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Writing and Technology Project

Welcome to Miss Peel's class! Here you will read about all the different ways writing will be encorporated in the classroom. This year will be filled with many fun activities that will creatively encourage and strengthen writing abilities!
by

Lauren Peel

on 17 February 2011

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Transcript of Writing and Technology Project

The Writing Process The first step to the writing process is brainstorming or prewriting. This is where the students will come up with ideas for their writing. They can use webs or a story chart to help organize their ideas. This is what they will use to help them get started with writing a story. Using the topics from brainstorming, the students will create a rought draft of a story. This is a time for them to get their ideas on paper without having to worry about conventions, spelling, or their work being neat. This allows the students thoughts to continuously flow, and they wont be distracted with editing at this point. The next step is when the students will proof read their rough draft to see if it makes sense. Sometimes reading the rough draft out loud, or having another person read the rough draft can be beneficial. Peers can give an evaluation of the students work, and also make suggestions for change. Next the student will make corrections to their rough draft. They can use the suggestions from the evaluation of their work. Imagery, word choice, and details can be added to the piece. They can also use this step in the process to delete any unnecessary parts to their writing. Next the student will edit their writing. They will go through each sentence and make corrections to spelling, conventions/mechanics, and grammar. This step is for students to make sure their work is flawless and free from errors. Finally, last but not least the students will create a final draft and publish it. This draft shall be done in their best penmanship, or typed. This final product will be what they use to turn in for a grade, and share with their classmates. All changes and edits made to the final draft should be completed before moving onto this step of the writing process. Five Text Types Expository text is known as informational or factual writing. This is a type of text that presents information about a topic to the students. Students could write a book report about a certain type of animal and that would represent expository writing. Narrative text is most commonly known as a story. It is the type of text that has characters, a setting, plot, and events. Students will read narrative books in the classroom, have discussions,and write responses about the elements of narrative text. Persuasive text is used for convincing the readers to believe something, or to motivate them to take a specific action. Students will be learning about how to write in persuasive text through the writing center, and different persuasive texts they will read. Technical text is a way of describing how a specific task is accomplished. Recipes, and instructional manuals are forms of technical text. The students will write using elements of technical text while explaining how to perform a certain task. Poetry is a type of text that uses different aspects of imagery and description to amuse, entertain, reflect, or convey information. Poetry has many different forms and can be expressed orally or written by students. A classroom writing center is an effective way to encourage students to write but also have fun while writing The center implements strategies and motivates students to invest quality time and energy into their writing. For example, some activities that are present at the writing center for the students is different prompts to give students a topic to write about, or games that promote writing. The writing center also provides all sorts of resources for the students to use such as different types of papers, pens, pictures, and graphic organizers. The writing center provides a quiet place for students to use their imagination and be creative with their writing! Ways to encourage writing at home and at school! There are many ways that parents can help encourage their children to write at home. Some suggestions I would make is to have them write in a journal. They can write about what events happened throughout their day, or about their thoughts and opinions about life. Free writing such as journeling will help students keep an open mind about writing and they will view writing as a part of their daily routine. If your child is reading a book that they really like, give them the idea to write a sequel to the book, or re-write a certain chapter as if they were the author of the book. This will encorporate creativity and imagination into their writing. Lastly, have them write letters or thank you cards to friends and relatives. This allows the students to learn how to put emotion, feelings, and imagery into their writing since they are writing to people they know and care about. With technology increasing rapidly, it's important that students continue to use writing strategies not only at school but in the home as well. Writing is encouraged in the classroom in many ways. Writers workshop allows students to go through all the steps to writing, and provides them with strategies to have the best published draft of their writing. The writing center provides an avenue of fun and creative writing that students can engage in on their own time that is not specifically assigned by the teacher. Students will also use writing in many different school assignments such as writing reflections to chapter books, recording observations for science experiments, taking notes during math lessons, and doing creative writing through poetry assignemnts. Writing is such an important aspect in the classroom because it is used in almost every subject. Students are constantly writing at school, and learning new strategies to become better writers. Viewing Speaking Listening Reading Writing Representing Reading is encorporated in the classroom with the different text types we read in the classroom. Reading is implemented by several activities and students learn many strategies for comprehending what they read. Students do independent reading when they have silent reading, and when they read the class chapter book by themselves. There is also guided reading, where I guide the students through strategies as we read a type of text together. Students will read out loud together when we read stories as a class. Listening is encorporated in the classroom in several different ways. Students are constantly being motivated to practice their listening skills not only by listening to the teacher, but by listening to their peers and themselves as well. Think pair share is a time where students pair up with a partner, and they share with each other their opinions about the question or topic. They are then required to listen to the other person and then report to the class what that person said. The students practice their listening skills by listening to the teacher and then following the directions. Any time a person in the class is talking, giving a presentation, or answering a question during the class meetings, all the other students in the class are required to be quiet and listen to what their classmates have to say. When the teacher is doing read aloud, the students are required to listen along and they will be evaluated for comprehension along the way. Speaking is another element of language arts that is constantly being used in the classroom. Students use speaking as ways of expression, answering questions, socializing, and explaining information to other students. During the beginning and end to each day, students are allowed to speak freely about any topic of their choice during our class meetings. This is how we resolve conflicts, have discussions, and express individual interests to learn from each other. Students speak during lessons when they are answering questions, or providing input to what we are learning about as a class. Students will speak when they are presenting to the class. One activity we do a lot in math is the students will pair up in groups and be given a problem that they have to solve together. Then they will have to present to the class the steps they need to go through for solving the problem. Students will speak in front of the class a lot when presenting, sharing their writing, or during announcements. Students will write in the classroom every single day that they come to school. Writing is an element of language arts that is used in every subject throughout the day. Students use writing when they are responding to the daily reflection question. Each morning there is either an opinion question, or reflection question for the students to respond with. This allows them to experience free writing throughout their day. The students will use writing during the stations part of the day. They will have to engage in writing whether its writing about a prompt in the writing center, or responding to chapter questions about the book they are reading. We also have activities that take the students through the writing process, and they use strategies to enhance their six trait writing abilities. Students will also practice their handwriting when they are publishing the writing in preparation for the writing assessment. We also encorporate creative writing in the classroom through poetry, and have the students practice their abilities to engage in imagery writing. Visual Representation is used in the classroom through when I am trying to express something in a different form that might be easier for the students to understand. For example, in science we use symbols to represent words so the students can easily identify what we are talking about. This helps when they are to draw pictures of what they see happening, because they can easily draw the symbols to represent concepts. For example, when we are talking about levers, we have symbols to represent the fulcrum, the load, and the effort in the lever. Fulcrum is represented by an F with a triangle around it,the load is represented by an L with a circle around it, and the effort is an E with an arrow through it. When the students are drawing their diagrams of the classes of levers, it's easier for them to have these symbols to quickly write down. In math we have acronyms that represent procedures, for example PEMDAS (please excuse my dear aunt sally) helps the students remember the order of operations. We use visual representation wtih vocabulary words, and we have motions that help us remember the definitions. Representing makes it easier for students to not only learn concepts, but be able to remember them as well. Viewing is used in the classroom for students to learn by watching something actually happen, in stead of trying to imagine a concept or figure it out by reading steps in a book. Students will view the teacher when they are modeling concepts for the students. For example, in mathematics the teacher will model the steps to figuring out the problem for the students. They will visualize how the concept should be solved, and then they will use what they saw to try and do it on their own. There are many different elements of the classroom that help the stduents visually understand topics. Posters such as the the different text types, or steps to the writing process on the wall help students to visually see what they are supposed to be doing. Pictures are also used in reading groups to help students visualize situations, or events in their chapter books. During literature circles, one of the jobs the students will have is to be the artist. They will draw a scene from the book, and the students will discuss how the picture relates to the book, and the characters. In science we use viewing when we are experimenting. We will talk about what might happen if we mix two solutions together, and then we will actually do it so the students can see how the solutions reacted to eachother. Viewing in the classroom really helps differentiate instruction for students who learn better when they can actually see it happening. Writers workshop is a way to build students writing fluency by exposing them to a continuous amount of time for them to go through the steps of the writing process. There are four steps to the writing workshop starting with a mini lesson, class status and progress, writing and conferencing, and sharing. Students will go through these steps at their own pace. The mini lesson lasts about 5-10 minutes long. This is a time for the class as a whole to learn about a simple guided writing strategy. This is an opportunity to teach a lesson, and define clear expectations for the rest of the writers workshop. The mini lesson can relate to what the students will be working on during the writer's workshop, or it can introduce a new strategy for the students to use at a later time. The next step to the writers workshop lasts around 2-3 minutes. This is a time where the class can come together talk about where everybody is at in the writing process. Teacher's will sometimes have an organized method of expressing the status of each student. Some teacher's have bulletin boards where the student will move their name to the appropriate stage they are ready to start working on. This time also allows me to have knowledge of who is ready to have a conference about their writing. I like to be involved in the students writing process and it helps if I know exactly what stage they are at. The next stage is the writing and conferences aspect of the writers workshop and should last approximately 20-40 minutes. This is when the students will actually go through the writing process. When they are done with their rough draft, then they will need to set up a conference with me. I will read over their work with each student and make suggestions to improve their writing or answer any questions they might have. After the conference they will need to continue the editing process, and eventually come up with a final published draft. The final stage of the writers workshop is sharing of the students published draft. I encorporate this aspect of the workshop in my classroom through authors chair. This is a time where each student gets to come sit in the big chair in the front of the class and read their writing out loud. The class will then have a brief discussion about what they liked about the writing. We will go through this process until everybody gets a chance to share their work! sharing is a great way for students to take ownership and feel proud of their writing. Writing is such an important element of the classroom that all students should participate in, want to learn more about, and actually enjoy. If the students are motivated to write, and enjoy all the aspects of how its encorporated into their daily routine, then it will help them excell in all other subjects and other aspects of life. Pictures Cited:
http://www.animationarchive.org/pics/fosterteaser.jpg
http://wanicke09.wikis.birmingham.k12.mi.us/file/view/language_arts.jpg/134692003/language_arts.jpg
http://1.bp.blogspot.com/_-vygCA09hBk/TU8fxZPyEgI/AAAAAAAAAgU/S8zj-IYKkvs/s1600/Bar-Lock_View_as_Seen_When_Writing_OM.jpg
http://www.teachersparadise.com/images/imagecache/product/prods/pimages/Learning-Materials--Four-Types-Of-Writing-Teaching-Poster-Set--MC-P118_L.jpg
http://kwout.com/cutout/y/m6/sw/dc3_bor.jpg\
http://community.scholastic.com/attachments/scholastic/snapshot35/45/2/Writing%20Center1.jpg
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