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WRITE WITH ME…

WRITE WITH ME…. Getting Kids to LOVE to Write ! Julie Constantino jconstantino@mckinneyisd. net. WRITERS NEED…. Time To separate composing from editing Response from a writing mentor Responsibility/Accountability Celebration !!!!. Recognizing Genre. NARRATIVES Character/Setting/

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WRITE WITH ME…

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  1. WRITE WITH ME… Getting Kids to LOVE to Write! Julie Constantino jconstantino@mckinneyisd.net

  2. WRITERS NEED… • Time • To separate composing from editing • Response from a writing mentor • Responsibility/Accountability • Celebration !!!!

  3. Recognizing Genre • NARRATIVES Character/Setting/ Problem /Solution • Personal Experience Experience/Activity/ Setting through feeling/emotion • EXPOSITORY Topic Introduction/Body/Conclusion sequence Purpose: to inform

  4. To get ideas started… • HEART MAPPING • Makes a student focus on things close to their heart. • Favorite place • Vacation • Gift • Animal/pet • Season • Sport • Friend • Food • Restaurant • Special birthday • Time when you felt sad • Surprised • Scared/afraid

  5. ABC BIG BOOK OF IDEAS… • After discussing Written Anything Good Lately?--an alphabet book that explores different forms, modes, and genres that writing can take in a classroom--students spend one or two weeks at the beginning of the school year slowly and thoughtfully creating their own alpha-lists of types/forms of writing they would be willing to create during the upcoming year of writing.

  6. ABC BIG BOOK IDEAS…

  7. Beginnings… • Action • Dialogue • Thoughtshot.? • Sound • My hands trembled as I opened the creaky door of the deserted house. • “Here goes nothing! I said as I climbed through the window of the old haunted house. • I hope this place isn’t really haunted, I thought, as I tiptoed inside. • Boo! Hiss! I shuddered at the strange noises coming from the basement of the abandoned house.

  8. ELABORATIVE DETAIL… Brings LIFE to the story! • General vs. Specific • Make characters setting objects and happening CRITICAL! • Show, Don’t Tell • Feelings look like…. • Detail Generating ? • I gazed at… • What was it shaped like? • What color was it? • What was the texture? • What were the features? • What did it remind you of? • How did it make you feel? • And… any others that come to mind!

  9. ADDING SUSPENSE… • Anticipation HOOKS a reader. It raises questions in a reader’s mind… • It DOES NOT have to be scary but rather is the story tension making the reader eager, worried, anxious or full of wonder! • Story questions • Word referents to describe , not name. Mythical beast instead of dragon • Magic of 3 You hear a noise. You look. Nothing. You dismiss it. You feel something.You turn. There it is!

  10. Endings… Make a character CHANGE or DISCOVER! • Memory • Feeling • Wish or Hope • Decision • Defining Action • A life Lesson • Thoughtshot • Surprise Sarah looked out the window at her new neighborhood. It didn’t feel like home, she thought. Yet, there were many new places to visit and things to explore. She took a deep breath, pushed the memories of her old home aside, and headed out the door. She knew in her heart it was up to her to make this new place home.

  11. SUMMER ADVENTURE… • Students close their eyes and imagine their favorite snapshot of summer OR DREAM of where they may have wanted to BE and DO! • Allow 10 minutes of SILENT DRAWING on a blank canvas of paper. • Give them the Magic Camera to SNAPSHOT the details of the memory or creation.

  12. 16 WORD POETRY Choose a special Life Experience that shows so much feeling/emotion and means enough to you that you want to share it with others. Begin your first line with SO MUCH DEPENDS ON… Choose your words so carefully that you can describe the event in only 12 more words. Eliminate a, and, the. Now try it with a Math skill, science, or a favorite book/character. So much depends on Helping those less fortunate That last final stretch Running for your life.

  13. Create an EARTH DAY poem or a letter to Mother Earth... • to explain troubles with earth and creative ideas for how we can solve them. • Remember to use VOICE and EMOTION in your poetry or letter.

  14. SECRET REMEDY by Karin Cates • Read story aloud • Have students identify emotions and relate own experiences • Recreate and chart sensory moments to discuss • Students work together to chart emotion posters • Teacher models a think aloud story about • being homesick • Students create stories and share aloud

  15. FROM THE BLACK LAGOON • Provide all books published from this series and read aloud the Teacher from the Black Lagoon pointing out descriptive text and chart BME • Arrange books on tables for students to visit on a timed rotation • Students choose book to summarize story elements as a writing work group (Window pane) and share • Students brainstorm characters to create and write wild creative imaginative stories. • Illustrate and CELEBRATE WRITING!

  16. A Special Place • Read Patricia McLaughlin’s All the Places to Love • Have students visualize their favorite place in the world… from a remote island to Disney World to a tree fort to their grandma’s feather bed • Create sensory webs/refer to feeling posters/kalaiedescopes with descriptive color words • Provide kids a cardstock blank illustration sheet or 3-D fold out to design their special place • Model writing of your own using unique adjectives, THOUGHTSHOTS • Students write and CELEBRATE their own published pieces

  17. COOKIES AND MILK… • Pass out a cookie and milk to each child to model BME for how to MAKE, DUNK, and EAT a cookie • OR • Create cookies from recipes in cooperative groups • Students create HOW TO recipes/ stories while a partner acts each step out as directions are given • Read aloud If You Give A Mouse A Cookie • Students create Circle Story

  18. Personal Reflection • Discuss and chart character/personal traits • Read aloud a teacher biography previously prepared and then show the model framework for planning • Play Michael Jackson’s The Man In Mirror • Pass out reflection mirrors to glue into journals as students create and share biographies

  19. Friendship Writing • Prewrite… List as many close friends as you can think of in 5 minutes down the left side of journal page. Then write 3 adjectives to describe that person on the right side. • Share friendship poems/Chicken Soup for the Soul stories as model text. • Think of one special memory that stands out in your mind with one person from list. This should be the one with the best story for someone to read. • Write the story and illustrate with a paper chain connecting the two of you or a photograph of you.

  20. SPOOKY STORIES • Brainstorm list of spooky places, adding adjectives to describe detail • Brainstorm list of ACTION WORDS that are spooky, being sure to not include violent words. Ask students to think of younger classmates as their audience. • Read aloud The Gobblins’llGit Cha If Ya Don’t Watch Out Brainstorm problems and surprise endings for spooky stories Gather in dark room and celebrate spooky stories holding a flashlight under reader’s chin.

  21. When I Was Little… • Read aloud the story by Arthur Howard When I Was Five • Prewrite in journals by folding down middle and label left side When I Was Little and the right side Now That I Am BIG • I wanted to be… • Favorite toy/game/place/friend/food/talent/subject/book • Choose one thing that has never changed for last page

  22. A FUNERAL… SAID IS DEAD! Use these instead… cried gasped grumbled hollered moaned mumbled muttered sang screeched shouted whined whispered yelled yelped • Create Dialogue Plates to show feeling/emotion

  23. ROUND ROBIN WRITING • Grades K-1 • In laptop groups, students type a word to begin the sentence. • After designated time, students move to next computer to read first word and add another. (Use word wall words Parts of Speech posters) • Continue to create elaborated sentences. • Print and edit group stories together. • Grades 2-5 • Differentiate with students creating a topic sentence. • Students move to add on new sentence to elaborate story details (vivid color words, sensory details) • Create sentence for character, setting, problem suspense, solution and conclusion. • Print and edit independently and compare with group.

  24. STUDENT CHOICE

  25. THINK… PAIR… SHARE… • COMMENTS!! QUESTIONS ??

  26. CREATE LANGUAGE TOGETHER… • GREAT WRITING HAPPENS WHEN… • We share GREAT LITERATURE • We MODEL our own thinking • We LISTEN, Don’t always FIX • We take time to CELEBRATE!

  27. EMPOWER YOUR WRITERS TO WRITE WITH US! Julie Constantino jconstantino@mckinneyisd.net

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