1. Step Up to Writing program provides effective, multisensory writing strategies to
improve students’ overall literacy skills. This flexible, strategy-based program connects
reading and writing to build a common language of literacy and increase proficiency
across grade levels and content areas. T
Extensive modeling, guided practice, and independent practice improve student writing,
reading comprehension, vocabulary, note-taking, and critical-thinking skills. Students
learn to read, write, listen, speak, and view with skill and confidence.
Because these critical 21st century literacy skills are also reflected in the Alabama
English Language Arts Standards, the Step Up to Writing program is a natural fit for
improving overall K-12 student literacy.
When reading and using this document, please note that this document refers specifically
to the Grade 3 Benchmarks and that key words, phrases, and concepts have been
intentionally bolded to show the correlation between Step Up and Alabama’s English
Language Arts Standards. Step Up Section references refer to the 3rd edition (2008); the
program also applies to the content, tools, and strategies found in the 1st and 2nd
editions.
Grade 3 Reading Standards & Benchmarks
Standard/Benchmarks 1: Apply advanced phonetic analysis to multiple-syllable words,
including consonants, short vowels, blends, long vowel markers, and r-controlled vowels.
Step Up to Writing
Students are given a variety of active reading strategies (opportunities to apply phonetic
analysis) to better comprehend all texts, both fiction and non-fiction, written and visual.
From recognizing text structures and features to marking and annotating a text, students
are equipped with multisensory literacy strategies for analyzing and evaluating texts,
making inferences, drawing conclusions and synthesizing information. Teachers are
provided with examples to model with their students and guided lessons to incorporate
into all subject areas, not just English/language arts, to aid students identifying main
ideas and support details and making textual connections.
For example:
♣
Section 1: Writing to improve reading and listening comprehension (Making connections
between the reading and self/text/world; marking and highlighting the text; taking
effective notes; making inferences and analyzing the text; paraphrasing, retelling and
summarizing content; recognizing varying text structures; asking and answering
questions)
♣
Section 2: Vocabulary (Developing a strong vocabulary across content areas;
homophones and homonyms)
♣
Section 3: Sentence mastery (Identifying parts of speech; playing with language;
analyzing sentence structures; writing with a variety of sentences)
Page 2 of 10
Standard/Benchmarks 2: Demonstrate reading vocabulary knowledge of compound
words.
In order to meet this standard, students will/are
♣
2. Using structural analysis to develop meaning (Examples: prefixes, suffixes, root words)
♣
Drawing semantic maps
♣
Recognizing new synonyms and antonyms
♣
Spelling correctly compound words, phonetically regular words, contractions, and
possessives, including using dictionary to check spelling
Step Up to Writing
Vocabulary development is a critical component of the Step Up to Writing program.
Students are given a multitude of strategies to learn, comprehend, and use new
vocabulary words. The activities are not simply used in English/language arts, but
encourage vocabulary development within specific content areas. Teachers model various
strategies such as analyzing word/sentence structures, creating concept maps to extend
understanding of a word, and creating meaningful sentences that demonstrate
understanding of a word’s definition and usage. Writing assignments – both
informational/expository and narrative – challenge students to use new vocabulary words
appropriately in the context of their own writing; scoring guides and other assessment
tools give feedback to the students about their progress.
For example:
♣
Section 1: Writing to improve reading and listening comprehension (Using active reading
strategies for responding to the text; making connections between the text and the
self/other texts/world; marking the text; taking effective notes; analyzing the text and
making inferences; paraphrasing, retelling and summarizing; asking and answering
questions)
♣
Section 2: Vocabulary (Mastering vocabulary; teaching tips for reading dictionary
definitions, breaking down definitions, using correct pronunciation, developing concept
maps, creating meaningful vocabulary sentences with context; using vocabulary note
cards to develop definition/synonyms/antonyms/part of speech, categorizing vocabulary
words and content-specific terminology, understanding
homonyms/homophones/homographs, and developing subject-specific vocabulary)
♣
Section 3: Sentence mastery (Identifying parts of speech; playing with language;
analyzing sentence structures; writing with a variety of sentences)
♣
Section 4-7 (Recognizing and working with two kinds of writing:
expository/informational and narrative; defining fiction, non-fiction, prose, poetry,
explain, and entertain; understanding story structure and terminology; considering
audience, purpose, and message in word choice)
♣
Section 9: Specific writing assignments (Array of writing/speaking forms and genres
including persuasive, compare/contrast, cause/effect, poetry, dramatic skit, descriptive,
and more)
♣
4. For example:
♣
Section 1: Writing to improve reading and listening comprehension (Various strategies
for making connections between the message and the self/other texts/world; taking
effective reading and research notes; making inferences and analyzing the text;
paraphrasing, retelling and summarizing main ideas and details; asking and answering
questions; recognizing text structures; using informal outlines)
♣
Section 2: Vocabulary (Developing a strong vocabulary across content areas)
♣
Sections 4-5 (Recognizing and working with two kinds of writing:
expository/informational and narrative; defining fiction, non-fiction, prose, poetry,
explain, and entertain; creating informal outlines)
♣
Sections 6-7 (Understanding story structure and terms; recognizing narrative patterns;
quick sketches; story maps)
♣
Section 8: Speeches (Asking and answering questions; developing good listening skills;
participating in one-on-one and large group discussions)
♣
Section 9: Specific writing assignments (Array of non-fiction and informational forms
including persuasive writing; supporting opinion with fact; compare/contrast;
cause/effect; technical writing; science reports; writing in math)
Standard/Benchmarks 4: Use a wide range of strategies and skills, including retelling
information, using context clues, and making inferences to identify main idea, to
comprehend third-grade informational and functional reading materials.
In order to meet this standard, students will/are
♣
Using sentence structure to assist in comprehension
♣
Distinguishing main idea from details
♣
Summarizing passages to demonstrate understanding
♣
Utilizing text features to gain meaning (Examples: titles, headings, glossary, boldface,
index, table of contents, maps, charts, tables)
♣
Using vocabulary knowledge to enhance comprehension
♣
Using self-monitoring for text understanding
♣
Following simple written directions
♣
Ordering by importance or chronology
Step Up to Writing
Students are given a variety of active reading strategies to better comprehend all texts,
7. Section 2: Vocabulary (Developing a strong vocabulary across content areas; using
appropriate vocabulary for defined purposes in specific subject-areas)
♣
Section 3: Sentence mastery (Writing better sentences; varying sentence structures;
recognizing parts of speech; playing with language; considering audience, purpose, and
message)
♣
Sections 4-7 (Understanding and recognizing two kinds of writing: expository and
narrative structures; understanding terminology such as fiction, nonfiction, prose, poetry,
explain, and entertain; working with expository/informational texts, stories, personal
narratives, and other forms)
♣
Section 9: Specific writing assignments (Array of text forms and genres including
persuasive, compare/contrast, cause/effect, poetry, dramatic skit, descriptive, technical
writing, and more)
Standard/Benchmarks 7: Compare fictional characters and events to real-life experiences.
(Example: relating hardships faced by early settlers in literature to hardships faced by
families today)
Step Up to Writing
Reading and writing are interdependent literacy skills. As students improve in one area,
they will also see improvement in other areas. In Step Up to Writing, teachers can model
various reading and writing strategies and use guided lessons to help students
successfully work with texts and writing assignments that challenge their abilities and
push them to a higher level. Students are given ample opportunities to independently
practice active reading skills and respond to what they read in different formats by
drawing connections between the text and themselves, the text and the world around
them, and the text and their prior knowledge and experiences.
For example:
♣
Section 1: Writing to improve reading and listening comprehension (Making connections
between the reading and self/text/world; taking effective notes; making inferences and
analyzing the text; paraphrasing, retelling and summarizing content; recognizing varying
text structures; asking and answering questions)
♣
Sections 4-7 (Understanding and recognizing two kinds of writing: expository and
narrative structures; understanding terminology such as fiction, nonfiction, prose, poetry,
explain, and entertain; working with expository/informational texts, stories, personal
narratives, and other forms)
♣
Section 9: Specific writing assignments (Array of text forms and genres including
persuasive, compare/contrast, cause/effect, poetry, dramatic skit, descriptive, technical
writing, and more)
Standard/Benchmarks 8: Use text features to guide interpretation of expository texts,
including italics, headings, maps, and charts. (Examples: social studies--locating physical
features on a map; science--interpreting weather data from charts and tables)
In order to meet this standard, students will/are
10. ♣
Section 1: Writing to improve reading and listening comprehension (Learning to
summarize; create useable and accurate notes; write and answer questions; respond to
text; mastering short responses – writing for clarity and accuracy)
♣
Section 2: Vocabulary (Developing a strong vocabulary across content areas; considering
audience, purpose, and message in word choice)
♣
Section 3: Sentence mastery (Writing better sentences; varying sentence structures;
recognizing parts of speech; playing with language; considering audience, purpose, and
message)
♣
Sections 4 and 5: Expository paragraph, report, and essay writing (Writing for a variety
of purposes; writing in first, second, and third person; writing for a specific audience)
♣
Sections 6 and 7: Story and personal narratives (Writing to entertain, to share a message,
and/or to create visual images; writing to share an experience)
♣
Section 9: Specific writing assignments (Writing in numerous formats – Examples:
writing from a different point of view, writing letters, writing a skit, personal writing,
writing to persuade, convince, or inspire, writing to inform, business writing, personal
writing)
A sampling of writing assignments includes:
♣
Exposition: Sections 1, 2, 3, 4, 5, 8, 9, and 10
♣
Literary analysis: Sections 1, 4, 5, 8, 9, and 10
♣
Narrative account or procedure: Sections 1, 4, 6, 7, 8, 9, and 10
♣
Persuasive essay: Sections 4, 5, 8, and 9
♣
Reflective essay: Sections 1, 4, 5, 6, 8, 9
♣
Technical/business writing: Sections 4, 5, 8, and 9
♣
Informative writing: Sections 1, 3, 4, 5, 8, 9, and 10
Standard/Benchmarks 10: Apply mechanics in writing, including capitalization of proper
nouns and titles of people and appropriate end marks, abbreviations, and commas with
dates.
In order to meet this standard, students will/are
♣
Identifying friendly letter parts and related punctuation marks
♣
Using apostrophes with contractions and possessives
12. ♣
Demonstrating use of forms of adjectives in writing
Step Up to Writing
Students are empowered to develop a repertoire of appropriate writing styles and to
complete final drafts that are free of mistakes and follow the established writing
conventions. As a result, students develop the ability to edit and proofread their own and
others’ writing for usage, punctuation, spelling, syntax, and style. Students are taught to
present writing that effectively conveys a message to their audience for a specific
purpose.
For example:
♣
Section 2: Vocabulary (Developing a strong vocabulary across content areas; considering
audience, purpose, and message in word choice)
♣
Section 3: Sentence mastery (Writing better sentences; varying sentence structures;
recognizing parts of speech; playing with language; considering audience, purpose, and
message)
♣
Sections 4-7 (Writing in 1st, 2nd and 3rd person; planning and organizing for a specific
text structure; creating a thesis statement; writing an effective lead; using appropriate
transitions; choosing and elaborating on main ideas, reasons, and facts; writing a
successful conclusion or ending)
♣
Section 9: Specific writing assignments (Array of writing forms and genres including
persuasive, compare/contrast, cause/effect, poetry, dramatic skit, descriptive, and more)
♣
Section 10: Assessment and high standards (Adhering to the “neat paper” rules; printing
and cursive writing; editing with CUPS – capitalization, usage, punctuation, and spelling;
quick checks for self-evaluation; implementing scoring guides; monitoring student
progress)
Standard/Benchmarks 12: Demonstrate retrieval skills needed to research a topic.
In order to meet this standard, students will/are
♣
Formulating questions based on a topic
♣
Using appropriate reference materials (Examples: dictionaries, atlases, almanacs,
thesauruses, technology resources, news and feature articles)
♣
Evaluating relevant information gained through research
♣
Recognizing text features, including italics, captions, sidebars, photographs, and
illustrations
Step Up to Writing
Students learn a number of important skills that prepare them for short and longer
research assignments. Students master skills such as taking notes, making outlines,
generating questions, and creating thesis statements and topic sentences that make
15. and answering questions; improving impromptu speaking, informational and how-to
speeches, and persuasive speeches; focusing on your audience; delivering oral book
reports; developing good listening skills; participating in a discussion)
♣
Section 9: Specific writing assignments (Variety of writing/speaking forms including
persuasive, compare/contrast, cause/effect, poetry, dramatic skit, personal narrative, and
more)
♣
Section 10: Assessment and high standards (Using self-evaluation quick checks for eye
contact, articulation and voice in speeches; participating in effective peer review;
recording and monitoring own progress)
References
Auman, Maureen. Step Up to Writing. 3rd ed. Boston: Sopris West Educational Services,
2008.
“English Language Arts Standards.” Alabama Leaning Exchange. Alabama Department
of Education. 2007.
19 Aug 2008.
http://ghucynanindah.blogspot.com/2009/07/2008-maureen-auman-read-write.html