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After several years working as a Literacy Coordinator for my old school division and MANY years striving to be a published author myself, here a few tips I'd like to recommend to parents for supporting your child as a writer:
When students write stories, it's okay for them to have a "work in progress" for several days. From brainstorming, to drafting, revising and editing-writing a story is a complicated process! It takes time!
Allow students to take time to add details, go back to change words, or thoughts, and once they are finally happy with the ideas they've presented, and the order they've presented them in THEN have them edit their spelling and grammar. (If you "correct" them too soon, it can constrain creativity and cause students to lose confidence. Let them "get their thoughts out" and then go back to check them over)
If they need a break from writing, allow them to take one. Yes, expect them to go back to it, but know that sometimes a break to snack, eat, or play, allows them to digest what they've written and consider more possibilities for what to add later.
Encourage! Your children all have amazing ideas. They are good writers already. Let them explore and practice, but most of all, let them have fun.
Sincerely,
Mrs. MacDonald
INTRODUCTION TO WRITING IMAGINATIVE STORIES
INTRODUCTION TO WRITING IMAGINATIVE STORIES
We've written lots of imaginative stories in class this year.
However, this video is a good review for students. It will help them to think about their writing in new ways, or remind them of things they already know.
Copy of HelpIFeelStuckWhatCanIWriteAboutPosters.pdfConsider watching some of the videos linked on my "Literacy Links" page. Specifically the "Writer's Speak to Kids" or the Mo Willems videos about where authors get their ideas.
This is the story organizer our class has been using all year. 2 printed copies have been provided to you and students are VERY familiar with how to plan a story. In the future, you can recreate this type of writing organizer with paper, ruler and pencil yourself.
This may take more than one day of writing time to complete.
Please do not expect your child to work on writing for more than 20 minutes a day. It is a very demanding task.
Let them draw pictures to get their ideas down (encourage LOTS of details in drawings. The more details they draw the more details they will write)
Then, they can add a sentence to each box.
This will be the "skeleton" of their story. When they write the story on paper they can add more details between each sentence.
Copy of leads-in-narrative-writing.doc.pdfCreating an effective beginning to a story is a skill that takes a LOT of practice.
The best way to learn is by seeing what other authors have done.
Sample activity you can do with your child:
Dig out LOTS of picture books.
On a paper or on post-it notes, write down the first sentence or two from each picture book.
Compare with your child, what is the same, or different about each beginning? Which did they like best? How could they start their own story in a similar way?
For their own story, brainstorm 5 different ways the story could start. Then, have your child choose the one they like best.
Copy of 20WaysToAddDetails.pdfThe more details a story has, the better picture it will create in the reader's mind. The point of a story is to take the ideas you have in your imagination, and to write them down with as much detail as possible for the reader. Encourage your child to ALWAYS think about their audience (not just you, or the teacher, but who ELSE could read this story if it was published?)
The printable beside the video above has lots of suggestions for how your child can add details to their story. Don't feel that they need to do ALL OF THESE THINGS for each story. Instead, choose just ONE of those strategies to practice for a story.
Then, write another story. Choose another way to add details.
Then, write another story...writing is like anything else. The more you practice, the better you get!
Copy of Tying Beginnings to Endings.pdfHave you ever read any of these books with your kids?
If You Give A Mouse A Cookie (on YouTube)
Did you notice that the beginning and ending were the same? This is called a circular story (because it circles around to the same way it started)
Creating a circular story (maybe not with the EXACT same words as the lead and conclusion, but with SIMILAR types of sentences or ideas) is an effective technique for concluding a story that many authors use.
How could your child tie the ending of their story back to the beginning? Did they use an onomatopoeia to start their story? Could they try that at the end as well?
Did you know that REVISING and EDITING are two completely different skills?
Revising makes the story SOUND BETTER. The student can add details, descriptive words, change the order of ideas and many other things to improve the way the story sounds. This may be a messy process as they insert new words or ideas onto the page.
THEY SHOULD NOT FULLY RE-WRITE THE STORY TO FIT EACH NEW IDEA IN! Can you imagine how much time that would take? NO! Instead, let them squish words in, scribble ideas they don't like anymore out, erase things, or even cut the paper apart to insert a new thought.
This is OKAY! Revising should be messy. But when it's done, the story will be better.
NOW, your child should edit. Now that all the words and phrases they like are in the right place.
ONLY NOW, should they check for spelling and punctuation. You can help them with this. They may need help. That's okay. They are learning and improving.
Below are some resources to help you with this. Once both of the processes are done, have your child write a final copy (on the computer, or on paper). This "published" copy should be polished with neatest printing.
How can your child fit new ideas in without having to re-write the story each time? Click on the document above for ideas!
Here are some more questions you can ask your child as they revise. Each relates to a component of what I look for when marking stories.
Copy of Focused_Edit_SAMPLE_Smekens_R.pdfSometimes, when we tell students to check spelling and punctuation they aren't sure what to look for. Consider using EACH of these colors as ONE thing to focus on when looking at their story. They can use colored pencils to correct errors if that helps them to focus more.
You did it! Your child wrote a story!
Take a picture of each page of your child's story and email it to me!
Take a picture of each page of your child's story and email it to me!
I can't wait to read it!
I can't wait to read it!
Now...
Go write another one. You can do it! With practice, you improve!
Opinion/Persuasive Writing
Opinion/Persuasive Writing
For the Week of April 6-9
For the Week of April 6-9
What is opinion writing?
What is opinion writing?
We've also done some opinion writing in class. This week's assignments shouldn't be anything TOO new for students-but are also good practice to develop their writing skills.
The more we revisit certain types of writing, the more students are able to practice what they have learned. This is why every year we write many stories, letters, opinion pieces, reports and poems. "Practice makes perfect" as they say!
Previous Experience with this Type of Writing:
Previous Experience with this Type of Writing:
We first did opinion writing around Halloween about what each student would want from a book I have called the Witches Catalog.
Then, we did opinion writing about whether each student would like to celebrate Christmas in a wintery location or a tropical location.
Finally, we did opinion writing about the type of super-power each student would like to have as we read Almost Super.
Now, students will use the same opinion writing organizer each day this week (linked below) and they will choose their topics from the "Would You Rather" page of prompts. The persuasive writing posters can also be accessed for reminders as students work on their writing.
PersuasiveWritingPosters (2).pdfPosters about persuasive writing as reminders!
WouldYouRatherSpringandEasterFREE.pdfChoose 1 topic from this document for each day this week (April 6-9)
Persuasivewritingorganizer (1) (3).pdfFill in this organizer each day this week (April 6-9)
National Poetry Month: Haiku
National Poetry Month: Haiku
For the Week of April 20-24
For the Week of April 20-24
Haiku Poems
Haiku Poems
When you are writing haiku, traditionally you count the syllables.
If this is TOO TOUGH, that's okay! Poetry is meant to be fun!
Here is what you can do instead: instead of counting syllables, just count words. (5 words, 7 words, 5 words)
Bob Raczka: Guyku
Bob Raczka: Guyku
Guyku is a book by author Bob Raczka
While you can't read his whole book, you CAN visit his website (click on the picture of his book) and read samples of his poems.
There are also instructions and samples of how to write Haiku poems on his website!
how_to_guyku.pdfHow to Guyku
(brief instructions)
how_to_write_haiku.pdfHow to Write a Haiku
(More detailed instructions with examples)
baseball_guyku_sample.pdfBaseball Guyku
(Example on Student Template)
howtoguyku_template.pdfStudent Template
(Use this to create your own POEM!)
Report (Informational) Writing
Report (Informational) Writing
For the Weeks of (April 27-May 1) AND (May 4-8)
For the Weeks of (April 27-May 1) AND (May 4-8)
What is informational writing?
How to choose your topic?
You are going to choose your topic based on the books you are reading on RAZ-Kids this week.
Informational Writing (1).pdfWriting about reading:
This is where you will record the facts you have learned from your reading this week.
This is your research and will be important for writing your report next week.
Report Writing (continued)
Report Writing (continued)
For the Week of (May 4-8)
For the Week of (May 4-8)
Writing Paragraphs
Writing Paragraphs
Here is the procedure for students to write 3 informational paragraphs, using the facts they learned while reading last week.
They start by writing their 3 facts, then add an introductory sentence and a concluding sentence to their paragraphs.
Students should write one paragraph each day (Monday, Tuesday and Wednesday).
Introduction for your report:
Introduction for your report:
Now that you've written your three main paragraphs all about what you've read, you need to write an introductory paragraph about your BIG TOPIC (remember the section on RAZ-Kids that you chose? That's your BIG TOPIC)
Write an introduction paragraph to "HOOK" the reader as described in the video. This tells about your big topic and lets the reader know what the rest of your report will be about.
Writing a Closing
Writing a Closing
Now that you've finished you whole report, you need to write a closing!
This helps wrap up your book and reminds the reader what they've learned from your writing.
Descriptive Writing: Word Choice
Descriptive Writing: Word Choice
For the week of (May 11-14)
For the week of (May 11-14)
What are adjectives and how do they improve our writing?
Adjective Stories.pdfMonday
Monday
Practice using adjectives to create a silly story.
Draw a picture of your silly story. Remember, adjectives make you PICTURE the story in your mind.
Silly Summer Vacation.pdfTuesday
Tuesday
Practice using adjectives to create another silly story.
Share your story with someone at home, or try creating a silly story together!
Adjectives and Setting
Adjectives and Setting
How do ADJECTIVES help to DESCRIBE the setting of a story? Watch this video to find out!
Describing Setting (1).pdfPractice: Wednesday
Practice: Wednesday
Can you use adjectives to describe a SETTING? Let's practice brainstorming adjectives for a setting and then writing sentences USING those adjectives.
Adjectives and Character
Adjectives and Character
How do ADJECTIVES help DESCRIBE the character of a story? Watch this video to find out.
Describing Character.pdfPractice: Thursday
Practice: Thursday
Can you use adjectives to describe a SETTING? Let's practice brainstorming adjectives for a setting and then writing sentences USING those adjectives.
Word Choice: Verbs and Nouns
Word Choice: Verbs and Nouns
For the week of (May 19-22)
For the week of (May 19-22)
What is a noun?
noun_poster and look and find.pdfNoun: Seek and Find Poster (OPTIONAL)
noun_color.pdfNoun Coloring Page (OPTIONAL)
Nouns Silly Story.pdfNouns Silly Story
What are action verbs?
Skip Ahead to 2:37 to skip intro
Action Verb Charades.pdfCharades (OPTIONAL)
Verbs Silly Story.pdfVerb Silly Story
Noun and Verb Sort.pdfThursday
NounVerbandAdjectiveSort.pdfFriday
MysteryMadLib.pdfFriday
Diamante Poetry
Diamante Poetry
For the week of (May 25-29)
For the week of (May 25-29)
How to write Diamante Poems
How to write Diamante Poems
Now that you know LOTS about nouns, verbs and adjectives, you're going to use what you know to write these Diamante poems.
Diamante poems are shape poems in the shape of a diamond. The template will help you write your own!
Watch the video to hear a couple of my own examples and then go give it a try!
Diamante Poetry.pdfONLY PRINT Pages 6-11
ONLY PRINT Pages 6-11
Concrete (Shape) Poetry
Concrete (Shape) Poetry
For the week of (June 1-5)
For the week of (June 1-5)
What is a concrete poem?
My instructions for the week!
Online Poem Writing Tool
Concrete Shape Poems-Writing.pdfPaper Poetry Templates
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