Developing a Website to Support Narrative Writing and Integration of Multimedia Software

1. Developing a Website to Support Narrative Writing and Integration of Multimedia Software By: Erika Duran

2. Introduction Technology is rapidly changing the way educators facilitate teaching, problem solving skills and strategies to enhance student learning.Throughout California, elementary teachers are expected to use a district adopted writing program to prepare students for writing proficiency on writing standards and assessments. Additionally, teachers are required by the No Child Left Behind Act of 2001, to integrate technology into the curriculum to ensure that all students become technologically literate by the end of eighth grade (North East Islands Regional Technology, 2002). However, many teachers are unable to effectively teach writing or integrate technology in the classroom due to the lack of robust and ongoing professional development in writing and educational technology. Furthermore, the goal of this website is to provide second grade teachers with an online writing and technology resource which models how multimedia software such as, PowerPoint and Kidspiration can support and enhance narrative writing instruction and strategies within Houghton Mifflin’s Reading-Writing Workshop to enhance students’ understanding of the writing process. Northeast and Islands Regional Technology Consortium.(2002). Technology Briefs for No Child Left Behind PlannersRetrieved May 10, 2007 from http://www.edtech.wednet.edu/Resources/NCLB/technology_briefs.pdf

3. Effective Use of Technology in the Classroom Can PowerPoint increase a student’s ability to learn or retain more information? By looking closely at the research, there is a debate about whether using modern technology such as PowerPoint can enhance or hinder a student’s ability to learn or retain more information. Some teachers argue that students become passive in the learning process, thus fail to learn pertinent information, while educators interact with the technology tool. Therefore, the technology tool may become the focus rather than the content being taught. D’Angelo & Woosely (2007) report that there is insufficient evidence to support that teaching with PowerPoint significantly improves student learning or grades.   On the contrary, some teachers support the use of technology to increase a student’s ability to learn or retain more information, due to the novelty of the multimedia features of text, graphics, animation or streaming video. In addition, PowerPoint can increase student attention, thereby reducing boredom. If a student needs or benefits from visual learning, then PowerPoint may be an effective teaching tool for educators to use during instruction. Prior to using PowerPoint, teachers must know how to use the software appropriately; as well as understand their students’ needs to develop effective and meaningful presentations or lessons.  D’Angelo & Woosley. (2007, Summer). Technology in the Classroom: Friend or Foe. Education, 127 (4), 462-471.

4. Using PowerPoint to Teach Narrative Writing Second grade teachers can use this tool to effectively teach the stages of the writing process and narrative writing standard by visually modeling their characteristics. Teachers can then develop PowerPoint lessons to use during writing instruction. In my second grade class, PowerPoint has become an effective tool because it supports the learning needs of my English Language Learners, who learn best visually. Let’s take a closer look at a Houghton Mifflin writing lesson that was turned into a Powerpoint presentation.

5. Reading-Writing Workshop Theme: 1 Silly Stories Genre: Story

6. TtTE42 Day 1 A story is a tale with a beginning, middle and end. Some stories are FANTASY or REALISM. beginning What is a Story? What Makes a Great Story? middle end

7. Day 1 beginning middle Let’s Take a Closer Look Dragon Gets By end

8. Day 1 beginningDragon looked in his cupboard, but there was no food at all. “The cupboard is bare,” said Dragon. “Time to go shopping.” Dragon got into his car and drove. The food store was at the top of the hill. It was a steep drive. Dragon loved to go shopping. He was a very wise shopper. He bought food only from the five basic food groups: He bought cheese curls from the diary group. He bought doughnuts from the bread group.He bought catsup from the fruits and vegetables group. He bought pork rinds from the meat group.And he bought fudge pops from the chocolate group. Dragon had a balanced diet. Let’s Take a Closer Look Dragon Gets By

9. Day 1 middleHe had so much food that he could not fit in all into his car. “I know what I will do,” said Dragon. “I will eat some of the food now, and then the rest will fit in the car.” Dragon sat in the parking lot and started to eat. He crunched up the cheese curls. He downed the doughnuts. He packed away the pork rinds. Dragon ate and ate and ate until all the food was gone. “Burp!” Let’s Take a Closer Look Dragon Gets By

10. Day 1 endNow Dragon cold not fit into his car “Oh, what am I going to do? cried Dragon. He thought and thought and scratched his big head. “I know what I will do,” said Dragon. “I will push my car home. So Dragon pushed his car down the hill. The car began to roll faster and faster…and faster and faster. Finally, Dragon’s car came to a stop right in front of his house. All the excitement had made Dragon very hungry. He went into his kitchen and looked in the cupboard. There was no food at all. “ The cupboard is bare,” said Dragon. “Time to go shopping.” Let’s Take a Closer Look Dragon Gets By

11. Day 2 TE 42 Turn to page 42 in your reading book and let’s read a good example of a story called The Hungry Panther Let’s answer these questions together. 1.What is Ashley’s story about? 2. Where does the story take place? 3.Why is the end of the story a surprise? 4. Why is the title interesting? Student Writing Model

12. Research has also shown that teaching students how to learn visually is the key to successful learning and thinking across the curriculum. Visual learning techniques and graphical ways of representing information, teach students how to think clearly, process, organize or prioritize new information. More importantly, visual learning allows teachers and students to break down information into smaller parts that can be more easily managed and understood for beginning writers and diverse learners. In a second grade classroom, most students are in the early stages of writing, and do not plan as much as experienced writers. Therefore, Kidspiration can help students to visually organize their ideas before they begin writing by creating and using graphic organizers such as: concept maps, idea maps and webs to brainstorm ideas with pictures, words and audio. Most importantly, this software can strengthen a student’s learning style as well as higher order thinking skills. Let’s take a look at how Kidspiration can be used to teach a narrative writing lesson. (2003). Executive Summary: Graphic Organizers: A Review of Scientifically Based Research [Inspiration computer software]. Oregon Business Editors & Education Writers. (August 6, 2003). AEL and Inspiration Software Announce Research Review Supporting Use of Graphic Organizers to Improve Student Skills, Business Wire. Retrieved October 23, 2007, from http://findarticles.com/p/articles/mi_m0EIN/is_2003_August_6/ai_106329609 Using Kidspiration to Teach Narrative Writing

13. Day 3 TE 42 The Hungry Panther is a good story because it has.. Student Writing Model Graphic Organizer made from Kidspiration

14. Day 4 TE 43A-B Good writers need to plan and think before they write. Let’s Draw the Story • Draw a picture on your story planner (transparency RWW1-1) • Draw a funny character. • What does your character look like? • What problem will the character have? • What happens in the beginning, middle, end? Pre-Writing Step

15. Day 5 TE 43A-B Let’s Talk About Your Story 1. Review your story planner, then pick a buddy and retell the story in your own words. 2. Give your buddy new ideas or details to add to their story planner. Continue Pre-Writing Step

16. Day 6 TE 43C Focus Skill:Write the Beginning, Middle, End of a Story Transparency RWW1-2 Story Map FYI: Houghton Mifflin recommends students to write all parts in one day. But, its best to write one part at a time. Writethe beginning on the story map. Beginning Middle End First, Then, Next After, Finally, Who? When? Where? What? Writing Step

17. Day 7 TE 43C Let’s Write the Story Transparency RWW1-2 Story Map Writethe middle on the story map. Beginning Middle End First, Then, Next After, Finally, Who? When? Where? What? Writing Step

18. Day 8 TE 43C Let’s Write the Story Transparency RWW1-2 Story Map Writethe end on the story map. Beginning Middle End First, Then, Next After, Finally, Last, Who? When? Where? What? Writing Step

19. Day 9 TE 43D Focus Skill: Learn How to Write a Title Transparency RWW1-3 Writing a Title A story needs a good title to give readers a clue about what the story is about.Let’s read a story and think about a title for the story. Writing Step title

20. Day 9 TE 43D Focus Skill: Learn How to Write a Title Transparency RWW1-3 Writing a Title Let’s read a few stories and think about a title for each story. Title:____________________________ Katy Cat came running into the yard. She jumped over the sandbox. She zigzagged around the swings and came to a screeching halt next to the picnic table. She looked back toward the woods. Dandy Dog was peeking out from behind a tree. Suddenly, he dashed out and came bounding into the yard. He tripped over the sandbox and fell in. He rolled over, stood up, and shook himself off. Then he ran around the swings and galloped over to the picnic table. “You win this time, he barked at Katy. Writing Step

21. Day 9 TE 43D Focus Skill: Learn How to Write a Title Transparency RWW1-3 Writing a Title Now, write a title for your story • Read your story and think about what your story is about. • Think of a interesting title. • Read your title to a friend. • Ask your friend if your title is interesting? • Does your title gives clues about your story? Writing Step

22. Day 10 TE 43E Revising Your Story Practice Book page 20 Read your story. Put a check next to the sentences that tell about your story. Revising Step

23. Day 11 TE 43F Correct mistakes in your story. cant can’t Read your story and check for capitals, punctuation marks and complete sentences. capitals / complete sentence ( Dragon ate all the food. ) punctuation Marks ( . ? ! ) Editing / Proofreading Step

24. Day 12 TE 43G Hurray!!! Your finished writing a story. ………. ……… ………. ……… ………. Publishing Step