1. Writing With Your Child

2. Parents, recall your own school 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.”

3. 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

4. The Traits of Writing The Traits of Writing There are 6 different traits of your child’s writing which are taught, modeled, coached, and assessed in the classroom. Knowing more about these allows for a common vocabulary between students, parents and teachers.

5. 6 Traits of Writing  Ideas and Content  Organization  Word Choice  Sentence Fluency  Voice  Conventions

6. Ideas and Content A paper with good ideas and content is clear and focused. It holds the reader’s attention. A paper with good ideas and content is clear and focused. It holds the reader’s attention.

7. 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 with details? Did you make the topic interesting with details? Is the topic the right focus (not too large or too small)? Is the topic the right focus (not too large or too small)? Did you SHOW what was happening rather than just TELL? Did you SHOW what was happening rather than just TELL?

8. Organization Organization Organization gives direction to our writing. There is a clear beginning, middle and end. There is a logical sequence of events. Organization gives direction to our writing. There is a clear beginning, middle and end. There is a logical sequence of events.

9. TO HELP YOUR CHILD ASK: Does your paper have a good opening that gets the reader’s attention? Does your paper have a good opening that gets the reader’s attention? Did you tell events or details in the best order? Did you tell events or details in the 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?

10. Word Choice Word Choice enriches and enlivens our writing. It is the main difference between appropriate writing and strong writing. Word Choice enriches and enlivens our writing. It is the main difference between appropriate writing and strong writing.

11. TO HELP YOUR CHILD ASK: Will the reader understand your words? Will the reader understand your words? Did you use words that sound natural to the style? Did you use words that sound natural to the style? Were the words accurate, original, and appropriate? Were the words accurate, original, and appropriate? Did I use strong, energetic verbs? Did I use strong, energetic verbs?

12. Sentence Fluency Sentence Fluency shows evidence of varied sentences. There are both long and short sentences in the student’s writing. Some transitions are present. There is a “flow” to the writing. Sentence Fluency shows evidence of varied sentences. There are both long and short sentences in the student’s writing. Some transitions are present. There is a “flow” to the writing.

13. TO HELP YOUR CHILD ASK: Do your sentences begin in different ways? Do your sentences begin in different ways? Are some sentences long and some short? Are some sentences long and some short? Is it easy to read your work out loud with expression? Is it easy to read your work out loud with expression? Have you used transitions to help the sentences fit together? Have you used transitions to help the sentences fit together?

14. Voice Voice gives our writing personality, flavour, and style. The child’s personality emerges. Voice gives our writing personality, flavour, and style. The child’s personality emerges.

15. 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? Does the writing have energy and passion? Did you say what you think and feel? Does the writing have energy and passion? Is your writing appropriate for the audience and purpose? Is your writing appropriate for the audience and purpose?

16. Conventions Once our writing is complete, we are ready to edit and proofread. Children are expected to spell “no excuse” words correctly and exhibit correct sentence structure and punctuation. Once our writing is complete, we are ready to edit and proofread. Children are expected to spell “no excuse” words correctly and exhibit correct sentence structure and punctuation.

17. TO HELP YOUR CHILD ASK: Is your spelling correct? Is your spelling correct? Did you use punctuation marks correctly? Did you use punctuation marks correctly? Did you use capital letters in the right place? Did you use capital letters in the right place?

18. How to help your child at home? Make writing fun. Make writing fun. Write for a real purpose: shopping lists, telephone messages, date and time for appointments, family message board, e-mails, greeting cards, journal, diary, postcards. Write for a real purpose: shopping lists, telephone messages, date and time for appointments, family message board, e-mails, greeting cards, journal, diary, postcards. Provide the place Provide the place Give time – frequency is important. Give time – frequency is important.

19. Ideas 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 want to say. Talk through ideas – help them to discover what they 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 temptation to be critical. Rejoice in effort, delight in ideas, and resist the temptation to be critical.

20. Assessment: 5 Traits Rubric Grade 2 Student writing is assessed according to 3 performance levels Student writing is assessed according to 3 performance levels below appropriate achievement below appropriate achievement appropriate achievement appropriate achievement strong achievement strong achievement In order for a piece of writing to be scored as appropriate or strong, it must demonstrate the level of performance described for each of the five traits within the level. In order for a piece of writing to be scored as appropriate or strong, it must demonstrate the level of performance described for each of the five traits within the level.

21. What is Appropriate??? What is Appropriate??? One main idea that remains the focus throughout the writing. One main idea that remains the focus 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 and some varied sentences An understanding of correct sentences and some varied sentences Good word choice and correct spelling of high frequency words. Good word choice and correct spelling of high frequency words.

22. Appropriate Performance – Gr. 2

24. Strong Performance

26. Questions? janice.arnold@nbed.nb.ca