Ashley Barnett Shae Hare Dorothy McDougal

1. Grade 3 Ashley BarnettShae HareDorothy McDougal Dr. Tonja Root ECED 4300A Spring 2010 Letters to Authors and Illustrators

2. Shae Hare – Prewriting • GPS: ELA3W1 The student demonstrates competency in the writing process. The student m. Pre-writes to generate ideas, develops a rough draft, rereads to revise, and edits to correct.

3. Shae Hare – Prewriting • PLO: The student will pre-write by completing a graphic organizer to arrange ideas using only words and phrases.

4. Letters to Authors and Illustrators • Communication from the student to the author or illustrator in the form of a letter • Response to Literature

5. Letters to Authors and Illustrators • Students express • Feelings • Thoughts • Concerns • Likes/Dislikes • Lessons learned, etc.

6. Parts of the Letter • Heading • Name & Address • Date • Greeting • Dear____________, (author/illustrator)

7. Parts of the Letter • Body • Thoughts, feelings, concerns, likes/dislikes, etc. • Lessons learned • Questions and ideas

8. Parts of the Letter • Closing • Closing • Sincerely, • Yours Truly, • Your Friend, etc. • Signature

9. Prewriting • Identify • Form • Topic • Audience • Purpose

10. Prewriting • Focus on thoughts & ideas • Largest part of the writing process spent here • 70%

11. Prewriting • Spelling & grammar not important (at this stage) • Words and phrases only • No complete sentences

12. Prewriting • Graphic organizer is very important • Structures information, ideas, thoughts, etc. • See where more planning is needed

13. Prewriting Graphic Organizer • Hare, S. (2010). Author/Illustrator letter graphic organizer. Unpublished graphic organizer. Valdosta State University, Valdosta, GA. Modified from: Root, T. (n.d.). Friendly letter graphic organizer. Retrieved April 2, 2010, from Dr. Tonja Root’s website: http://coefaculty.valdosta.edu /troot/eced4300/Graphic%20O rganizers.htm

14. Heading • What is your address? ________________________________________ • (Your street number, street name, & apartment number (if living in an apartment)) • _________________________________________ • (Your city, state, and zip code) • _________________________________________ • (Today’s date) • Who will get your letter, the author or the illustrator? • ___________________________ • (Greeting) • Body • What are your thoughts, feelings, concerns, likes/dislikes, etc. about the story and/or illustrations? • _________________________________________________ • _________________________________________________ • _________________________________________________ • _________________________________________________ • _________________________________________________ • Did you learn anything by reading this book? • _________________________________________________ • ________________________________________________ • Do you have any questions or ideas for the author and/or illustrator? • _________________________________________________ • _________________________________________________ • _________________________________________________ • _____________________ • (Closing) • _____________________ • (Your signature)

15. Published Example • Letters to Jack. (n.d.) Retrieved April 2, 2010, from Jack Prelutsky’s web site: http://www.jackprelutsk y.com/flash/index.html

16. Published Example

17. Practice Activity • Read The Giving Tree aloud to students • Class discussion • thoughts on text • Complete chart-sized graphic organizer as a class providing specific feedback

18. Assessment Activity • Read The Loraxaloud to class • Discuss thoughts on text as a class

19. Assessment Activity • Individually complete graphic organizer following example provided during practice activity

20. Ashley Barnett- Drafting & Revising • GPS: ELA3W1 The student demonstrates competency in the writing process. The student m. Pre-writes to generate ideas, develops a rough draft, rereads to revise, and edits to correct.

21. Drafting & Revising • Discuss drafting • Creating ‘sloppy copy’ • Use phrases from graphic organizer to write sentences • Explain Revising • Focus on content, not mechanics • Add, delete, and change facts and information

22. Published Example • Dunbar, F. From readers. Retrieved April 1, 2010 from Fiona Dunbar’s web site: http://www.fionadunbar. com/lulubaker/lulubaker_ reviews.htm

23. Published Example I am11 years old and I think you are the best author in the world and your books are fantastic, but my favourite would have to be CUPID CAKES. At the moment I am doing a project about you and the books you have written. I think the characters in your books are fantastic. I would just like to know what made you decide to be an author instead of an illustrator. I would also like to thank you for making reading fun. thank you, from Clodagh

24. Practice Activity • Class activity • Use phrases from the graphic organizer from pre-writing • Create complete sentences and place them in order to form a rough draft • Revise the draft by reading the piece as a class • Make any necessary additions, deletions, or changes to the content of the piece using the correct proofreader’s marks

25. Practice Activity • Revise the draft by reading the piece as a class • Make any necessary additions, deletions, or changes to the content of the piece using the correct proofreader’s marks

26. Assessment Activity • Students use individual graphic organizers • Follow the class practice example to write their own draft of a letter to an author

27. Assessment Activity • Use correct proofreader’s marks • Revise piece for content, • add and delete information as needed

28. Dorothy McDougal Editing • GPS: ELA3W1 The student demonstrates competency in the writing process. The student m. Pre-writes to generate ideas, develops a rough draft, rereads to revise,and edits to correct.

29. Dorothy McDougal Editing • PLO: The student will edit the revised rough draft to correct mechanical and grammatical errors.

30. Letters to Authors and Illustrators • Letter written by the reader • Reader expresses thoughts and ideas about text and/or illustrations • Reader may pose questions to author/illustrator

31. Editing • Focus on mechanics • Proofread piece by reading word-by-word • Find errors • Make corrections using correct Proofreader’s Marks

32. Editing • Pay attention to • Spelling • Capitalization • Punctuation • Paragraph formation

33. Types of Errors • Look for capitalization errors • Look for punctuation errors • Look for spelling errors

34. More Errors • Look for grammatical errors • Check sentence structure, usage, and formatting

35. Proofreader’s Marks • Guide to proofreading marks. (2009). Retrieved April 5, 2010, from The Proofreading Girl: Professional Proofreading Services’ web site: http://www.theproofreadin ggirl.com/index.php/proofr eading-marks-guide/

36. Proofreader’s Marks

37. Proofreader’s Marks

38. Editing Checklist • 1. ____ I have checked to make sure each sentence begins with a capital letter. • 2. ____ I have checked to make sure each sentence ends with correct punctuation. • 3. ____ I have checked to make sure proper nouns within sentences are capitalized. • 4. ____ I have checked to make sure each sentence has subject and verb agreement. • 5. ____ I have checked to make sure commas are used correctly in sentences. • 6. ____ I have identified misspelled words and listed the correct spelling. •  7. ____ I have checked for run-on sentences. •  8. ____ I have checked for pronouns being used correctly in sentences. •  9. ____ I have inserted proofreaders’ marks correctly with a red pen.

39. Published Example • Foster, M. (2009).2009 Read Across America KNEA Read Aloud Contest Entries. Retrieved April 5, 2010, from the KNEA web site: http://www.knea.org/readac ross/maddiefoster.html //www.knea.org/read across/maddiefoster.html

40. Dear Christopher Paul Curtis, I read Elijah of Buxton. This book taught me to be thankful for everything new that I get. When this book takes place Elijah Didn’t get to use his parents money to go out and buy new clothes, shoes, ect. He had to raise the money or just do helpful things just to be nice. Now days, kids just say I need some money and they get money so it taught me to not just say I need money, I need to earn it. It also made me proud to be an American because I am free to go and do whatever I want. It made me really stop and think about all that I get to have and do, because Elijah was the first child bon into freedom, so he was lucky just like me. So we have some in common. It just makes me feel good to think that I am like a character in one of my favorite books. A lot of people feel that they need to go everywhere and do everything, so I think Elijah should make them think that they don’t need everything. It reflected me as a person because it showed me how much I have and how lucky I am. I am lucky because my parents work for me so that I can have food, a home, and everything I need to survive. Just like Elijah. This book was like one of my life experiences because it taught me how to live without electricity. I had to live with out electricity during and ice storm in Northeast Kansas. We had now electricity for about a week. When I stared to get cold I thought what would Elijah do? In this book Elijah was very fragile. He was scared of snakes. So it taught me to not be so scared of everything because when you are scared it takes up your whole lifetime. So you have no time to do anything fun. It made me think that I need to stop being so scared of everything and get out there and have some fun, because before I know it my life will be over. I don’t want to be inside scared of everything all day long every day. So I thought about it and I told my self quit being scared and I did. So I think that beings cared is just mind over matter. These are some ways the book reflects on me and how it changed me as a person. Maddie Foster5th grade, Central Elementary SchoolHolton, KS

41. Practice Activity • Class activity • Use the revised drafted piece • Edit using red marker • Use correct proofreader’s marks

42. Assessment Activity • Individual activity • Use the revised drafted piece • Edit using red pen • Use correct proofreader’s marks