Writing is a critical skill in all content areas. Expository writing—sharing information, persuading others, describing events, summarizing—makes up the majority of the writing we do, yet providing clear instruction to students has long been a challenge. Research shows that the greatest gains in writing come about through guided instruction in specific strategies (not isolated skills) followed by the opportunity to practice those strategies.

Step Up To Writing® provides strategies to guide students in organizing their thoughts, connecting key ideas, writing topic sentences, developing supporting details, writing conclusions, constructing multi-paragraph essays, and more. It provides students with specific language to discuss and improve their own writing. It provides both students and teachers with rubrics to analyze writing for assessment as well as instructional purposes. Through active reading, students begin the process of identifying and developing strategies that will increase their confidence and skills in writing.

Participants will have the opportunity to:

• Identify two types of writing

• Investigate strategies for active reading, including two column notes and vocabulary study

• Generate informal outlines

• Participate in the development of accordion paragraphs, including organization, topic sentences, transitions, the E's (examples, evidence, and explanations), and conclusions

• Review activities for student practice

• Relate writing strategies to multiple content areas

Based on the National Council of Teachers of Mathematics (NCTM) recommendations, the seminar provides math educators in elementary and middle schools with a practical framework for implementing each of these components.

Jim Casey is a classroom teacher with a love of learning. Beginning his career teaching 7th and 8th grade, Jim now teaches 6th grade. In addition to his classroom duties, Jim is the math coach at his site and is a member of a joint genre study project between the Writing Project and the California Reading and Literature Project through UC Berkeley and Dr. P. David Pearson. He has also worked as an independent consultant focusing on the implementation of student centered learning.

Linda Gonzales is currently the math coordinator in Calaveras Unified. She provides staff development and coaching throughout her district. With over 25 years as a classroom teacher, Linda has taught K-6. In addition to teaching, she has worked as a consultant throughout the United States. Working first with the High/Scope Educational Foundation, Linda became an independent consultant assisting schools in implementation of student centered learning. Her areas of expertise include effective teaching strategies, differentiated instruction, standards and assessment.

Linda Toren is a classroom teacher with extensive experience as a staff developer for Calaveras Unified, the California Reading and Literature Project and Reading RESULTS, as well as consulting work through the BIA (Bureau of Indian Affairs) in the Southwest. Linda has been a part time faculty member through CSU Stanislaus with a focus on reading methods. She is currently a full time classroom teacher and member of a joint genre study project between the Writing Project and the California Reading and Literature Project through UC Berkeley and Dr. P. David Pearson.