DOCUMENT RESUME ED 262 429 CS 209 390 TITLE Children as Authors Handbook. INSTITUTION Hawaii State Dept. of Education, Honolulu. Office of Instructional Services. PUB DATE Jun 85 NOTE 284p.; Product of the Multimedia Services Branch. PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052) EDRS PRICE MF01/PC12 Plus Postage. DESCRIPTORS Cooperation; Elementary Education; *Integrated Activities; Library Role; *Library Skills; Motivation Techniques; *Program Development; *Student Publications; Teaching Methods; Teamwork; *Writing for Publication; Writing Processes; *Writing Skills IDENTIFIERS *Bookmaking ABSTRACT Intended for teachers, librarians, and administrators, this handbook explores the possibilities of implementing a "Children as Authors" project by using collaborative and integrative teaching strategies to motivate elementaryschool children to write. After describing the project and explaining its benefits, the handbook explores ways teachers and librarianscan work together on the project. The planning section of the handbook highlights factors to be considered: choice of topicfor writing, objective for writing, incorporation of library skills, integration of instruction, use of effective teaching strategies, identification of learner needs, and identification of appropriate strategiesani resources. The handbook then provides guidelines and tips on working with reluctant writers and with very yours; writers (forexample, establishing the climate for writing and retaining the authorshipof each child) and offers suggestions for incorporating libraryand bookmaking skills into the project. The handbook concludes with ideas for sharing students' books and with samples of units that have already been developed on topics such as expressing feelings, riddle/entertaining, nuclear energy/promoting ideas, survival,the life cycle of frogs, and making a fantasy book. (HOD) ********************************************k************************** Reproductions supplied by EDRS are the best thatcan be made from the original document. *********************************************************************** .4. u-St MANMADE? OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCE TtONA RESOURCES INFORMATION1 I_ENTER . F RIC Wec...3Iva304.401110,Mtn DOWax/roc:loud as ftom ow persona.organuaocio anynanng4 Mincertilingea otavto Dear tnattle to roomy*, aprocholrazot ataltro 01PCI of +Ow u. opbonaSWAPOtt, 011111000.1. mere oo no, nocossaolt. trapamont official ME Posalortofmart, 4;:t PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY P.I zumu BEST COPYAVAILABLE TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Office of InstittOtionat Soi4isiesiMtniti4014nice: Elrfits** Obpatiment of EdJcatIon 4, State of Hawaii RS 85-8150 June 1985 2 The Honorable George R. Arlyoshl Governor, State of Hawaii BOARD OF EDUCATION Rev D-row L K Aiona, Chairperson Mako Araks First Vice-Chairperson Randal Yoshida, Second Vice-Chairperson Margaret K Apo Charles Norwood Sherwood M Hare John R Penebacker Dr Hatsuko F Kawahara Akira Sakima Michael Matsuda Meyer M Ueoka Ronald Nakano William A K Waters Francis M. Hatanaka, Superintendent of Education Dr Margaret Y Oda, Deputy Superintendent Bartholomew A. Kane, State Librarian Claudia Chun, Assistant Superintendent Office of Instruchonal Services Vernon H Honcia, Assistant Superintendent Office of Business Services Albert Yoshii, Assistant Superintendent Off.ce of Personnel Services William Araki, District Superintendent Leeward District Office Gordon Kuwada. ()strict Superintendent Central District Office Lokelani Lindsey. District Superintendent Maui District Office Dr. Kiyoto Mizuba. District Superintendent Hawaii District Office Dr Mitsugi Nakashima, District Superintendent Kauai District Office Claudio Suyat, District Superintendent Honolulu District Office Kengo Takata, District Superintendent Windward District Office j BEST COPY AVAILABLE 1/85 MEMO RE: CHILDREN AS AUTHORS HANDBOOK TO THE PERSON RECEIVING THIS MATERIAL: This handbook supplements the following publications: Library/Stud Skills Instruction in Hawaii's Schools: A ui e for eac ers and Librarians ( Integrating Library Skills into Content Areas: Sample Units- and Lesson-Planning Forms (1979) Extra copies of these earlier publications May still be obtainedthrough School Library Services. Additional copies of the chart, "Basic Study Skills and LibraryUse" (1978), may also be acquired through School Library Services. Reactions to this guide as well as requests formore copies of it are welcome. For more information, please contact: School Library Services 641 18th Avenue Honolulu, Hawaii 96816 (Phone: 732-1402) Since this is a limited distribution, the following distributionpatterns are suggested: 1. K-6 and K-8 schools a. 1 copy for administrator b. 2 copies for library *c. 1 copy for every 4 teachers 2. Secondary a. 1 copy for administrator b. 1 copy for !ibrary C. 1 copy for English department 3. K-12 schools a. 1 Loy for administrator b. 2 copies for library *c. 10 copies to distribute with priority given to K-6 teachers *Schools should feel free to work out actual distributions. Any unused copies of the guide should be returnedto School Library Services, 4 2,4b C,\'iakcie-to Nv.Vrtoret5 A-an(NV)orniAa Icycy, \\- ctyk \\\ex).) 5\1\q\ \ 0, var\ mex I iN 4_ \n\ 56, 0, Vo ce_osSmy. \AGA) u3as C\aen ..:,%\l'c(1\ 1\"0 co.N)30\(\n 30\,(1 7o,rt-._ c___\e_c.Arc. N"\\5 peN \TA5 e-r 11))C Yl tx).\\\(- il el.%) S9 0.9 "Ce-63.\\k3 \I"`\'\""r(\e-. C\e'3\\,\"e_. e.3. *1-t3s(1C,, Office of Instructional Servises/Multtmedie Services BranchDepartment of Education State of HawaiiRS 85-0158Juno 1985 5 Table of contents Page FOREWORD iii ACKNOWLEDGMENTS INTRODUCTION vii I. Children as Authors: overview and benefits What is it? Al How does it fit in to an on-going program? Al How does it benefit students? A2 How does it help teachers and librarians? A3 Why would administrators want to promote itas a curriculum improvement effort? A4 Why would districts want to support it? A4 II. Collaboration- teacher-librarian teamwork Who initiates the project? Bl How does the teaming relationship work? Bl How critical is leadership to the continuation of this project? B2 III. Planning: factors to consider What content should be chosen for the project? C1 What writing objective should be the focus? C3 How are library skills incorporated into the project? C4 How does the project help integrate instruction? C5 How does the project build effective teaching? . C6 How can learner needs be identified? C7 How can learner needs be matched with strategies, resources? C8 How do all these factors come together ina unit plan? C10 IV. Writing skills: guidelines and tips How do we establish the climate for writing? D1 What are the important phases to consider in the writing process? . D4 How is the authorship of each child retained throughout the writing process? D5 How can writing skills be integrated into pre-writing and composing phases of the process? D6 How can writing skills be integrated into the post-writing phase of the writing process? D10 Samples of a student product D17 Page V. Library and bookmaking skills How can library skills be incorporated into this project? El Lesson: creating parts of a book E2 Lesson: creating catalog cards El0 Are there skills and concepts that students can be taught in n1 ning their books? E14 If necessary, hL 1 art concepts and skills be reinforc :.... xtended? E27 Lesson: tissu.2 paper collage E27 What are some bookbinding techniques to consider? E29 VI. Sharing of products: a potpourri of ideas What are some ways to have students share their books? Fl VII. Sample units from summer workshop Expressing feelings G3 Riddles/entertaining G9 Computers in our lives/promoting ideas G15 Tidepools and coral reefs/giving information G24 Superheroes and tall tales/entertaining G33 Developing self-concept/expressing feelings G40 Nuclear energy/promoting ideas G47 VIII. Sample units from school teams Families H3 All about me H9 I am special H2O Animals H27 Computer awareness - computers in our lives H34 Biographies H43 Life cycle of frogs H49 Making a fantasy book H58 Instant readers H66 Survival H81 Foreword The most meaningful learning takes place whenstudents are motivated to bring skills and concepts together in products they havecreated out of their personal experiences and knowledge. This publication highlights the objectives,the processes, and the outcomes of effective teaching strategies thatencourage students to become young authors. As the collaborative effortof teacher and librarian teams, district and state office members, principals and universityfaculty, this document provides guidelines for a successful partnership of classroom teacher and librarian in a learner-centered project. FRANCIS M. HATANAKA Superintendent iii6 Acknowledgments The Department of Education gratefully acknowledges the contributions of the following individuals in the development and implementation of the "Children as Authors" project and this document. Project Developers Jean Sumiye, Teacher, Hale Kula Elementary Kay Nagaishi, Librarian, KamilAki Elementary School Teams Veronica Rivera, Teacher; Linda Ishii, Librarian--Liliuokalani Elementary Sue Yamamoto, Teacher; Karen Muronaga, Librarian--Lincoln Elementary Betsy Nakashima, Teacher; Marsha Higa ,iakamura, Librarian--Kanoelani Elementary Hiroko Koga, Teacher; Joan Yoshina, Librarian--Nanaikapono Elementary Jan Nakamura, Teacher; Cheryl Fukuda, Librarian; Art Kaneshiro, Principal --Kahaluu Elementary Gladys Fujii, Teacher,