Mrs. Laurich, Glenknoll Elem.
Step Up to Writing provides strategies throughout the day for all kinds of assignments and across all content areas. They learn to visualize each academic task through multisensory instruction, such as color-coding the parts of a paragraph or report or using paper folds to visually separate information on a page. Complex tasks are broken into small, easy steps that are learned individually and then put together. Students follow eight steps that guide them from brainstorming and planning to creating a final, polished composition. They learn how to follow the process when time is limited an how to use longer periods of time to create their very best work. The focus of these approaches is to promote the goal of all good writing and also one of our school focus goals: clear communication.
1. Writing to Improve Reading and Listening Comprehension
3. Sentence Mastery
4. Information/Expository Paragraphs
5. Accordian Essays and Reports
6. Story and Narrative Writing
7. Personal Narratives
9. Specific Writing Assignments
10. Student Self-Assessment and High Standards
Personal Narrative writing is tested in 4th grade and results reported by the State of Nebraska. A narrative is a story that is created in a constructive format that describes a sequence of events. Students develop characters, provide vivid descriptions using strong word choice, including sensory imagery, similes, metaphors, alliteration, and other figurative language.
Step-Up-To-Writing: This program has been adopted to improve the writing skills of all students—regardless of ability level. The following has been designed to help parents and students succeed using the Step Up To Writing Program.
Students will become familiar with the 3 main steps in writing by relating them to colors-- green, yellow and red.
Topic Sentence: The main topic of the paragraph is stated.
Reason/Detail/Fact: Give the reader a main reason, detail or fact that relates to and supports the topic sentence.
Use transitions (First of all..., Secondly.., Another.., The reason I think this..) to start these sentences.
Explain: Give an example for the statement made in the reason/detail/fact sentence.
Concluding Sentence: The topic is restated to remind the reader what the paragraph was about.
After I tried out for band, I learned that there were several things I needed to do for a good performance. The most important thing is to practice. Practicing my drums allows me to be a better player. Becoming a better player makes it easier for me to be in front of people on stage. Clearly, what I have experienced by being in band has helped me to grow and be a better musician.