Developing a Website to Support Narrative Writing and

Integration of Multimedia Software

By: Erika Duran

Technology is rapidly changing the way educators facilitate teaching, problem solving skills and strategies to enhance student learning.Throughout California, elementary teachers are expected to use a district adopted writing program to prepare students for writing proficiency on writing standards and assessments. Additionally, teachers are required by the No Child Left Behind Act of 2001, to integrate technology into the curriculum to ensure that all students become technologically literate by the end of eighth grade (North East Islands Regional Technology, 2002). However, many teachers are unable to effectively teach writing or integrate technology in the classroom due to the lack of robust and ongoing professional development in writing and educational technology. Furthermore, the goal of this website is to provide second grade teachers with an online writing and technology resource which models how multimedia software such as, PowerPoint and Kidspiration can support and enhance narrative writing instruction and strategies within Houghton Mifflin’s Reading-Writing Workshop to enhance students’ understanding of the writing process. Northeast and Islands Regional Technology Consortium.(2002). Technology Briefs for No Child Left Behind Planners Retrieved May 10, 2007 from http://www.edtech.wednet.edu/Resources/NCLB/technology_briefs.pdf

Introduction

Effective Use of Technology in the Classroom

Can PowerPoint increase a student’s ability to learn or retain more information?   By looking closely at the research, there is a debate about whether using modern technology such as PowerPoint can enhance or hinder a student’s ability to learn or retain more information. Some teachers argue that students become passive in the learning process, thus fail to learn pertinent information, while educators interact with the technology tool. Therefore, the technology tool may become the focus rather than the content being taught. D’Angelo & Woosely (2007) report that there is insufficient evidence to support that teaching with PowerPoint significantly improves student learning or grades.   On the contrary, some teachers support the use of technology to increase a student’s ability to learn or retain more information, due to the novelty of the multimedia features of text, graphics, animation or streaming video. In addition, PowerPoint can increase student attention, thereby reducing boredom. If a student needs or benefits from visual learning, then PowerPoint may be an effective teaching tool for educators to use during instruction. Prior to using PowerPoint, teachers must know how to use the software appropriately; as well as understand their students’ needs to develop effective and meaningful presentations or lessons. 

D’Angelo & Woosley. (2007, Summer). Technology in the Classroom: Friend or Foe. Education, 127 (4), 462-471.

Using PowerPoint to Teach Narrative Writing

Second grade teachers can use this tool to effectively teach the stages of the writing process and narrative writing standard by visually modeling their characteristics. Teacherscan then develop PowerPoint lessons to use during writing instruction. In my second grade class, PowerPoint has become an effective tool because it supportsthe learning needs of my English Language Learners, who learn best visually.

Let’s take a closer look at a Houghton Mifflin writing lesson that was turnedinto a Powerpoint presentation.

Theme: 1 Silly StoriesGenre: Story

What is a Story? What Makes a Great

Story?

TtTE42

A story is a tale with a beginning, middle and end.

Some stories are FANTASYFANTASY or REALISM.REALISM.

Day 1

beginning

middle

end

Let’s Take a Closer Look Dragon

Gets By

Day 1

beginning

middle

end

Let’s Take a Closer Look Dragon

Gets By

Day 1

beginningDragon looked in his cupboard, but there was no food at all. “The cupboard is

bare,” said Dragon. “Time to go shopping.” Dragon got into his car and drove. The food store was at the top of the hill. It was a steep drive.

Dragon loved to go shopping. He was a very wise shopper. He bought food only from the five basic food groups: He bought cheese curls from the diary group. He

bought doughnuts from the bread group. He bought catsup from the fruits and vegetables group. He bought pork rinds from the meat group.And he bought fudge

pops from the chocolate group. Dragon had a balanced diet.

Let’s Take a Closer Look Dragon

Gets By

Day 1

middleHe had so much food that he could not fit in all into his car. “I know what I will

do,” said Dragon. “I will eat some of the food now, and then the rest will fit in the car.” Dragon sat in the parking lot and started to eat. He crunched up the cheese

curls. He downed the doughnuts. He packed away the pork rinds. Dragon ate and ate and ate until all the food was gone. “Burp!”

Let’s Take a Closer Look Dragon

Gets By

Day 1

endNow Dragon cold not fit into his car “Oh, what am I going to do? cried Dragon. He thought and thought and scratched his big head. “I know what I will do,” said Dragon. “I will push my car home. So Dragon pushed his car down the hill. The car began to roll faster and faster…and faster and faster. Finally, Dragon’s car came to a stop right in front of his house. All the excitement had made Dragon

very hungry. He went into his kitchen and looked in the cupboard. There was no food at all. “

The cupboard is bare,” said Dragon. “Time to go shopping.”

Student Writing Model

Day 2 TE 42TE 42

Turn to page 42 in your reading book and let’s read a good example of a story called

The Hungry PantherThe Hungry Panther

Let’s answer these questions together.1.What is Ashley’s story about?

2. Where does the story take place?

3.Why is the end of the story a surprise?

4. Why is the title interesting?

Using Kidspiration to Teach Narrative Writing

Research has also shown that teaching students how to learn visually is the key to successful learning and thinking across the curriculum. Visual learning techniques and graphical ways of representing information, teach students how to think clearly, process, organize or prioritize new information. More importantly, visual learning allows teachers and students to break down information into smaller parts that can be more easily managed and understood for beginning writers and diverse learners. In a second grade classroom, most students are in the early stages of writing, and do not plan as much as experienced writers. Therefore, Kidspiration can help students to visually organize their ideas before they begin writing by creating and using graphic organizers such as: concept maps, idea maps and webs to brainstorm ideas with pictures, words and audio. Most importantly, this software can strengthen a student’s learning style as well as higher order thinking skills.

Let’s take a look at how Kidspiration can be used to teach a narrative writing lesson.

(2003). Executive Summary: Graphic Organizers: A Review of Scientifically Based Research [Inspiration computer software]. Oregon

Business Editors & Education Writers. (August 6, 2003). AEL and Inspiration Software Announce Research Review SupportingUse of Graphic Organizers to Improve Student Skills, Business Wire. Retrieved October 23, 2007, from http://findarticles.com/p/articles/mi_m0EIN/is_2003_August_6/ai_106329609

Student Writing Model

Day 3 TE 42TE 42

The Hungry Panther The Hungry Panther is a good story because it has..is a good story because it has..

Graphic Organizer made from KidspirationGraphic Organizer made from Kidspiration

Pre-Writing StepDay 4 TE 43A-BTE 43A-B

Good writers need to plan and think before they write.

Let’s Draw the StoryLet’s Draw the Story

Draw a picture on your story planner (transparency RWW1-1)

1.1. Draw a funny Draw a funny charactercharacter..2.2. What does your character look like?What does your character look like?3.3. What problem will the character have? What problem will the character have? 4.4. What happens in the beginning, middle, end?What happens in the beginning, middle, end?

ContinuePre-Writing Step

Day 5 TE 43A-BTE 43A-B

Let’s Talk About Your Story Let’s Talk About Your Story

1. Review your story planner, then pick a buddy 1. Review your story planner, then pick a buddy and retell the story in your own words.and retell the story in your own words.

2. Give your buddy new ideas or details to add to 2. Give your buddy new ideas or details to add to their story planner.their story planner.

Writing StepDay 6 TE 43CTE 43C

Focus Skill:Write the Beginning, Middle, End of a StoryFocus Skill:Write the Beginning, Middle, End of a StoryTransparency RWW1-2 Story Map

FYI: Houghton Mifflin recommends students to write all parts in one day. But, its best to write one part at a time.

Write the beginning on the story map.

Beginning

Middle

End

First,Then,NextAfter,

Finally,

Who?When?Where?What?

Writing StepDay 7 TE 43CTE 43C

Let’s Write the StoryLet’s Write the StoryTransparency RWW1-2 Story Map

Write the middle on the story map.

Beginning

Middle

End

First,Then,NextAfter,

Finally,

Who?When?Where?What?

Writing StepDay 8 TE 43CTE 43C

Let’s Write the StoryLet’s Write the StoryTransparency RWW1-2 Story Map

Write the end on the story map.

Beginning

Middle

End

First,Then,NextAfter,

Finally,Last,

Who?When?Where?What?

Writing StepDay 9 TE 43DTE 43D

Focus Skill: Learn How to Write a TitleFocus Skill: Learn How to Write a TitleTransparency RWW1-3 Writing a Title

A story needs a good title to give readers a clue about what the story is

about.Let’s read a story and think about a title for the story.

title

Writing StepDay 9 TE 43DTE 43D

Focus Skill: Learn How to Write a TitleFocus Skill: Learn How to Write a TitleTransparency RWW1-3 Writing a Title

Let’s read a few stories and think about a title for each story.

Title:____________________________

Katy Cat came running into the yard. She jumped over the

sandbox. She zigzagged around the swings and came to a screeching halt next to the picnic table. She looked back toward the woods. Dandy Dog was peeking out from behind a tree.

Suddenly, he dashed out and came bounding into the yard. He tripped over the sandbox and fell in. He rolled over, stood up, and shook himself off. Then he ran around the swings and galloped over to the picnic table. “You win this time, he barked at Katy.

Writing StepDay 9 TE 43DTE 43D

Focus Skill: Learn How to Write a TitleFocus Skill: Learn How to Write a TitleTransparency RWW1-3 Writing a Title

•Read your story and think about what your story is about.•Think of a interesting title.•Read your title to a friend. •Ask your friend if your title is interesting?•Does your title gives clues about your story?

Now, write a title for your story

Revising StepDay 10 TE 43ETE 43E

Revising Your StoryRevising Your StoryPractice Book page 20

Read your story. Put a check next to the sentences that tell about your story.

Editing / Proofreading Step

Day 11 TE 43FTE 43F

Correct mistakes in your story.Correct mistakes in your story.cantcantcan’tcan’t

Read your story and check for capitals,

punctuation marks and complete sentences.

capitals / complete sentence ( Dragon ate all the food. )punctuation Marks ( . ? ! )

Publishing StepDay 12 TE 43GTE 43G

Hurray!!! Your finished writing a story.Hurray!!! Your finished writing a story.

……….

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