You are invited to join us in…
Enhancing Writing with Technology
Start by clicking on the link below. If you
are unsure on how to access this
resource, please ask a workshop leader.
If you
scroll all the way down to the bottom you can find
the wolf’s side of the story!
http://www.readwritethink.org/lessons/lesson_view.asp?id=223
Fun right? But what you were doing was
also observing the structures of writing….
Why did it catch your attention?
Research says that if used appropriately
technology can not only enhance learning
but also achievement!
(Cognition and Technology groups at Vanderbilt University 1996)
Our goals in this workshop
•We wish to review the writing standards in
Washington State that should be covered in fourth
grade.
•We wish to introduce technology standards
appropriate for upper elementary students.
•It is our goal to make the participant of this
workshop so comfortable with the idea of using
technology in writing that they will go back to their
classes and use it.
Standards
Grade 4 writing standards
1. The student understands and uses a writing process.
2. The student writes in a variety of forms for different audiences
and purposes.
3. The student writes clearly and effectively.
4. The student analyzes and evaluates the effectiveness of
written work.
Standards
Upper elementary technology standards
1. Basic operations and concepts
•
Students demonstrate a sound understanding of the nature
and operation of technology systems.
•
Students are proficient in the use of technology.
2. Technology productivity tools
•
Students use technology tools to enhance learning,
increase productivity, and promote creativity
•
Students use productivity tools to collaborate in
constructing technology-enhanced models, prepare
publications, and produce other creative works.
The importance of Writing…
Learning to write is vital to a good education
It is an essential skill success in higher
education, the workplace, and lifelong learning.
• Writing requires students to express their
knowledge with purpose and coherence.
• Writing teaches mental discipline and precision by
promoting careful, analytical thinking
• It demands that students follow the rigors of correct
spelling, punctuation, capitalization, sentence
structure, and usage/format.
• It is a key component of the 4th grade WASL
The Writing WASL Connection
Fourth Grade Writing WASL focuses on two
types of writing:
•Expository (i.e., writing to explain why or
inform).
•Narrative (i.e., a fictional story)
WASL Writing Prompt
• Research has shown that in order to be effective,
a writer must understand the role and interaction
of topic, audience, purpose, and form.
• Practice – try this out!
word document
• Your class has just received some money for a
field trip. In several paragraphs write to your
teacher explaining where you think your class
should go and why. Click on the word document
above and see what you and your partner can do.
Expository Writing
Every fourth grade student in Washington State is
expected to write one narrative and one expository
essay for the state’s mandated test known as the WASL.
The following slides will provide you with . . .
A review of state writing guidelines
A definition of expository writing
A review of the different types of expository
writing
Prompt ideas
Activities to use in the classroom
Assessment strategies and ideas
Washington State Guidelines
for Expository Writing
My writing will be very good if I have thoughtful and specific content and organize my writing.
That means I should

follow the directions given in the writing prompt;

narrow my topic;

stay focused on my main ideas,

elaborate by using reasons, well-chosen and specific details, examples, and/or experiences to support my ideas;

include information that is interesting, thoughtful, and necessary for my audience to know;

organize my writing so that there is an opening/introduction, a middle, and a conclusion;

organize my writing in paragraphs; use words that help show how my ideas are connected.
My writing will be very good if I have an interesting style. That means I should

show that I care about my topic,

use language that fits my audience and purpose,

use words and phrases that help the reader understand my ideas,

use different types of sentences.
My writing will be very good if I follow conventions in writing. That means I should
 follow the rules of correct English grammar and usage (for example, correct pronoun for subject, verb
endings, subject-verb agreement),

spell words correctly,

use correct capitalization,

use correct punctuation (periods, commas, quotation marks, question marks),

write complete sentences, show where new paragraphs begin.
What’s the Purpose?
Expository Writing
The primary purpose of expository writing is to provide information such
as an explanation or directions. Expository Writing is meant to inform the
reader.
These are examples of Expository Writing:
•Tell what happened when . . .
•Write a report on . . .
•Explain how to . . .
•Describe how to . . .
•Explain how to . . .
Different Types of Expository Writing Prompts
Pattern
Description
Cue Words
Examples
Descriptive
The author describes a
topic by listing
characteristics, features,
and examples
For example, characteristics
are
http://www.stanford.edu/~a
rnetha/expowrite/chrtdescri
ption.html
Sequence
The author lists items or
events in numerical or
chronological order.
First, second, third, next,
then, finally
http://www.stanford.edu/~a
rnetha/expowrite/chrtseque
nce.html
Comparison
The author explains how
two or more things are alike
and/or how they are
different
Different, in contrast, alike,
same as, on the other hand
http://www.stanford.edu/~a
rnetha/expowrite/chrtcomp
arison.html
Cause and Effect
The author lists one or
more causes and the
resulting effect or effects
Reasons why, if. . . Then, as
a result, therefore, because
http://www.stanford.edu/~a
rnetha/expowrite/chrtcause
effect.html
Problem and Solution
The author states a problem
and lists one or more
solutions for the problem.
A various of this pattern is
the question-and-answer
format in which the author
poses a question and then
answers it
problem is; dilemma is,
puzzle is solved, question...
answer
http://www.stanford.edu/~a
rnetha/expowrite/chrtprobs
olution.html
Expository Writing Activities
•
Having trouble creating effective and interesting lessons in which students can enjoy
honing their writing skills?
Check out these sites for ideas:
–
“Paragraph Practice”: Interactive online paragraph writing
http://www.paragraphpunch.com/
–
“More Practice” (A step-by-step lesson)
http://www.lessonplanspage.com/LAWritingExpositoryBodyParagraphsModelLesson57.htm
–
“Just the Facts”: Using the newspaper to practice expository writing
http://www.geocities.com/fifth_grade_tpes/Just_the_Facts.html
–
“How is Recycled Paper Made?”: Using science to explain a process
http://www.geocities.com/fifth_grade_tpes/recycled.html
–
“Getting Ready for an Interview”: Using information to form an expository essay
http://www.geocities.com/fifth_grade_tpes/interview_prewrite.html
Trouble Finding Interesting
Prompts?
• Here are a couple of websites to explore:
– http://www.manatee.k12.fl.us/sites/elementary/palmasola/wexpos
itory.htm
– http://home.earthlink.net/~jhholly/expository.html
Your Turn: Take some time to explore these links. Find prompts that
your specific group of students would find interesting, challenging,
fun, etc. Feel free to cut and paste the favored prompts on to your
Word document.
Do your students need help
organizing their ideas?
• Graphic organizers are a great place to start.
After practicing using a variety of different
organizers, students can choose the one (or two)
that work best for them. These are especially
useful for the Prewriting stage.
• Check out these different graphic organizers:
http://www.graphic.org/goindex.html
Once they start to write – encourage
elaboration!
•
•
•
•
Questioning
Layering versus listing
Layering – using sentences to add or
develop the thought with each idea
building on the previous one
Listing – using sentences to develop a
thought without attention to order or
building on ideas
Elaboration…
•
•
•
•
•
Show, don’t tell
Showing – using details, reasons,
examples, definition, description, and
anecdotes (i.e., elaboration) to create a
picture in the reader’s mind
Telling – giving the basic idea
Anecdotes
Reasons
Even more ideas…
•
•
•
•
•
•
Definition
Examples
Description
vivid images for the reader
Precise language
specific nouns, verbs, and adjectives
How will you assess your students’
writing?
•Use a rubric?
•Use the assessment attributes set up
for the WASL?
Create your own Rubric, or need
more ideas?
• Here is a website that will help you build a
rurbic.
– http://rubistar.4teachers.org/index.php?screen=
CustomizeTemplate&bank_rubric_id=127&se
ction_id=5&
• Another good resouce for projects, and
ideas is:
– http://owl.english.purdue.edu/internet/resource
s/genre.html#grade
WASL scores:
• Essays earning 4 points:
– maintain consistent focus on topic and has selected
and relevant details
– has a logical organizational pattern and conveys a
sense of completeness and wholeness
– provides transitions which clearly serve to connect
ideas
– uses language effectively by exhibiting word choices
that are engaging and appropriate for intended
audience and purpose
– includes sentences, or phrases where appropriate, of
varied length and structure
– allows the reader to sense the person behind the words
Essays earning 3 points:
• maintain adequate focus on the topic and has
adequate supporting details
• has a logical organizational pattern and conveys a
sense of wholeness and completeness, although some
lapses occur
• provides adequate transitions in an attempt to
connect ideas
• uses adequate language and appropriate word choices
for intended audience and purpose
• includes sentences, or phrases where appropriate, that
are somewhat varied in length and structure
• provides the reader with some sense of the person
behind the words
Essays Earning 2 Points
• demonstrates an inconsistent focus and includes some
supporting details, but may include extraneous or loosely
related material
• shows an attempt at an organizational pattern, but exhibits
little sense of wholeness and completeness
• provides transitions which are weak or inconsistent
• has a limited and predictable vocabulary which may not
be appropriate for the intended audience and purpose
• shows limited variety in sentence length and structure
• attempts somewhat to give the reader a sense of the
person behind the words
Essays Earning 1 Point:
• demonstrates little or no focus and few supporting details
which may be inconsistent or interfere with the meaning
of the text
• has little evidence of an organizational pattern or any
sense of wholeness and completeness
• provides transitions which are poorly utilized, or fails to
provide transitions
• has a limited or inappropriate vocabulary for the intended
audience and purpose
• has little or no variety in sentence length and structure
• provides the reader with little sense of the person behind
the words
Zero Points:
•
•
•
•
•
response is “I don’t know”;
response is a question mark (?);
response is one word;
response is only the title of the prompt;
or the prompt is simply recopied
Narrative writing
The next slides will help you review the
skills that must be developed in
narrative writing.
These guidelines are taken from the
Washington State OSPI website. They
are part of the writing assessment
guidelines for fourth grade.
Though these guidelines are based on
fourth grade assessment, the basics for
narrative writing remain the same: plot—
problem development, character
development, and setting.
Washington State Guidelines
for narrative writing
My story will be very good if I have thoughtful and specific content
and organize my writing. That means I should

follow the directions given in the writing prompt;

stay focused on the events in my story (plot);

elaborate by using specific details to describe characters, settings, and events;

organize my writing so it has a beginning, a middle, and an end;

organize my writing in paragraphs;

use words that help show how the events in the story are connected.
My story will be very good if I have an interesting style. That means I should

show that I care about my story;

use words and phrases that help the reader imagine the characters, setting, and
events;

use different types of sentences.
My story will be very good if I follow conventions in writing. That means I should

follow the rules of correct English grammar and usage (for example, correct
pronouns for subjects, correct verb endings, subject-verb agreement),

spell words correctly,

use correct capitalization,

use correct punctuation (periods, commas, quotation marks, question marks),

write complete sentences,

show where new paragraphs begin.
Getting started
A well developed narrative has a plot: the main
character has a problem(s) and the action
begins, comes to a climax, and has an ending.
Observing how published authors follow this
pattern is useful for a student.
One way to help students identify plot, is with story.
Once your students have listened to a story, they
can identify the main character’s problem and the
story climax.
•If your class is equipped with a smartboard or a
computer/projector set-up, try using stories online.
•Why stories online, instead of simply reading a book?
The richness of the example from the website below fills
the senses, both auditory and visual, so richly, one can
feel and smell the action.Click on the link/ Try for yourself,
http://www.storylineonline.net/
Could your students find the climax in this story?
How does the story end?
Take some time to explore other
stories on line
•Click on the links below.
• When you find a site you like, open the word
document Favorite online stories.doc
•Cut and paste the site addresses to your word
document.
http://www.storybookonline.net/article_list.aspx?Category=Reading
•http://www.storybookonline.net/article_list.aspx?Category=Interactive_Sto
ry
If you do not have computer/
projector set ups in your class ….
•Explore some sites that list great stories to read
to your students as they develop a feel; for the
plot /climax idea.
•http://www.teachersfirst.com/100books.cfm
•http://www.kidsites.com/sites-fun/stories.htm
•http://www.trelease-on-reading.com/rah_treasury.html picturebooks
•http://www.magickeys.com/books/links.html
•Don’t forget to save favorite websites on your
Word document.
Tired of surfing?
Spend some time with your partner thinking
about …..
How do you feel about using technology to
introduce plot in your classroom?
•What were the 2 most useful sites you found?
Share your ideas with the class.
“I don’t know what to write about.”
Sound familiar?
It is a lot of fun to have student look through and
pick a writing prompt from a website.
• Try these sites. Don’t forget to save favorite sites
on your Word document.
•http://www.stemnet.nf.ca/CITE/writing_prompts.htm
•http://www.manatee.k12.fl.us/sites/elementary/palmasola/we
xpository.htm
•http://www.writingfix.com/rightbrain/storystartersentences.ht
m
Helping students organize their
thoughts
Students need to organize their thoughts.
What kind of organizer will you use?
•Interactive?
•Paper/pencil graphic organizers?
Below are some interactive organizers
http://www.readwritethink.org/materials/comic/index.html
http://www.readwritethink.org/materials/plot-diagram/
Paper and Pencil…..These cites have downloadable
graphic organizers.
http://www.readwritethink.org/materials/storymap/
http://teacher.scholastic.com/writewit/mff/mythmachine.htm
http://pbskids.org/arthur/parentsteachers/lesson/storywriting/pdf/story_map.pdf
http://www.walton.k12.fl.us/ProfDevelopment/CC_Ann_2003WebQuestProjects/bradsh
awd/storymap.htm
http://www.walton.k12.fl.us/ProfDevelopment/CC_Ann_2003WebQuestProjects/bradsh
awd/storyelementschart.htm.
http://teacher.scholastic.com/lessonrepro/reproducibles/profbooks/ActiveBeginnings.pd
f
Don’t forget to save any sites that are useful to you on your
Word document.
Take a Break
Kick back and discuss some of the ideas
and websites we have looked at with you
partner.
• Would you use an interactive or a paper and pencil organizer?
(Assuming each of your students had access to a computer?)
• Using interactive organizers will help your students develop
some of the technology goals we talked about at the beginning
of the presentation. Do you favor combining this kind of
technology with writing skills?
• Aside from technology skills, what other benefits do interactive
organizers have?
Share your ideas with the class.
Helping students
develop story
characters
Again, we will ask the question, “How will you handle this part
of narrative writing? Will you use interactive character planners
or paper and pencil organizers?”
No matter which you use, the elements of character
development remain the same.
•Who is the main character?—What problem does she
have?
•Is there a character who causes the main character’s
problem?
•What other characters will be in the story?
•How will the writer introduce each character?
Consider using read-alouds when helping
students with the idea of character
development.
Remember the story from the early part of this
presentation---http://www.storylineonline.net/
How does the author introduce the character?
•How is dialogue used to develop the character?
•What descriptive words are used to develop the
character?
How will your students organize their
thoughts about character?
Consider using an interactive character organizer
http://www.readwritethink.org/materials/storymap/index.html
Paper and Pencil CharacterOraganizers
Check out some of the websites below for
downloadable character maps to use with
your students
http://www.educationoasis.com/curriculum/GO/character_story.htm
http://www.enchantedlearning.com/graphicorganizers/character/
http://www.google.com/search?q=character+story+map&sourceid=
navclient-ff&ie=UTF
http://home.att.net/~teaching/litcircl/chardev.pdf
Setting
Team mates—this is a screen
where we can insert Pam’s
work.----Pam just delete
this.
Just for fun
Check out the next few slides. Take
your time. Click on the sites. Are they
useful for you as a teacher. Are they
sites that you can direct your students
to? How can you encourage
technology skills in your students?
Fun Stuff
•Click on this site-----It offers free watermark background writing paper for you to
download and print out for your students!
http://www.teacherfiles.com/resources_background_paper.htm
It will be a real interest catcher for the
students.
•Would clicking onto this website facilitate
a discussion on personal narratives in your
class? http://memoir.teachingmatters.org/
Resources for Teachers—Do some exploring on your own.
Click on the site below to see what the web has to offer you and your
writing students.
Annie's Rhyme Time from Scholastic
http://teacher.scholastic.com/annie/index.asp
Resources for children and teachers
Arts & Literature from PBS' TeacherSource
http://www.pbs.org/teachersource/arts_lit.htm
Lessons for K-5, 6-8, and 9-12.
Carol Hurst’s Children Lit
http://www.carolhurst.com/
Lots of great resources, lessons, and ideas
Literature from Discovery School Lesson Plans Library
http://school.discovery.com/lessonplans/lit.html
Lesson for K-5, 6-8, and 9-12.
Literature from Family Education Network's Teacher Vision
http://www.teachervision.com/lesson-plans/lesson-5817.html
Lessons, assessments, printables, and themes organized by
Pre-K, K-2, 3-5, 6-8, and 9-12.
Writing with Writers from Scholastic
http://teacher.scholastic.com/writewit/
http://teacher.scholastic.com/writewit/mff/mythmachine.htm
http://teacher.scholastic.com/writewit/mff/mythmachine.htm
Resources for children and teachers
Writing Workshop from Scholastic
http://teacher.scholastic.com/activities/writing/
Resources for children and teachers
Web English Teacher***
http://www.webenglishteacher.com/
Presents K-12 English/Language Arts teaching resources:
lesson plans, WebQuests, videos, biography, e-texts,
criticism, jokes, puzzles, and classroom activities.
Click on the word document.
technology workshop assessment.doc
Your comment on this workshop will
help us improve!