Parkview Students Write to the Top

1
Parkview Students Write to the Top

• How can parents help their children along the way?

Presented to Parkview Parents on May 31st, 2007
2
Why 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.

3
Why 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.

4
What 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

5
How 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.

7
Parents, 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.

8
All 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

9
(No Transcript)
10
Look at the power of instruction, time and a
clear direction! (Fall kindergarten writing
sample)
11
Same kindergarten students Spring writing sample!
12
Parents, understand that perhaps the way you were
taught to write is different than how we teach
writing today.
13
Why the change?

• 30 years of research has taught us a great deal
  about the BEST ways to teach writing!

14
When 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.

15
Now 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

16
When I was a young writer

• I wrote only when it was assigned.
• I wrote because my teacher told me to.

17
Now 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.

18
When 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.

19
Now 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?

20
When I was a young writer

• If I wrote a story real neat and pretty Id get a
  good grade (and many times I did).

21
Now we know

• Effective writing programs involve the complete
  writing process.

22
(No Transcript)
23
When 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.

24
Now 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

25
Teachers 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

26
Teachers 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)

27
Teachers 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

28
When 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.

29
Now 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.

30
Writing 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!

31
(No Transcript)
32
(No Transcript)
33
(No Transcript)
34
(No Transcript)
35
Get 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.

36
Photo of my writers notebook
37
Trying 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.

38
(No Transcript)
39
Finding 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!

40
(No Transcript)
41
Prewriting 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!

42
(No Transcript)
43
(No Transcript)
44
(No Transcript)
45
Drafting 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.

46
Allow 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.

47
(No Transcript)
48
Revising 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)
49
Green 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.

50
Heres 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

51
Green 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.

52
Green 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!

53
What 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

54
(No Transcript)
55
(No Transcript)
56
(No Transcript)
57
Editing?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.

58
Editing?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

59
Editing?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.

60
(No Transcript)
61
Publishing 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!

62
Publishing 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!

63
What makes strong writing?
64

• Add writing sample

65
(No Transcript)
66
(No Transcript)
67
Parkview 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)

68
Parkview 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)

69
Here 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

• Add in detail sheet

71

• Add in detail sheet

72
When 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
73
Make 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!

74
Take 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!

75
Want a suggested time-line? Here you go
76
(No Transcript)
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.

79
On behalf of all of the young writers at Parkview
and the teachers, thank you for being here
tonight!Happy Writing!