2. Welcome! You are invited to join us in…
Enhancing Writing with Technology

3. Why did it catch your attention?
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!
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)

4. 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.

5. Standards Grade 4 writing standards
The student understands and uses a writing process.
The student writes in a variety of forms for different audiences and purposes.
The student writes clearly and effectively.
The student analyzes and evaluates the effectiveness of written work.

6. 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.

7. 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
During this workshop we will focus on the teaching of writing in fourth grade. As you all know …..

8. 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)
I realize that most of you will already know this, but for new fourth grade teachers….these tow forms were chosen because writing for these purposes is essential if students are to perform well on the tasks expected in the fourth grade – especially the reading and math WASL.

9. 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.
In addition to the writing ideas given on the previous slide, it is important that writers understand the role and interaction….here is a practice prompt from the OSPI.

10. 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
Invite workshop participants to interject ideas, websites, questions, etc. throughout the presentation.

11. 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.

12. My writing will be very good if I have an interesting style
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.

13. 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 . . .

14. 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
Sequence
The author lists items or events in numerical or chronological order.
First, second, third, next, then, finally
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
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
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
Ask workshop participants if they effectively teach students all of these different patterns. Are there specific patterns they feel more confident teaching than others? Give participants an opportunity to discuss the different patterns and how each is/isn’t used in the participant’s individual classroom.

15. 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
“More Practice” (A step-by-step lesson)
“Just the Facts”: Using the newspaper to practice expository writing
“How is Recycled Paper Made?”: Using science to explain a process
“Getting Ready for an Interview”: Using information to form an expository essay
Allow participants time to review given websites. Prompt discussion with partner and among whole group. Ask them to identify the specific types of expository writing within each lesson.

16. Trouble Finding Interesting Prompts?
Here are a couple of websites to explore:
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.

17. 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:
Ask participants to first review the provided website and discuss uses with a partner. Then ask them what, if any, of the organizers would work in their classroom. Also discuss whether some students would benefit from a self-created organizer, a hard copy of an organizer, or the completion of the organizer on the computer. Discuss pros, cons of each, as well as learning styles of students.

18. 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 is an essential element of good writing. However, it may be a difficult concept for 4th grade writers to understand so here are a few concrete ways to encourage elaboration.

19. 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
May I elaborate on elaboration….

20. Even more ideas… Definition Examples Description
vivid images for the reader
Precise language
specific nouns, verbs, and adjectives

21. Assessment How will you assess your students’ writing? Use a rubric?
Use the assessment attributes set up for the WASL?
Now we will switch to the topic of assessing the wonderful essays written in your classrooms…

22. Create your own Rubric, or need more ideas?
Here is a website that will help you build a rurbic.
Another good resouce for projects, and ideas is:

23. 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
Now we will switch to the topic of assessing the wonderful essays written in your classrooms…

24. 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

25. 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

26. 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

27. 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

28. 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.

29. 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;
q     use words that help show how the events in the story are connected.

30. My story will be very good if I have an interesting style
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.

31. 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.

32. Could your students find the climax in this story?
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,
Could your students find the climax in this story?
How does the story end?
Please stop and listen to the whole story online. It is a wonderful story, and I think you will understand the idea of climax well by listening..

33. 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.
Don’t forget….If you like a website, copy it onto the word document

34. 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.
- picturebooks
Spend some time…..check out each site. Can you use them?
Don’t forget to save favorite websites on your Word document.

35. Tired of surfing? Share your ideas with the class.
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.
Time for a think pair share activity. Your ideas are important. Is integrating technology worth the hassle?

36. “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.
Spend some time…..check out each site. Can you use them?
What do you think. Would it be engaging for the student to surf a site and find a prompt on his own?

37. Helping students organize their thoughts
Students need to organize their thoughts.
What kind of organizer will you use?
Interactive?
Paper/pencil graphic organizers?
Spend some time…..check out each site. Can you use them?
What type of organizers do you usually use in class? Why use an organizer?
Below are some interactive organizers

38. Paper and Pencil…..These cites have downloadable graphic organizers.
Don’t forget to save any sites that are useful to you on your Word document.
Spend some time…..check out each site. Can you use them?
What do you think? What are the benefits of using an interactive organizer….what are the drawbacks?

39. 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.
Time for a class discussion.

40. 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?

41. How will your students organize their thoughts about character?
Consider using read-alouds when helping students with the idea of character development.
Remember the story from the early part of this presentation---
How does the author introduce the character?
How is dialogue used to develop the character?
What descriptive words are used to develop the character?
Spend some time…..check out each site. Can you use them?
How will your students organize their thoughts about character?
Consider using an interactive character organizer

42. Paper and Pencil CharacterOraganizers
Check out some of the websites below for downloadable character maps to use with your students
Spend some time…..check out each site. Can you use them?

43. Setting
Team mates—this is a screen where we can insert Pam’s work.----Pam just delete this.

44. 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?

45. Fun Stuff
Click on this site-----It offers free water- mark background writing paper for you to download and print out for your students!
It will be a real interest catcher for the students.
Would clicking onto this website facilitate a discussion on personal narratives in your class?

46. 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
Resources for children and teachers
Arts & Literature from PBS' TeacherSource Lessons for K-5, 6-8, and 9-12.
Carol Hurst’s Children Lit Lots of great resources, lessons, and ideas

47. Resources for children and teachers
Literature from Discovery School Lesson Plans Library Lesson for K-5, 6-8, and 9-12.
Literature from Family Education Network's Teacher Vision Lessons, assessments, printables, and themes organized by Pre-K, K-2, 3-5, 6-8, and 9-12.
Writing with Writers from Scholastic
Resources for children and teachers
Writing Workshop from Scholastic

48. Resources for children and teachers
Web English Teacher*** Presents K-12 English/Language Arts teaching resources: lesson plans, WebQuests, videos, biography, e-texts, criticism, jokes, puzzles, and classroom activities.

49. Please help us out. Click on the word document.
technology workshop assessment.doc
Your comment on this workshop will help us improve!