Julie Daws Nancy Karam Casey Raybon ECED 4300B Dr. Tonja Root Fall nd Grade Letters to Authors & Illustrators

Casey Raybon Letters to Authors & Illustrators Prewriting 2

Geargia Performance Standard ELA2W1 The student demonstrates competency in the writing process. The student – b. Uses traditional organizational patterns for conveying information (e.g., chronological order, similarity and difference, answering questions). 3

PLO The children will complete a graphic organizer after reading a book by using details and concepts from the text. 4

Form of Writing: Letters to Authors & Illustrators In this form of writing the students give their opinions and share their thoughts on a book written or illustrated by the author or illustrator. The students can use this all throughout their school career. 5

Stage of Writing: Prewriting The students will fill out the graphic organizer based on the book. On the it they will give their input(questions, likes/dislikes, and feelings about the book). The students will use this to complete the next stage of the writing process. 6

APA Citation Hamilton, Virginia (200). Virginia Hamilton: The World’s Most Honored Writer Of Books For Children. Retrieved November 1, 2008, from es/wow.htm 7

Explanation The model will be used to: – Show the students the correct form of a letter to an author or illustrator. – Model proper usage of language. – Show the students that it is okay 8

Explanation Cont to mention likes and dislikes. 9

Model Dear Ms. Hamilton, My class has just finished reading The House of Dies Drear. Each of them was given the opportunity to comment on your book or to ask questions. Following is a list of some of the best or more often asked questions: I loved it when 10

Model Continued Thomas, Pesty, Mr. Small and Mayhew scared the living daylights out of the three Darrows. I didn't like it when you didn't tell us what is in the trunk at the end of the story. – Eric K. 11

Practice Activity Introduce the book The Night Before Kindergarten. Read the book The Night Before Kindergarten. Explain the graphic organizer to the class. 12

Practice Activity Cont. Discuss the proper form for the graphic organizer including: phrases, experiences, likes, and dislikes. Model by completing the first two sections in front of the class. 13

Practice Activity Cont. Lastly, the teacher will call on students to assist her in completing the graphic organizer. 14

Assessment Activity Introduce Chameleon’s Crazy Colors and read it to the class. Explain the graphic organizer to students. Discuss the proper form for the graphic organizer including: phrases, experiences, likes, and dislikes. 15

Assessment Activity Cont. The teacher will pass out the graphic organizer to the students and collect them when they are completed. 16

Julie Daws Letters to Authors & Illustrator Drafting 17

Georgia Performance Standard ELA2W1 The student demonstrates competency in the writing process. The student e. Begins to use appropriate formatting conventions for letter writing (e.g., date, salutation, body, closing). 18

PLO The students will use the information from their graphic organizer and create a draft of a letter to send to the author and illustrator. 19

Form of Writing: Letters to Authors & Illustrators The five parts of a letter to an author or illustrator: *Heading (address and/or date) *Salutation (Dear ______,) *Body (Information to author or illustrator) *Closing (Sincerely, Your Friend, ) *Signature (Sign your name) 20

Stage of Writing: Drafting Drafting is the second stage in the writing process. The students will use the graphic organizers from prewriting to create a draft of a letter to an author or illustrator. They will use the ideas from their graphic organizers to create complete sentences. 21

Stage of Writing: Drafting Cont. The draft does not have to perfect, it’s a ‘sloppy copy’. 22

Citation Saecker, Tasha. (2005). Kids lit: Katie Dicamillo interview. Retrieved November 15, 2007, from kidslit/archives/ html 23

Explanation This model… – utilizes some of the concepts from their GO. – allows them to see four of the five parts of a letter to an author or illustrator. – helps the students get ideas about how to arrange their ideas from their GO. 24

Model Dear Kate DiCamillo, I'm doing an author study book report in class and I was wondering if you could answer some of my questions. What are your favorite hobbies? What are you writing right now? I just love your books especially The Tale of 25

Model Cont. Despereaux! Hope you are able to respond. Your biggest fan, Abigail, GA, 10 26

Practice Activity Use the Draft Organizer to explain the parts of the letter to the class. The students will use organizer they completed from The Night Before Kindergarten in order to create a draft of their letter. 27

Practice Activity Cont. The teacher will model by completing the heading section on the draft letter organizer. The teacher will call on students using popsicle sticks to contribute their ideas for completing the draft letter organizer about The Night Before Kindergarten. 28

Assessment Activity The teacher will instruct students to pull out their Chart Chameleon’s Colors graphic organizer that was completed during prewriting. The teacher will remind students of the five parts of a letter to an author or illustrator. 29

Assessment Activity Cont. The teacher will remind students this is when they need to use information from their graphic organizer in their letter The teacher will give each student a copy of the draft letter organizer to complete and then collect it when they are finished. 30

Assessment Activity Cont. Check for completion of all five parts of the draft letter. 31

Nancy Karam Letters to Authors & Illustrators Revising & Editing 32

Georgia Performance Standard ELA2W1 The student demonstrates competency in the writing process. The student e. Begins to use appropriate formatting conventions for letter writing (e.g., date, salutation, body, closing). 33

PLO The students will edit and revise their draft by adding, deleting, changing, rearranging, and correcting spelling and other grammatical errors. 34

Form of Writing: Letters to Authors & Illustrators In this form of writing, the students will correct the errors in their letter to an author or illustrator. This will lead them to finishing with the publishing stage. 35

Stage of Writing: Editing & Revising The students will assist the teacher by instructing them on what to correct. The teacher will introduce the editing stage by explaining that to edit something means to add, delete, change, or rearrange the 36

Stage of Writing: Editing & Revising Cont. text. The teacher will then explain that the revising stage is correcting mechanical errors (for example: spelling, punctuation, capitalization) 37

APA Citation Saecker, Tasha. (2005). Kids lit: Katie Dicamillo interview. Retrieved November 15, 2007, from kidslit/archives/ html 38

Explanation This model will show the students why it is improper to use incorrect grammar and punctuation in a letter to an author or illustrator. 39

Model hey miss kate DiCamillo, i love your books i am loving the tale of desperaux it is really cute i feel really sorry for miggery sow it is so crule to punish a girl with a clout to the ear i am 9 years old and i really would like to read more of your books but i must tell 40

Model Cont. you my school just had a book fair and 20 coppies of your books went – From tessa ps.please write me a letter at i3 tavistock court croydon hills and i would like to know your address bye 41

Practice Activity For the practice activity the teacher will create a letter on the Smart Board. – Dear David Shannon Your book Alice the Fairy was really funnie. My favrite 42

Practice Activity cont. part is when Alice turns her dads cookies into hers. I also liked win she put fairy dust In her oatmeel I didn’t like the black page, it scared me. Will you ever write a book when Alice becomes a permanent fairy. 43

Practice Activity Cont. » Sincerely » Me The teacher will call on students to help her revise and edit the letter. 44

Assessment Activity The teacher will remind them of what editing means and what revising means. The teacher will instruct the students on editing and revising their drafts. 45

Assessment Activity Cont. Once they have completed this process the teacher will collect them and check for completion and accuracy. 46

Resources Hamilton, Virginia (200). Virginia Hamilton: The World’s Most Honored Writer Of Books For Children. Retrieved November 1, 2008, from ages/wow.htm ages/wow.htm Saecker, Tasha. (2005). Kids lit: Katie Dicamillo 47

Resources Continued interview. Retrieved November 15, 2007, from kidslit/archives/ html ( same site used twice) kidslit/archives/ html 48