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Writing With Your ChildWriting With Your Child
Parents, recall your own school Parents, recall your own school experiences with writing.experiences with writing.
• “I had to write stories with at least 300 words”
• “Every year we wrote about our summer vacation”.
• “My teacher used a red pencil all over my writing.”
• “There was only a grade at the top of my paper.”
It helps to have a common vocabulary that everyone is familiar with: students, teachers, parents, everyone.
Invented spelling Seed idea
Stretching out words No excuse words
Editing Writing assessment Traits of writing
The Traits of WritingThe Traits of Writing
There are 6 different traits of your child’s writing There are 6 different traits of your child’s writing which are taught, modeled, coached, and which are taught, modeled, coached, and assessed in the classroom. Knowing more about assessed in the classroom. Knowing more about these allows for a common vocabulary between these allows for a common vocabulary between students, parents and teachers.students, parents and teachers.
6 Traits of Writing6 Traits of Writing
Ideas and Content Ideas and Content OrganizationOrganizationWord ChoiceWord ChoiceSentence FluencySentence FluencyVoiceVoiceConventionsConventions
Ideas and ContentIdeas and Content
• A paper with good ideas and content A paper with good ideas and content is clear and focused. It holds the is clear and focused. It holds the reader’s attention. reader’s attention.
TO HELP YOUR CHILD ASK:TO HELP YOUR CHILD ASK:
• Is your message clear?Is your message clear?• Do you know enough about the topic?Do you know enough about the topic?• Did you make the topic interesting Did you make the topic interesting
with details?with details?• Is the topic the right focus (not too Is the topic the right focus (not too
large or too small)?large or too small)?• Did you SHOW what was happening Did you SHOW what was happening
rather than just TELL?rather than just TELL?
OrganizationOrganization
• Organization gives direction to our Organization gives direction to our writing. There is a clear beginning, writing. There is a clear beginning, middle and end. There is a logical middle and end. There is a logical sequence of events.sequence of events.
TO HELP YOUR CHILD ASK:TO HELP YOUR CHILD ASK:
• Does your paper have a good opening Does your paper have a good opening that gets the reader’s attention?that gets the reader’s attention?
• Did you tell events or details in the Did you tell events or details in the best order?best order?
• Are the details linked together?Are the details linked together?
• Does the writing have a good ending?Does the writing have a good ending?
Word ChoiceWord Choice
• Word Choice enriches and enlivens Word Choice enriches and enlivens our writingour writing. It is the main difference . It is the main difference between appropriate writing and between appropriate writing and strong writing.strong writing.
TO HELP YOUR CHILD ASK:TO HELP YOUR CHILD ASK:
• Will the reader understand your Will the reader understand your words?words?
• Did you use words that sound natural Did you use words that sound natural to the style?to the style?
• Were the words accurate, original, Were the words accurate, original, and appropriate?and appropriate?
• Did I use strong, energetic verbs?Did I use strong, energetic verbs?
Sentence FluencySentence Fluency
• Sentence Fluency shows evidence of Sentence Fluency shows evidence of varied sentences. There are both varied sentences. There are both long and short sentences in the long and short sentences in the student’s writing. Some transitions student’s writing. Some transitions are present. There is a “flow” to the are present. There is a “flow” to the writing.writing.
TO HELP YOUR CHILD ASK:TO HELP YOUR CHILD ASK:
• Do your sentences begin in different Do your sentences begin in different ways?ways?
• Are some sentences long and some Are some sentences long and some short?short?
• Is it easy to read your work out loud Is it easy to read your work out loud with expression?with expression?
• Have you used transitions to help the Have you used transitions to help the sentences fit together?sentences fit together?
VoiceVoice
• Voice gives our writing personality, Voice gives our writing personality, flavour, and style. The child’s flavour, and style. The child’s personality emerges.personality emerges.
TO HELP YOUR CHILD ASK:TO HELP YOUR CHILD ASK:
• Does this writing sound like you?Does this writing sound like you?
• Did you say what you think and feel? Did you say what you think and feel? Does the writing have energy and Does the writing have energy and passion?passion?
• Is your writing appropriate for the Is your writing appropriate for the audience and purpose?audience and purpose?
ConventionsConventions
• Once our writing is complete, we are Once our writing is complete, we are ready to edit and proofread.ready to edit and proofread. Children Children are expected to spell “no excuse” are expected to spell “no excuse” words correctly and exhibit correct words correctly and exhibit correct sentence structure and punctuation.sentence structure and punctuation.
TO HELP YOUR CHILD ASK:TO HELP YOUR CHILD ASK:
• Is your spelling correct?Is your spelling correct?
• Did you use punctuation marks Did you use punctuation marks correctly?correctly?
• Did you use capital letters in the Did you use capital letters in the right place?right place?
How to help your child at How to help your child at home?home?
• Make writing fun.Make writing fun.
• Write for a real purpose: shopping lists, Write for a real purpose: shopping lists, telephone messages, date and time for telephone messages, date and time for appointments, family message board, e-appointments, family message board, e-mails, greeting cards, journal, diary, mails, greeting cards, journal, diary, postcards.postcards.
• Provide the placeProvide the place
• Give time – frequency is important.Give time – frequency is important.
Ideas for ParentsIdeas for Parents
• Share writing with others – send/read aloud.Share writing with others – send/read aloud.
• Publish favorite writing by typing it up.Publish favorite writing by typing it up.
• Write letters back and forth to each other.Write letters back and forth to each other.
• Sit and have a “writing conversation” with your child.Sit and have a “writing conversation” with your child.
• Promote writing themed gift giving. Promote writing themed gift giving.
• Talk through ideas – help them to discover what they Talk through ideas – help them to discover what they want to say.want to say.
• Coach – don’t write for your child – sit side by side.Coach – don’t write for your child – sit side by side.
• Rejoice in effort, delight in ideas, and resist the Rejoice in effort, delight in ideas, and resist the temptation to be critical.temptation to be critical.
Assessment: 5 Traits RubricAssessment: 5 Traits RubricGrade 2Grade 2 Student writing is assessed according to 3 Student writing is assessed according to 3
performance levels performance levels • below appropriate achievement below appropriate achievement • appropriate achievementappropriate achievement• strong achievementstrong achievement
In order for a piece of writing to be scored as In order for a piece of writing to be scored as appropriate or strong, it must demonstrate appropriate or strong, it must demonstrate the level of performance described for each the level of performance described for each of the five traits within the level. of the five traits within the level.
What is Appropriate???What is Appropriate???
• One main idea that remains the focus One main idea that remains the focus throughout the writing.throughout the writing.
• A clear beginning, middle and end.A clear beginning, middle and end.• Some supporting sentences.Some supporting sentences.• An understanding of correct sentences An understanding of correct sentences
and some varied sentencesand some varied sentences• Good word choice and correct spelling Good word choice and correct spelling
of high frequency words.of high frequency words.
Appropriate Performance – Appropriate Performance – Gr. 2Gr. 2
Strong PerformanceStrong Performance
