Betts Bryant, Laura Moore, Stephanie Breen ECED 4400 B Dr. Tonja Root 4 th Grade Correspondence Writing Simulated Letters

Prewriting Betts Bryant GPS:ELA4W2 The student demonstrates competence in a variety of genres. The student produces informational writing (e.g., report, procedures, correspondence) that: a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest. ELA4W4 The student consistently uses a writing process to develop, revise, and evaluate writing. The student a. Plans and drafts independently and resourcefully. PLO: The students will prewrite for a simulated journal using a graphic organizer.

Simulated Letter Narrative writing Select an important character from book Develop purpose, setting, and events Write a letter to someone with a purpose Include important facts, points, and opinions

Prewriting Use a graphic organizer to develop thoughts Determine topic Set purpose to either: entertain, inform, or persuade Establish audience- Who will you be writing to?

Name _________________________________ Simulated Letter Graphic Organizer Greeting: Who will receive your letter? 1 st Topic 2 nd Topic3 rd Topic How did these event affect you and what would you like to change about the event? How are you going to close your letter? Lett, K.J. (2007). Prewriting Graphic Organizer for Simulated Letters. Unpublished manuscript, graphic organizer, Valdosta State University, Valdosta GA.

Betts Bryant’s Model: APA Gurney, S. (2006). Princess: A glittering guide for young ladies. Cambridge, MA: Candlewick Press. Layne, S. (2001). The teachers' night before Christmas. Gretna, LA: Pelican Publishing.

Class Practice Use interactive writing to complete class graphic organizer sample Use information from selected reading to establish purpose Students share ideas, teacher dictates onto graphic organizer

Assessment Students will independently create a graphic organizer for prewriting a simulated journal Students will need to include at least two topics to discuss within the letter

Drafting Stephanie Breen ELA4W2 The student demonstrates competence in a variety of genres a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest. ELA4W4. The student consistently uses a writing process to develop, revise, and evaluate writing. The student b. Revises selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text. c. Edits to correct errors in spelling, punctuation, etc. PLO: The Students will use their graphic organizer to draft a simulated letter which will later be revised and drafted.

Simulated Letter Narrative Writing Become a character Write in another person’s point of view. Write in first person. Use words and phrases that would have been used by that person and in that time period. Use background knowledge

Draft a Simulated Letter Use your graphic organizer to draft a simulated letter by: Forming ideas into complete sentences using your graphic organizer. Develop a simulated letter using your thoughts and ideas from your graphic organizer Include: a greeting, 2 topics, details, and a closing

Stephanie Breen’s Model Dear William, I’m having fun here. There was a very big storm here. It was so big it looked like the sea. Sometimes I am very lonesome for home but sometimes it is very fin here in Ohio. We swam in the cow pond and I taught Caleb how to swim. They were afraid I would leave. Maggie and Matthew brought some chickens. Love, Sarah

Stephanie Breen’s Model: APA Tompkins, G. E. (2009). Language Arts: Patterns of Practice. New Jersey: Pearson Education.

Class Practice Use class graphic organizer to begin the drafting phase of a simulated letter Students will dictate complete sentences to teacher using thoughts and ideas from graphic organizer. Focus on content and details Do not focus on grammar at this time.

Assessment Students will independently create a rough draft of a simulated letter using their graphic organizer. Students will develop a simulated letter using their thoughts and ideas from their individual graphic organizer. Students will be sure to include a greeting, 2 topics, details, and a closing.

Revising/Editing Laura Moore ELA4W2 The student demonstrates competence in a variety of genres a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest. ELA4W4. The student consistently uses a writing process to develop, revise, and evaluate writing. The student b. Revises selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text. c. Edits to correct errors in spelling, punctuation, etc. PLO: Students will edit and revise simulated letters.

Simulated Letter Narrative writing You become a character from the book Look for facts and important information while you reading Pay attention to character’s personal experiences Write a letter to someone (audience will vary depending on who you are writing to) Include facts, information, and your person’s experiences in the letter Write in 1 st person

Revising/Editing Revising Re-read your letter Change (to make your letter better and/or more understandable) Add (details, words, sentences, paragraphs) Rearrange (words, sentences, paragraphs) Delete (any unnecessary items) Refine your ideas

Revising/ Editing Editing Re-read your letter Locate errors in your: spelling grammar punctuation Fix your errors Use proofreading marks

Laura Moore’s Model: APA Gurney, S. (2006). Princess: A glittering guide for young ladies. Cambridge, MA: Candlewick Press.

Class Practice Revising As a class, the students will revise their class letter. The teacher will transcribe the students’ dictations on the letter. Editing As a class, the students will edit their class letter. The teacher will transcribe the students’ dictations on the letter. The teacher will discuss and review the proofreading marks as he/she writes them down on the letter.

Assessment Activity Students will revise their own drafts of their simulated letters. Students will change, add, rearrange, delete, and refine their ideas. Next, students will edit their own drafts of their simulated letters. Students will identify and correct spelling, punctuation, and grammar errors.