Title: Parkview Students Write to the Top
1Parkview Students Write to the Top
- How can parents help their children along the way?
Presented to Parkview Parents on May 31st, 2007
2Why do we write?
- Famous author, Donald Murray says this
- I write to say who I am.
- I write to discover who I am.
- I write to create my life.
- I write to understand my life.
- I write to slay my dragons.
- I write to exercise my craft.
- I write to lose myself in my work.
- I write for revenge.
- I write to share.
- I write to testify.
- I write to avoid boredom.
- I write to celebrate.
- I write to surprise.
3Why do we ask our Parkview students to write?
- Helps student to learn and process content.
- Improves their reading.
- Develops an ability to put thoughts on
paper/computer (a future critical employment
criteria). - Michigan Department of Education mandates that
all students will write. - The National Commission on Writing has stated
that The correlation between career success and
writing proficiency is extremely strong.
Employers have told us that those who can write
well will advance in the workplace and those who
cannot write well will struggle to be promoted or
even retained.
4What does the Michigan Department of Education
require of writers?
- Kindergarten through 4th graders have specific
targets in the areas of - Genre or types of writing (personal narrative,
informational, poetry, etc.) - Writing process (prewriting, drafting, revising,
editing and publishing) - Style
- Grammar and usage
- Spelling
- Handwriting
- Writing Attitude
- For specific requirements by grade level go to
http//www.michigan.gov/documents/ELAGLCE_140483_7
.pdf
5How does the State of Michigan assess writing?
- Michigan Educational Assessment Program (MEAP)
- Three portions make up a writing score (15
points, which is expected to change) - 6 points for writing to a prompt, such as being a
good citizen (see the next page for a sample
prompts) - 4 points for writing a response to another
persons piece of writing (may be asked how to
make the writing better or what would be a good
title) - 5 multiple choice questions on spelling, grammar
and usage
6- Writing From Knowledge and Experience
- Write about the theme Being a good citizen.
- Lots of people are good citizens and show it in
different ways. A person can be a good citizen
by doing something for his/her school, town,
state or country. - Do ONLY ONE of the following
- tell about a time when you were a good citizen
- OR
- describe a time when someone else was a good
citizen - OR
- write about the theme in your own way.
- Use the checklist on the next page to help you
with your response. - Your response must be written on the two pieces
of lined paper provided.
7Parents, why do your kids write?
- To tell about something thats important to them.
- They are creating and they like to create.
- In the fall 98 our Parkview students told us
they saw themselves as writers. - Our students told us that 96 like to write.
- They are good at writing (84 of our students
agree with this statement). - They learn from each other (77 of our students
agree with this statement). - To be better writers.
8All writers go through stages of development
- In the same way people learn to talk, we learn to
write in a rather sequential way. - Experts all over the world have studied this
process of learning to write. - NCDS were using tool called a continuum created
by Bonnie Hill (next slide) to identify - What behaviors writers are demonstrating
- What behaviors we want our writers to be
demonstrating - Lessons to promote students writing development
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10Look at the power of instruction, time and a
clear direction! (Fall kindergarten writing
sample)
11Same kindergarten students Spring writing sample!
12Parents, understand that perhaps the way you were
taught to write is different than how we teach
writing today.
13Why the change?
- 30 years of research has taught us a great deal
about the BEST ways to teach writing!
14When I was a young writer
- Writing was
- Very difficult for me.
- For only the bright kids.
- Copying out of the encyclopedia.
- About having a key that opens the writing door
that only some kids get, and I didnt get one.
15Now we know
- ALL children can and should write.
- Most children have been writing long before they
reach kindergarten. We know that our youngest
writers make meaningful marks on paper. This
takes place in an order - Drawing
- Then Imitation writing
- Then more conventional messages that others can
understand
16When I was a young writer
- I wrote only when it was assigned.
- I wrote because my teacher told me to.
17Now we know
- Teachers must help students find real purposes to
write. - Children work hard to express themselves because
topics and their audience matters to them. - They like to write for each other and for you.
- They write to entertain and touch the readers
heart.
18When I was a young writer
- I knew only my teacher would read my writing.
- Id beg my parents for an idea to write about and
then write their ideas. - I hoped no one would ever see my writing (and no
one ever did). - I started every story with One day and ended
every story with and they lived happily ever
after.
19Now we know
- Students need to take ownership and
responsibility for their writing. - Writing is about making choices
- What should I write about?
- Why should I write this?
- With whom will I share my writing?
- Should I continue with a piece of writing or
start a new piece? - Should I write this as a letter? A story? A fact
book? - How should I start and end it?
20When I was a young writer
- If I wrote a story real neat and pretty Id get a
good grade (and many times I did).
21Now we know
- Effective writing programs involve the complete
writing process.
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23When I was a young writer
- My teacher gave us a due date.
- Maybe wed have class time to write.
- I didnt see anyone elses writing.
- I didnt talk with my teacher about my writing or
how to make it better. - I never saw my teachers writing.
24Now we know
- Teachers help students draft and revise by
-
- Using other writers writing to improve the
quality of student writing
- Teaching Mini-Lessons to the students
-
- Having student-teacher conferences
25Teachers help students draft and revise by
- Mini-lessons showing students what other writers
writing looks like, including - Their own writing (drafts and revisions)
- Students writing samples
- Published authors writing
26Teachers help students draft and revise by
- Mini-lessons teaching young writers craft
techniques, including - Details (snapshot, thoughtshot, dialogue, etc.)
- Ways to organize writing (circular story,
letters, Power Points, etc.) - Revision strategies (Green dot Red dot Revision)
- Editing strategies (circle all the words that
dont look right)
27Teachers help students draft and revise by
- Student-teacher writing conferences
- We sit side-by-side and talk about the writing
- We talk about what the student did well in the
writing - We talk about where the teacher is confused by or
wants to know more
28When I was a young writer
- I wrote by myself.
- I didnt share my writing with others.
- If I looked at someone elses writing, I thought
I was cheating.
29Now we know
- Students need real audiences and a supportive
classroom where writers learn from one another. - Publishing student writing is important. That
can be accomplished in wide variety of ways--by
making a book, a Power Point, school bake sale
and recycling signs, sending an email, and giving
writing as gifts to friends and relatives.
30Writing at homelets get specific.
- 68 of our students said they write at home.
- Lets raise that number to 100
- Heres your challengehelp your child publish a
book this summer!
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35Get the write tools for the job!
- Get your child a writers notebook
- This could be a a composition book (which I
prefer), a spiral notebook, or a bound one. - Have your child cover their book with words or
photos that matter to them and cover with clear
laminate. - Be sure to have lots of pencils and pens.
36Photo of my writers notebook
37Trying and Playing?Allow time for your child to
write
- At school we say Try-It
- Writers try different types of writing in their
writers notebooks - This could be fiction, memoir, nonfiction, or
poems - From a variety of topics that the child loves.
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39Finding an idea?Keep a list of possible writing
ideas
- In a small spiral or on a lined piece of paper
that stays on the refrigeration, make a list of
ideas for writing. - Add to the list as events happen in your family,
relatives, or that you see when youre places
together. - Small events are goodit doesnt have to be the
BEST DAY EVER!
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41Prewriting or planning (Creating a road map
before drafting)
- There is not one right way for a writer to
prewrite or plan a storythere are many ways,
including - Talking to you (rehearse the story)
- Making a quick plan (next slide)
- Creating a quick draw (following slide)--notice
this is not illustration we teach students to
use stick figures for this. - Tip Dont insist that kids write down a plan!
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45Drafting is like riding a bike down hill!
- Writers write fast (building fluency).
- Writers try not to stop.
- Have the quick plan or quick draw out so writer
doesnt get lost. - When drafting dont put the brakes on for things
like spelling or punctuation.
46Allow the writer to change his/her mind
- Many times a writer will change his/her mind
- Maybe the writing will take a turn that s/he
wasnt expecting (this is okay). - Maybe the writer isnt liking the piece of
writing and wants to abandon it (this is okay,
too). Be sure s/he doesnt throw the writing
away, because sometimes writers come back to
these pieces of writing later.
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48Revising is to revisit a piece of writing to make
it better
- To revise writers are asking themselves how can I
make my writing better? - (Revising is about content it is NOT editing)
- Heres one strategy we use
- Green Dot, Red Dot Revision (all PV students
1st-4th grade know this strategy)
(Revising is NOT editing)
49Green Dot, Red Dot Revision
- Green dot good or great part? helps story GO.
Always do green dots first. - 1. Writer finds green dots (or the good parts) in
his/her own writing first. Puts green dots on the
writing next to good parts. - 2. Child reads his/her writing to parent. Parent
listens for green dots in childs writing, and
tells the writer so the writer makes the green
dot on the paper.
50Heres what our Parkview writers say about Green
dots
- Green dots make me feel better about my
writing. 3rd grader - Green dots give you an idea for what to add into
another story. 4th grader - Green dots give you writers fuel so you just
want to keep writing more and more. 2nd grader - Green dots remind me that kids like my writing.
Parkview teacher
51Green Dot, Red Dot Revision
- Red dots where the writing STOPS
- Red dot confusing or the reader wants to know
more? these make the story STOP. - 1. Writer finds his/her own red dots.
- 2. Child reads writing to parent parent listens
for 2 or 3 red dots in childs writing. - 3. Parent explains why it made writing stop?
confusing or wants to know more.
52Green Dot, Red Dot Revision
- After youve marked the Green Dots and Red Dots,
the writer goes back and turns the red dots into
green dots. Heres how - 1. The writers find one red dot.
- 2. The writer writes more about that part so
its not confusing or to make it more interesting
for the reader - 3. Put a green dot right next to the red dotwe
say its a kind of writing trophy! - 4. Continue until all of the red dots are
changed to green!
53What our Parkview writers have to say about Red
Dots
- Mrs. Cooper, dont worry that you have red dots.
Everyone has red dots, and you can turn your red
dots to green dots. 1st grader - Red dots are where you make your writing
better. 4th grader - When I add more details to my writing it makes
me a better writer. 3rd grader - I know kids are going to like my writing better
when I change my red dots to green dots! 2nd
grader
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57Editing?fix-up the GUMS(grammar, usage,
mechanics and spelling)
- Experts in writing tell us that the sole purpose
for editing is to get a piece of writing ready
for publication. - So if this piece of writing is not going to be
read by anyone else dont edit it. - If your young writer wants to publish his/her
writing then it needs editing.
58Editing?fix-up the GUMS(grammar, usage,
mechanics and spelling)
- To edit have your child make sure
- Does each sentence have ending punctuation?
- Does each sentence begin with a capital letter?
- They circled each word that looked wrong.
- If your child is second grade or beyond, have
your child use a dictionary to correct 5-10 words
59Editing?fix-up the GUMS(grammar, usage,
mechanics and spelling)
- When your child has done his/her editing, then
you can ask permission to help make it book
spelling and its ready to be read by others. - Then you fix the rest of the editing not the
content of the writing, just the edits.
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61Publishing and Sharing
- The thing thats so hard about sharing your
writing is that you are sharing a part of your
heart. A student - Keep this in mind every time you work with your
young writer!
62Publishing and Sharing
- There are hundreds of ways for kids to publish
and share their writing! - Here are a few ideas
- -make a book--call 800-255-9228 or
www.barebooks.com - -send a piece of writing electronically to a
relative - -type a piece of writing and hang it on
refrigerator - -make a newspaper for the neighborhood
- -bring a bunch of his/her friends together
lemonade and a writing celebration - -video tape the child reading the piece of
writing and send it to a friend or relative - -download Audacity (free software) on your
computer, have your child read his/her writing
into the computer, and play it for others or send
it others - -send it to a magazine
- MOST IMPORTANT TIP
- Make sure your young writer gets positive and
specific feedback for their hard and heart work!
63What makes strong writing?
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67Parkview and NCSDs Writing Strengths
- In general, our students tend to do well in the
areas of - Organization (writing is in logical sequence and
has a clear beginning, middle and end) - Focus (stays on one topic)
68Parkview and NCSDs Writing Areas of Need
- In general, our students need the most work in
the area of - Content development or details (see the next
three slides) - Other areas of need include
- Style and voice (makes the writing interesting
and come to life) - Conventions or GUMS (grammar, usage, mechanics
and spelling)
69Here are the terms we use when we talk about
DETAILS and we hope youll use them, too.
dialogue
Explode the Moment
snapshot
Show not Tell
Onomatopoeia
thoughtshot
3 or 4 events
70 71 72When you read books with your child, read like
writers and notice what writers do!
- The bracelet
- Written by Yoshiko Uchida
- Emi didnt want her big sister to see her cry.
She wiped the tears away quickly, but couldnt
wipe away the sadness inside. - Its almost time to go, her mother called.
- And Emi knew they would have to leave their
home soon. - She looked around the room. It was empty now
as the rest of the house. Like a gift box with
no gift insidefilled with a lot of nothing. - Emi closed her eyes and tried to remember how
it had looked. Flowered chintz curtains at the
window, her clothes scattered everywhere, her
favorite rag doll and teddy bear sitting on the
chest. - She could even remember how the whole house
looked if she closed her eyes and kept pictures
of it inside her head.
Title not capitalized
Simile
Dialogue
Snapshot
73Make literacy (reading and writing) regular and
predictable at home.
- BEST TIPS
- Have a writing area with paper, writing utensils
and a flat surface (in the car, too!) - Have plenty of books (at home and in the car)
- Create regular times or days for writing and
reading. - Keep going on BEAR Club Reading!
- Be sure to have fun!
74Take the Parkview Summer Writing Challenge!
- Our challenge to each family is that 100 of our
students will publish their own book this summer!
- How?
- -Parents purchase a bare book (hard cover with
blank pages) for each child (1.50 each). - -Young writers go through the writing process
with at least one piece of writing. - -Child writes his/her favorite writing into the
bare book. - -Return the book to school by Thursday, Aug.
30th for our Writers Celebration!
75Want a suggested time-line? Here you go
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77- Keep asking questions here at school. Tell us
how we can help you! - The more you know, the more you can help your
child as a writer.
78- The research information for this Power Point
presentation came from the book entitled, BEST
PRACTICE New Standards for Teaching and Learning
in Americas Schools by H. Daniels, A. Hyde and
S. Zemelman.
79On behalf of all of the young writers at Parkview
and the teachers, thank you for being here
tonight!Happy Writing!