/explanatory paragraphs independently, provide instruction for writing essays and reports.

Scaffolded Strategy Sequence Essay/Report Writing Focus

S4-8 Writing Essays and Reports Step by Step Planning With Informal Outline S4-9 Informal Outlines for Essays and Reports

S4-12 Topic Sentence Variety Topic Sentence/Thesis Statement

S4-28 Transitions in Essays and Reports Transitions S4-29 Transition Topic Sentences

S4-19 Increasing Elaboration in Essays and Reports Elaboration S4-20 Stretch, Don’t Stack Practice

S4-45 Editing Informative/Explanatory Text Editing and Revising S4-46 Peer Review and Revision

Teacher’s Guide • Grades 6–8 263 INTRODUCTION (continued) SECTION 4 Informative/Explanatory: Stating the Facts

Meeting the Common Core State Standards

Every strategy in Step Up to Writing aligns with specific Common CCSS ELA Key Core State Standards for English Language Arts (CCSS ELA) in RL = Reading Literature grades 6–8. The CCSS ELA box at the beginning of each strategy RI = Reading Informational Text lists the reading, writing, speaking and listening, and language W = Writing standards that the strategy supports. Strategies in Section 4 center S/L = Speaking and Listening on the following College and Career Readiness Anchor Standards L = Language for Writing: Anchor Standards for Writing: Text Types and Purposes 2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Production and Distribution of Writing 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience. 5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. For alignment of the CCSS ELA to specific Step Up to Writing strategies, see www.stepuptowriting.com.

Informative/Explanatory Writing in the Content Areas Use Section 4 strategies to develop informative/explanatory writing skills that foster the clear thinking and clear communication necessary to demonstrate mastery of content-area curriculum. See Section 10: Writing in the Content Areas for suggestions on using writing strategies in specific content areas.

264 Teacher’s Guide • Grades 6–8 CONTENTS SECTION Informative/Explanatory: Stating the Facts SECTION 4

Choose those strategies that best meet the needs of your students.

Planning, Organization, and Structure Transitions S4-1 Color-Coding the Elements of S4-24 Definition and Function of Transitions. . 324 Informative/Explanatory Writing. . . . .268 S4-25 Transition Sets...... 325 S4-2 The Organization Game—Informative/ S4-26 Transitions for Different Purposes. . . . 327 Explanatory Writing...... 270 S4-27 Using a Variety of Transitions...... 328 S4-3 Planning with an Informal Outline. . . . 272 S4-28 Transitions in Essays and Reports. . . . .330 S4-4 Informal Outlines of Various Lengths. . .274 S4-29 Transition Topic Sentences...... 331 S4-5 Accordion Paragraphs...... 277 S4-30 Using Obvious and Subtle S4-6 Organization with Framed Paragraphs . . 279 Transitions...... 333 S4-7 Elements of Accordion Essays S4-31 Using Transition Topic Sentences in and Reports...... 281 Longer Essays and Reports...... 335 S4-8 Writing Essays and Reports Step by Step...... 283 Conclusions S4-9 Informal Outlines for Essays S4-32 Conclusions—Defining Terms ...... 337 and Reports...... 286 S4-33 Connecting a Conclusion to a Topic Sentence...... 339 Introductions S4-34 Not All Paragraphs Require a Formal S4-10 Defining Topic Sentences and Conclusion...... 341 Thesis Statements...... 290 S4-35 Writing Successful Conclusions . . . . . 343 S4-11 Turning a Writing Prompt into a S4-36 Topic Sentence...... 292 Practicing and Improving Conclusions. . 345 S4-12 Topic Sentence Variety...... 294 Incorporating Graphics and Text Features S4-13 Adding a Lead—The Blues—to a S4-37 Text Features and Formatting...... 347 Paragraph...... 299 S4-38 Graphics in Informative/ S4-14 Creating Two-Sentence Introductions. . .301 Explanatory Writing...... 349 S4-15 Leading with the Blues...... 303 S4-39 Multimedia in Informative/ Explanatory Writing...... 351 Developing the Topic/Elaboration S4-16 Paragraph Elaboration—The E’s/the Reds. .307 Revising and Editing S4-17 Learning More About Elaboration. . . . 309 S4-40 Sentence Variety ...... 355 S4-18 Comparing Paragraph and S4-41 Getting Caught in the Things Trap: Report Elaboration ...... 310 Using Precise Words...... 358 S4-19 Increasing Elaboration in Essays S4-42 Revising Verbs in Informative/ and Reports...... 312 Explanatory Text...... 359 S4-20 Stretch, Don’t Stack Practice...... 314 S4-43 Writing Meaningful and Precise S4-21 Using Vocabulary Meaningfully. . . . . 316 Sentences...... 361 S4-44 S4-22 Adding Quotations...... 318 Using Domain-Specific Language. . . . .362 S4-45 S4-23 Gathering Information from Sources: Editing Informative/Explanatory Text. . .364 Informative/Explanatory Writing. . . . .321 Teacher’s Guide • Grades 6–8 265 CONTENTS (continued) SECTION 4 Informative/Explanatory: Stating the Facts

S4-46 Peer Review and Revision...... 367 S4-55 Forms of Informative/Explanatory S4-47 Analyzing a Paragraph...... 368 Writing: Biographical/Autobiographical Sketches...... 387 S4-48 Writing in First, Second, and Third Person...... 370 S4-56 Forms of Informative/Explanatory Writing: Summary...... 389 S4-49 Formal and Informal Style...... 372 S4-57 Forms of Informative/Explanatory Types of Informative/Explanatory Writing Writing: Writing in Math...... 392 S4-50 Informative/Explanatory Text S4-58 Forms of Informative/Explanatory Structure: Definition...... 376 Writing: Science Reports ...... 394 S4-51 Informative/Explanatory Text S4-59 Forms of Informative/Explanatory Structure: Classification...... 378 Writing: Technical Writing...... 396 S4-52 Informative/Explanatory Text S4-60 Forms of Informative/Explanatory Structure: Compare/Contrast ...... 380 Writing: Writing About Current Events ...... 398 S4-53 Informative/Explanatory Text Structure: Cause/Effect...... 382 Progress Monitoring S4-54 Informative/Explanatory Text S4-61 Informative/Explanatory Paragraph Structure: Problem/Solution ...... 385 Scoring Guide...... 401 S4-62 Informative/Explanatory Essay and Report Scoring Guide...... 404

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266 Teacher’s Guide • Grades 6–8 SECTION SECTION 4

Planning, Organization, and Structure Properly planning and understanding the organization of informative/explanatory writing are key skills that writers need in order to present ideas and facts in a clear, logical manner. Proper organization aids the writer in presenting ideas and aids the reader in comprehension.

Strategy Strategy Description Page Tools

S4-1 Color-Coding Introduce the five elements of informative/ 268 S4-1a and the Elements explanatory writing and the Traffic Light colors S4-1b of Informative/ Explanatory Writing

S4-2 The Organization Categorize ideas by sorting words and 270 S4-2a–S4-2c Game—Informative/ phrases into broad topics, key/star ideas, and Explanatory Writing supporting details

S4-3 Planning with an Visualize and plan the organization of 272 S4-3a and Informal Outline informative/explanatory text S4-3b

S4-4 Informal Outlines of Learn how the length of an informative/ 274 S4-4a, S4-4b, Various Lengths explanatory writing piece depends upon and S2-21a– the number of key/star ideas and details for S2-21c the topic

S4-5 Accordion Paragraphs Build informative/explanatory paragraphs with 277 S4-5a, S2-23a, appropriate details and support and S2-23b

S4-6 Organization with Use frames to build an informative/explanatory 279 S4-6a and Framed Paragraphs paragraph S4-6b

S4-7 Elements of Learn the basics of essays and reports in order 281 S4-7a–S4-7c Accordion Essays and to plan, write, and evaluate work Reports

S4-8 Writing Essays and Acquire a manageable system for visualizing, 283 S4-8a and Reports Step by Step organizing, and writing essays and reports S4-8b

S4-9 Informal Outlines for Organize an informative/explanatory essay 286 S4-9a and Essays and Reports or report S4-9b

Teacher Edition • Grades 6–8 267 SECTION Informative/Explanatory Writing: Stating the Facts 4 Planning, Organization, and Structure

Name: Tool S4-1a Elements of Color-Coding the Elements of Informative/Explanatory Writing S4-1 Organization is the key. Use informal outlines and Traffic Light colors to plan a Informative/Explanatory Writing paragraph, essay, or report.

Topic sentences are the heart. Use green to remember that topic sentences tell readers Objective CCSS ELA what you are going to explain. In essays, the topic sentence is called a thesis statement.

Transitions are the glue for the Students learn the elements of informative/ key/star ideas. W 6.2a, 6.2f Use yellow to remind yourself to slow down and make explanatory writing by associating each part of a smooth, clear transitions when you introduce a new key/star idea. paragraph with a Traffic Light color. By color-coding W 7.2a, 7.2f Examples, evidence, and explanation paragraph components, students learn how to are the meat. W 8.2a, 8.2f Use red to remind yourself to stop and explain. Examples, convey information in well-organized paragraphs. evidence, and explanation support your key/star ideas. Conclusions tie it all together with a ribbon. Use green again. Remember to go back to your topic. A good conclusion reminds readers of the purpose of Before Class your paragraph or essay.

©2015 Voyager Sopris Learning, Inc. All rights reserved. Informative/Explanatory Writing: Stating the Facts Tool S4-1a 1. Make display copies and student copies of Tool S4-1a and Tool S4-1b. Permission is granted to reproduce this page for Step Up to Writing classroom use. Step Up to Writing • Grades 6–8 Tool S4-1a 2. Have green, yellow, and red (or pink) highlighters available Name: Tool S4-1b for students. Traffic Light Colors for Accordion Paragraphs During Class Use the colors of a traffic light to help you write a paragraph.

GO! green Go! 3. Remind students that the purpose of informative/explanatory Write a topic sentence.

writing is to give information. Whether it is a paragraph about the SLOW Slow down! DOWN! yellow Introduce a key/star (big idea) by outcome of a sporting event or a long report on the causes and using a transition word or phrase. Stop! STOP! red Elaborate by providing an example, effects of air pollution, this type of writing has the same elements. evidence, or explanation. This is also called supporting your key/star ideas.

4. Tell students to relate the different parts of a paragraph to the GO green Go back! BACK! Remind readers of your topic.

268 Teacher Edition • Grades 6–8 SECTION SECTION 4

Organization is the key. Planning before writing is key to a writer’s success. All writers plan, whether they are students or published authors. Using the Traffic Light colors while making informal outlines is a visual strategy that will help students organize their ideas. (For more about informal outlines, see strategy S4-3 Planning with an Informal Outline.) • Topic sentences are the heart. Color the heart green. Tell students that the topic sentence or thesis statement is the heart of a paragraph; it gives the paragraph its shape. It tells readers where the writer is going. (For more about topic sentences, see strategy S4-10 Defining Topic Sentences and Thesis Statements.) • Transitions are the glue for the key/star ideas. Color the glue yellow. In informative/explanatory writing, transitions introduce the sentences that contain key/star ideas (big ideas) that support the topic sentence. The transitions are like glue; they hold ideas together. They are yellow to remind writers to slow down and make those transitions. (For more about transitions, see strategy S4-24 Definition and Function of Transitions.) • Examples, evidence, and explanation are the meat. Color the meat red. Examples, evidence, and explanations support each key/star idea. They are red so that writers remember to stop and explain. (For more about elaboration, see strategy S4-16 Paragraph Elaboration—the E’s/the Reds.) • Conclusions tie it all together with a ribbon. Color the ribbon green. A conclusion should give readers something to think Craft and Style: about. Green should remind students that the conclusion needs What is a Key/Star Idea? to be tied to the (green) topic sentence or thesis statement. The The key/star ideas are big ideas or writer needs to go back to the topic sentence and make a strong, broader categories that support meaningful connection to it—not just copy it. (For more about the topic or thesis. Key/star ideas may be facts, reasons, or details. S4-32 Conclusions—Defining Terms. conclusions, see strategy ) However, in order to clearly 6. Display Tool S4-1b. Encourage students to color and highlight the differentiate the three types of illustrations and corresponding text as a visual reminder of the writing, reasons are used largely in argument, facts in informative/ Traffic Light colors and elements. explanatory, and details in 7. Have students use highlighters to color-code the paragraph on narrative. Tool S4-1b on their own while referring to the Traffic Light colors as needed. When they are finished, model the correct color coding on your display copy and have students check their work. The color coding should be as follows: • Green: First and last sentences (introduction and conclusion) • Yellow: The three sentences with transitions and key/star ideas • Red: All other sentences that are elaboration, explanation, examples, or evidence

Teacher Edition • Grades 6–8 269 SECTION Informative/Explanatory Writing: Stating the Facts 4 Planning, Organization, and Structure

Name: Tool S4-2a S4-2 The Organization Game— Organization Game states school resources sports ✄ get help with Informative/Explanatory Writing create graphics Virginia research papers Objective CCSS ELA California skiing Florida winter sports check out books tennis W 6.2a; S/L 6.1 Students learn to categorize ideas by sorting read magazine New York Oregon a collection of words and phrases into broad articles W 7.2a; S/L 7.1 East Coast the library summer sports topics, key/star ideas, and supporting details states find reference W 8.2a; S/L 8.1 Rhode Island snowboarding (the E’s). materials

ice skating find books the computer lab

pieces in a separate resealable plastic bag. significant wars/ ecosystem math conflicts ✄ 3. Print a copy of Tool S4-2c for each student. language arts spelling algebra

attend club events, exact information, evidence, effective illustration, and essays geometry meetings

famous, effective quotations) through this activity. fractions make friends influential people

5. Display Tool S4-2a and note that the 30 ideas shown are a mixed basketball science water cycle

express your collection of broad topics, key/star ideas, and E’s. The activity will biology solar system ideas

270 Teacher Edition • Grades 6–8 SECTION SECTION 4

Name: Tool S4-2c • Sorting the remaining items into key/star ideas that fit with each Organization Game topic and details (E’s) that support each key/star idea ✄ 6. Assign students to small groups and give each group a bag of pieces from Tool S4-2a to share. 7. Model the sorting process by reviewing and discussing the ideas on the Tool. With student suggestions, identify and highlight the broad topics on the Tool (states, sports, and school resources). Continue working with students to identify and highlight the relevant key/ star ideas and supporting details. Ask students to give reasons for their choices. 8. Have students collect Tool S4-2a pieces and return them to their bags.

©2015 Voyager Sopris Learning, Inc. All rights reserved. Informative/Explanatory Writing: Stating the Facts Tool S4-2c 9. Give each group a bag with the pieces from Tool S4-2b and have them Permission is granted to reproduce this page for Step Up to Writing classroom use. Step Up to Writing • Grades 6–8 sort the cards in their groups. If students get stuck, help them Tool S4-2c discover that this collection has only one topic (education) and two key/star ideas (activities to do at school includes subjects to learn about at school). All of the other pieces are the E’s. 10. When the sorting is complete, talk about the relationships of sorted ideas to the format of an informal outline. Make sure students Craft and Style: understand that the topic name is the biggest idea, the next words or Classification phrases name key/star ideas, and the supporting words name details Classifying concepts or sorting (the E’s) within the key/star ideas. items into categories organizes and prioritizes information: 11. Have students return the pieces of Tool S4-2b to their bags. Increased public transportation, 12. Using Tool S4-2c, have students independently develop their own added bike lanes, and improved sets of word cards based on topics recently studied in their classes. sidewalks will decrease traffic They must fill in all 30 boxes but can use any number of broad congestion, provide access to downtown businesses, and boost topics, key/star ideas, and E’s. the economy. 13. Remind students that key/star ideas can be: problems events issues people places features qualities feelings kinds traits types characteristics 14. Have students write an answer key in informal outline format such as: Topic • Key/star idea −− Detail −− Detail • Key/star idea −− Detail −− Detail

Teacher Edition • Grades 6–8 271 SECTION Informative/Explanatory Writing: Stating the Facts 4 Planning, Organization, and Structure

(See strategy S4-3 Planning with an Informal Outline and strategy S4-4 Informal Outlines of Various Lengths for more information on informal outlines.) 15. Assign students to pairs. Have students share their word cards and informal outlines with each other to check each other’s work. 16. Remind students that sorting and categorizing ideas is a good exercise for planning any informative/explanatory writing assignment. It also helps students review and understand discipline-specific vocabulary they encounter in their studies.

Differentiation: Sorting Topics, Ideas, and Details

To aid kinesthetic learners, recreate the Organization Game from Tool S4-2a and Tool S4-2b on small cards. Have groups of students agree on a set of topic, key/star ideas, and details, and then arrange themselves in order, holding the word cards, as if they are part of an informal outline.

Name: Tool S4-3a Planning for Informative/Explanatory S4-3 Planning with an Informal Outline Writing Informal Outline Title =

Topic = Objective CCSS ELA – • Students learn to visualize and plan the • organization of informative/explanatory W 6.2a-b, 6.2d, 6.4; S/L 6.1; L 6.3 – • text. In doing so, they are reminded W 7.2a-b, 7.2d, 7.4; S/L 7.1; L 7.3 • – that planning is an important step in the W 8.2a-b, 8.2d, 8.4; S/L 8.1; L 8.3 • • writing process. – • • – • Before Class • 1. Make display copies and student copies of Tool S4-3a and Tool S4-3b. Conclusion =

©2015 Voyager Sopris Learning, Inc. All rights reserved. Informative/Explanatory Writing: Stating the Facts Tool S4-3a 2. Permission is granted to reproduce this page for Step Up to Writing classroom use. Step Up to Writing • Grades 6–8 Have green, yellow, and red (or pink) highlighters available. Tool S4-3a During Class 3. Display Tool S4-3a. Remind students that good writing always starts with a plan. Planning is the key to writing success. An informal outline is an effective way to organize ideas before writing. (For more about the writing process, see strategy S2-3 The Writing Process.) 4. Use Tool S4-3a to introduce the parts of an informal outline. Point out the lines for Title and Topic at the top of the outline. Explain that key/star ideas are listed on the left. The elaboration (dashes and dots) is listed on the right. 5. Model the process for filling out an informal outline as follows: • Write the draft title related to the topic at the top of the page. Tell students that they can always change the title later. • Brainstorm aloud the key/star ideas or the important ideas about the topic.

272 Teacher Edition • Grades 6–8 10

SECTION INTRODUCTION 10 Writing in the Content Areas

Step Up to Writing in Content Areas Content-Area and ELA Teacher Partnerships Writing in the content areas is a win-win for both writing Content-area and ELA teachers can benefit skills and content-area learning. Using Step Up to Writing from close partnerships. ELA teachers can across disciplines will improve writing proficiency, test scores, identify Step Up to Writing Strategies and and also comprehension in the content areas, as students Tools that support content-area writing. encounter the same high expectations schoolwide. Writing Content-area teachers can share curricular text and topics to incorporate into ELA across the content areas has been shown to produce significant assignments. improvement in students’ writing abilities (van Allen, 1991) For proficient writers, Step Up to Writing and helps “students connect the dots in their knowledge” strategies also can be used to fulfill the (The National Commission on Writing, 2003). CCSS in Literacy in history/social studies, science, and technical subjects by Writing promotes learning and critical thinking in all focusing student practice on informative/ contexts. With the adoption of the Common Core State explanatory and argument writing using Standards for English Language Arts (CCSS ELA) has come discipline-specific topics. Students an increased emphasis on writing across all content areas. progress to incorporating narrative All teachers, not just those who teach ELA, have shared writing into informative/explanatory and argument writing in forms such responsibility for developing students’ literacy skills (CCSS as accounts of historical events or ELA, page 4). Schools must ensure that students read high- descriptions of technical processes. quality texts, synthesize information, and convey their These higher level standards assume understanding through informative/explanatory, argument, that students can address increasingly and narrative writing in content classes as well as in demanding content with more advanced writing skills. language arts. Teaching Writing in the Content Areas A common, valid concern that arises when implementing cross-content writing plans is a fear that content teachers must also teach writing conventions. This is not the case. Although writing conventions are important, the goal of writing across the curriculum is to use writing skills to learn content. Some content-area teachers assign complex writing assignments such as essays or research reports, but most content-area writing activities are short, informal writing tasks meant to help students review, synthesize, and apply their knowledge. The goal is to give students practice with the conventions, formats, and vocabulary of a specific discipline.

Teacher’s Guide • Grades 6–8 775 INTRODUCTION (continued) SECTION 10 Writing in the Content Areas

Quick Guides for Content-Area Writing The Quick Guides in this section As more demanding curriculum standards call for higher expectations for are also available online at all students, content-area teachers must reinforce higher-level thinking and www.stepuptowriting.com. communication skills. Step Up to Writing strategies help content-area teachers support students’ understanding and communication of content-area texts and topics through the practice of essential reading and writing skills. This section contains Quick Guides, or lists of Step Up to Writing strategies that can be used to develop writing skills in the content areas.

To select Step Up to Writing strategies to use in the content-area classroom: • Refer to the Quick Guides that follow. See the Core Strategies first for some useful strategies that can apply to all content areas, page 777. • Review the Quick Guides by content area: math, page 779, science, page 780, social studies, page 782, and ELA response to literature, page 784. • Consider the content-area tasks students must be able to perform, along with their ability levels and needs. • Also consider beginning with Section 1: Writing to Improve Reading Comprehension. The strategies in this section are easy to introduce and teach, and they focus on skills, such as responding to texts, summarizing, and note-taking. These skills improve comprehension, which in turn improves writing. These strategies can be taught in a short period of time by using content that students are learning. • Collaborate with ELA teachers to develop writing assignments. The ELA teacher can support content-area teachers in using the Step Up to Writing strategies.

For Step Up to Writing Teacher Resources, see www.stepuptowriting.com.

776 Teacher’s Guide • Grades 6–8 4th Edition Maureen Auman

Step Up to Writing offers educators explicit, systematic instruction for every aspect of writing. This flexible, strategy-based program has been completely revised and updated to meet the more rigorous writing standards students need to be college and career ready. Step Up To Writing 4th Edition, supports student mastery of: • Foundational writing skills, including crafting effective sentences and paragraphs and skillful use of standard English • The writing process—prewriting, planning, drafting, revising, editing, and proofreading • Informative/explanatory, argument, and narrative writing • Research skills to build and present knowledge • Strategic use of technology to locate information and publish work • Collaboration with peers in evaluating writing and working on writing projects

All new formal assessments challenge students to write in response to real- world texts and provide instructors with meaningful data that can help guide instruction. The easy-to-use data tracking and analysis tools save teachers time as they quickly identify areas of strength and weakness for individual students and entire classes.

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