See it, Say it, Write it

Information for Parents

Your child's teacher may be using the See it. Say it, Write it Program. The program is   designed to enhance comprehension of classroom lessons and to provide picture supports [graphic organizers] to help your child put his/her thoughts into writing.  Here are some examples of two popular uses of this program along with suggestions on how you may review and strengthen your child's skills when the finished products are brought home. It is within everyday events that language is naturally acquired and to these events that newly learned communication skills generalize (Owens, 1991).

Procedural Writing

During classroom lessons, the teacher uses the digital camera  to create pictures of 6 or 9 steps in a cooking recipe.  The cooking lessons are designed to enhance the theme of the specific topics being taught in your child's room during that week/month. The teacher's goals for the students are to: increase the ability to give the procedure a title/introduction, list ingredients/materials, sequence and number specific steps, use present tense verbs (e.g. cut, stir, bake) and provide evaluations of the finished product. This is an example of a lesson from the Boston Unit covering the story "Make Way For Ducklings". The cooking activity involved making duck shaped snacks.  

Here is another example of the procedure "Santa's Hats" created by Mrs. Buckingham's 2nd grade class:

Photos by Fran McNeill and Keith Driscoll

Depending on the grade level expectations, the students may be instructed to cut out each picture and glue them into a book.  They will then write sentences describing each picture.  They will be learning the procedural writing process.  When your child brings home the final book/recipe, you as a parent will be enhancing your child's learning by discussing what he or she has done.  Use the words Tell me about this.... or What happened here? as you look at each page. If your child has difficulty finding the right words you may want to consult with the teacher on ways to promote language. Also the speech-language pathologists assigned to your child's school may be a good resource for specific word finding strategies. You may contact the program developers for further questions or discussions  at  info@seeitsayitwriteit.com.

Story Recounts

Digital pictures of field trips are used to produce picture cards which enable students to remember specific details of an event. This was used in Mrs. Aveni's 3rd grade classroom science lesson. The teacher's goals for your child may be to: provide an introduction, correctly sequence the order of the events, use connective words (i.e. First, Then, Next, After that, Finally), use descriptive words (e.g. warm incubator, fluffy feathers) use past tense verbs, and give a conclusion. The suggestions for parent support are the same as previously mentioned. You may contact program developers, Linda and Karen  for further questions or discussions at info@seeitsayitwriteit.com

Owens, R. (1991). Language Disorders A Functional Approach to Assessment and Intervention. New York: Macmillan Publishing Company.

We request parent permission to have your child's classroom lessons  posted on this site.  Please return the signed permission slip to school with your child.  If mailing the permission slip, use this postal address: See it, Say it, Write it, c/o Linda Burmeister, Speech Department, Mitchell Elementary School, 500 South Street, Bridgewater, MA  02324.  Thank you for participating!

Check out this site for speech & Language learning games for your child: http://www.quia.com/pages/havefun.html

Sequence games: http://www.quia.com/pages/sequencingfun.html

See it, Say it, Write it ęCopyright 2011