What Educators Say about CraftPlus

Teaching Tips

Marilyn Maurer, a secondary language arts consultant for Niles Community Schools, offers a lesson on teaching thesis statements in fourth grade...

Main idea, focus, and "big idea" statements are often confused with thesis statement. A thesis statement never starts with a question, is focused, and is arguable. It is used in persuasive essays or research papers.

Pronouns, which are reserved for personal narratives, are never used in a thesis statement because they weaken the position. However, when teaching children to write, "I believe" can help them get that thesis statement. Many times they can just take the "I believe" off and have a perfect thesis statement, as long as it is not just a statement of fact.

When a paper is focused on fact, the student should use a main idea, focus, or "big idea" statement. This is usually done in an essay of explanation, description, interpretation, or when answering a question. 

Main idea, focus statement, and "big idea"
Animals protect themselves in three amazing ways.
The writer would then go on to explain the three ways animals protect themselves.

Who is Tiger Woods? Tiger is a professional golfer.
The student would then go on to explain more about Tiger. This is an answer to a question, but it also could have been a lead for an essay about Tiger. It is based on fact. 

Thesis statements
Many elementary schools are going to a year-round schedule.
This is not a thesis but a statement of fact.

Revised thesis: Year-round schools can help reduce overcrowding in classrooms and will benefit students, parents, and school staff in general. (arguable)

Evidence in Shakespeare's play demonstrates quite clearly that while Hamlet's madness may seem genuine on the surface, it was very clearly feigned.
This is weak because of the word "may." "May" leaves the reader believing that the author of the thesis is unsure about what he/she is saying.

Better thesis: Evidence in Shakespeare's play demonstrates quite clearly that while Hamlet's madness seems genuine on the surface, it was very clearly feigned. This is definitely arguable as readers could disagree with this statement. The writer needs to convince us, and removing "may" makes the argument stronger.

In their papers, students also need to briefly address the opposition to their thesis. (This is a high school skill.)

About the Program

From: Penny Brinson, Hawks Rise Elementary Principal
Sent: 5/03/04
To: Marcia Freeman
Subject: Data
We maintained a 100% of all students (including ESE) making a level 3.0 or above and we went from having 20% scoring at levels 5.0 to 6.0 to 29.5%. Schools are already calling to ask how we did it!

From: Susie Auten, Michigan program user.
Sent: 10/8/03
To: Marcia Freeman
Subject: Michigan facilitator
Thank you so much for your prompt response. I will copy your message and give it to my K teachers. We did the viewing of Module 2 today, and everyone has their assignments due in two weeks. Most were very excited about it and are looking forward to consistent training that is monitored!!! (Would you believe THAT?) Thank you again for creating this program......it is really going to bring cohesiveness to our curriculum.

From: Karen Basil - FL private school
Sent: 9/29/03
To: Marcia Freeman
Subject: RE: good job
Hi Marcia,
I can't begin to tell you how much I enjoyed being able to shadow you. I learned so much and I feel much more confident in my quest to keep this writing program not only moving along but helping it to continuously gain momentum. Study groups are getting underway. You are the best of the best! It is definitely an honor for me to have you here. Thanks for everything!!!

From: Kim Eltschlager, Assistant Principal, MI
Sent: 8/22/03
To: Marcia Freeman
Subject: Aug. 18th In-service Update
Hi Marcia-
This is Kim and Sherry, the early birds at your in-service in Detroit. Just wanted to let you know that our in-service on Thursday went beautifully!!! Thanks to you, of course. Your program is so easy to follow and very practical for classroom teachers. Even those teachers who were a little apprehensive seem to enjoy the morning.
Again, thank you for taking the time on Monday to look at our agenda and thank you for the wonderful presentation. In preparing for our in-service, I have previewed some of your videos several times now and continue to enjoy them and learn something new.

From: C. Clanton, FL district program user
Sent: Friday, 8/01/03
To: Marcia Freeman
Subject: Writing Resource
Dear Marcia,
You have truly blessed the children in our district, not to mention everybody! I am truly convinced that writer's craft is so entirely our next step. Looking forward to keeping you posted.

From: Carolyn Mohr, OH administrator
Sent: 3/06/03
To: Marcia Freeman
Subject: Writing Program
Marcy,
Hope this finds you well. I have been so busy I haven't had a chance to write and fill you in on the latest news. Since I presented at the convention, I have had several school systems visit our school. They all are impressed with the writing our children are doing and your program. Perry Meridian, Edinburgh, Sugar Grove and Tippecanoe School Corp. are all interested in purchasing your books and program.

About the Professional Books

Listen to This

"... one of those rare teacher's resources that actually work. In other words, your students will improve with these techniques." — Mark Krol, Melbourne, Australia Teacher

"...makes clear the connection between careful reading and effective writing. It will undoubtedly become one of those few cherished reference books you won't lend to a friend for fear that it won't be there when you need it." — Terry Mobley, Maryland Writing Project

"It's easily the best thing I've ever read about writing. The genius lies in the simplicity. We're all going to become really good expository writers and it's all because of you!" — Brod Bagert, National Touring Poet

Building a Writing Community

"The definitive book on creating a classroom environment that will support and sustain young writers. ...Your suggestions and connections are sooo practical." —Madeline Crosby, Louisiana Teacher

"The most practical writing resource I have ever used... We jokingly refer to your book as the writing bible. I recommend it to every teacher I know." — Cathy Midkiff, Kentucky Teacher

"...valuable source of information that is easy to implement. This book is full of useful and easy-to-implement teaching methods that actually make teaching writing easier with the results we want: better writing from our students." — Dana, Florida Teacher and Reviewer

Teaching the Youngest Writers

"...a well-written, valuable teaching resource, rich with classroom-tested models and writing techniques that emergent writers need." —Brenda Parkes, Ph.D., author and international literacy consultant

"...has to be the most practical and complete book on implementing a writer's workshop with the youngest writers! Thank you for writing it!" —Betsy Hannah, Michigan Teacher

"The best resource I've found on how to create an environment so that kindergartners will write. The book is very easy to read, and the author guides you the process of creating a classroom of young writers. She offers manageable and practical suggestions (you can tell she knows what she's talking because she has experienced it!). She takes the steps of the writing process (prewriting, writing, editing, etc.) and shows what they "look like" in a primary classroom. She also stresses how IMPORTANT it is to MODEL all aspects of the process. I've shared the ideas in this book with my colleagues, and they love them. If you teach kindergarten, first, or second grade, you need this book!" — Indiana kindergarten teacher

Non-fiction Writing Strategies

"Using Big Books to integrate science and writing has worked wonders in my classroom. My students' writing shows significant and continual improvement as they enthusiastically respond to Marcia Freeman's well-organized and easy-to-implement lessons." — Bonnie Drick, NBCT, Idaho Teacher

"Non-Fiction Writing Strategies has supplied our teachers with multiple hands-on ideas to incorporate writing into other curriculum areas. These strategies are excellent in preparing students to write responses to short answer and essay questions often seen on state and national tests." —Jane Carey, Coalition Science Specialist for Brandywine School District, Delaware

"Integrating science with expository writing, Marcia Freeman's Non-Fiction Writing Strategies is ideal for school-wide curriculums. This innovative resource guide provides an integrated approach for teaching science and informational writing; strategies for teaching writing-craft fundamentals; a step-by-step explanations of the basic process of teaching writing-craft skills; oral and written models, student examples, practice activities, and assessment procedures; a variety of expository techniques with related precursor activities appropriate for children; and advice on preparing young writers for success on performance-based school examinations and state competency tests. Highly recommended for use by elementary teachers and home-schooling parents." —  Midwest Book Review, Oregon, Wisconsin

About the Workshops

"I just wanted to share with you the wonderful change I am seeing in my students' writing since your workshop sessions. It is like night and day! They debate, discuss, disagree, and decide together, and it is a pleasure to observe! ...your approach does work." —Margaret Broome, N. Carolina Teacher and Grade-level Chairperson

"I attended your workshop about two years ago. Your workshop and book have changed my life forever. I love teaching young children to write and using all your ideas. Thank you. —Susan Hutter, Florida Teacher

"I really feel your presentation was the best information I've ever received about teaching writing to first graders. I have been teaching for 20 years, and while I think I do a pretty good job, you have shown me the next step!" — Lynn Weber, Ohio teacher and adjunct professor, Walsh University

"Your model for training has been clearly the most successful since I took over as Principal. Each time a session was held, several teachers would comment or write a note to thank me for the opportunity to learn. They also remarked that their new skills and insights were quickly transferable to the classroom. The lessons [you] modeled are invaluable teaching tools. We feel so fortunate to have "the expert" working beside us coaching us to success." — Wendy Katz, PhD, Florida Principal

"Marcia's program is the first concrete writing curriculum I have ever seen. Her writing craft lessons are simple and make so much sense. I feel they're the missing link in our writing education from primary to intermediate grades." — Carolyn Brown, Texas Reading/Writing Facilitator

About Academic Outcomes

"It works! Teaching writing as a craft using Marcia Freeman's Target Skills approach has helped all our students learn to write and to love writing. After years of struggling with one method after another, we have finally caught on to a winner. In a single year we substantially raised our 4th-grade state writing assessment average, moving us from last in the county system of 21 schools to tenth. And I know the improvement will continue." — Catherine Kitto, Florida Principal

"Two years ago, 27% of my students scored above the state average on the writing assessment. This year it was 100%, and all because of your workshops." — Cindy Thibodeaux, Louisiana teacher

"I am so thrilled about using your techniques and lessons. I can't tell you enough about the impact they have had on my teaching! Any opportunity I get, I am sharing your lessons with teachers and children. It has made teaching writing so much more enjoyable for me." — Teacher, Walker Elementary, Canton, OH

"I think CraftPlus is wonderful because of the targeted skills. Writing is hard to learn, and it is hard to teach. CraftPlus gives teachers clear guidelines that are measurable, and most of all, our children love to write. We can't teach writing if we can't get them to write. Our kids are writing and loving it! That is the most important thing. This is for the kids." — Marilyn Maurer, Secondary Language Arts Consultant, Niles Community Schools

"The percent of students in our school who meet or exceed our grade-level benchmarks has risen steadily over the two years you have been working with us. That percentage for our third graders has increased almost five-fold from the base year! — Joan Peck, Pennsylvania Principal

A list of school districts using Marcia Freeman's writing program

• Montgomery County, Maryland
• Lafayette Corporation, Indiana
• Jefferson Parish, Louisiana
• Gettysburg, Pennsylvania
• Solano County, California
• Union County, North Carolina
• Akron, Ohio
• Houston and San Antonio, Texas
• Sarasota County, Florida
• Stark County, Ohio
• Hillsborough County, Florida
• Eagle, Idaho
• Cape May, New Jersey
• Terrebone, Louisiana