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The session covers changes influencing how audiences communicate, then demonstrates how a journal entry can become a purposeful letter to a specific person. It explains letter characteristics, key components (date, address, salutation, body, closing, signature), and how ELAR TEKS supports the writing process. Guidance includes topics to encourage letter writing, teacher expectations, and resources to publish letters while making reading connections to mentor texts.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/from-journaling-and-personal-narratives-to-letter-writing-elar-webinar-part-3-idra/278182/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/from-journaling-and-personal-narratives-to-letter-writing-elar-webinar-part-3-idra/278182.png","ImageObject",442,249,{"name":88,"@type":89},"Angel","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-27","2026-09-15",true,{"@type":98,"interactionType":99,"userInteractionCount":30},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"How can educators move from a journal idea to a letter?","Question",{"text":108,"@type":109},"The webinar outlines transforming a journal entry into correspondence by expressing appreciation, stating an opinion, registering a complaint, offering suggestions, seeking information, and responding to pandemic-related rules.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"What are the characteristics and main components of a letter?",{"text":113,"@type":109},"A letter uses an introduction-body-closing format, maintains focus on why the writer is writing, supports opinions with reasons, and uses a more formal voice addressing a particular person. 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It also specifies grade-level expectations for composing correspondence such as thank-you notes, information requests, and letters that express opinions or complaints.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},278182,1791721152,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":30,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":40,"language":135,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":61,"update_tm":139,"read_time":140},687207412472,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Webinar recording available [https://idra.news/ELAR3](https://idra.news/ELAR3)  \nFrom Journaling and Personal Narratives to Letter Writing –  \nELAR Webinar Part 3  \nFeaturing Gerald Sharp & Jeanne Cantu  \nAgenda  \n􀁹 Introduction by Dr. Nilka Avilés, Sr. Education Associate, IDRA  \n􀁹 Invitation to Write  \n􀁹 Changes Affecting Letter Writing  \n􀁹 Going from a Journal Entry into a Letter  \n􀁹 Characteristics of a Letter and Components of a Letter  \n􀁹 ELAR TEKS and the Writing Process  \n􀁹 Reading Connections  \n􀁹 Topics to Encourage Letter Writing  \n􀁹 Teacher Expectations  \n􀁹 Letter Writing Going Public  \n􀁹 Professional Resources  \nInvitation to Write  \nBegin a letter to a political figure registering a concern having to do with a coronavirus policy.  \nTimer set for 3 minutes  \n[https://youtu.be/XM_HoE_VDxI](https://youtu.be/XM_HoE_VDxI)  \nChanging Attitudes Affecting Letter Writing  \n􀁹 Takes too long to write and receive a reply  \n􀁹 Popularity of text messaging  \n􀁹 Popularity of emails  \nGoing From a Journal Idea into a Letter  \n􀁹 Thank you to a public figure for role in coronavirus response  \n􀁹 Expressing an opinion about some part of the coronavirus policy  \n􀁹 Registering a complaint about personal treatment during the pandemic  \n􀁹 Offering suggestions to improve public policy in pandemics  \n􀁹 Seeking information in order to recommend future changes  \n􀁹 Responding to Stay at Home ordinance  \n􀁹 Responding to restrictions for personal movement  \nCharacteristics of a Letter  \n􀁹 Form – Introduction, Body, Closing  \n􀁹 Maintains focus of why you are writing  \n􀁹 Reasons supporting opinions  \n􀁹 Authentic writing opportunity  \n􀁹 Addresses a particular person  \n􀁹 More formal voice  \nComponents of a Letter  \n􀁹 Date  \n􀁹 Address  \n• Salutation  \n• Body  \n• Closing  \n• Signature  \nELAR TEKS  \nK-12 The student uses the writing process recursively to compose multiple texts…  \n• K-12 The student is expected to plan by generating ideas for writing…; develop drafts…by organizing ideas…  \nK-12 The student uses genre characteristics and craft to compose multiple texts that are meaningful…  \n􀁹 1 – dictate or compose correspondence such as thank you notes or letters  \n􀁹 2-3 – compose correspondence such as thank you notes or letters  \n􀁹 4-5 – compose correspondence that requests information  \n􀁹 6-8 – compose correspondence that reflects an opinion, registers a complaint or requests information  \n􀁹 9-12 – compose correspondence in a professional or friendly structure  \nThe Writing Process  \n• Prewriting (from topics found in journal entries)  \n• Drafting  \n• Revising  \n• Editing  \n• Publishing   \nReading Connections  \n• Can I Be Your Dog?– Troy Cummings  \n• Click, Clack, Moo, Cows that Type – Doreen Cronin  \n• The Day the Crayons Quit – Drew Daywalt  \n• Dear Mr. Blueberry – Simon James Querido Salvatierra – Simon James  \n• Dear Mrs. LaRue: Letters from Obedience School – Mark Teague  \n• I Wanna Iguana – Kren Kaufman Orloff  \n• Old Henry – Joan W. Blos  \n• A Letter to My Teacher – Deborah Hopkinson  \n• Mango Moon – Diane de Anda La luna mango-Diane  \n• Sincerely Yours, Writing Your Own Letter – Nancy Loewen  \n• Sitti’s Secrets – Naomi Shihab Nye  \n• Yours Truly, Goldilocks – Alma Flor Ada Atentamente, Ricitos de Oro  \n• “Letter from Birmingham Jail” – Martin Luther King, Jr.","cbCaii8gxtDpNRaZ","https://ap.wps.com/l/cbCaii8gxtDpNRaZ","pdf",1745609,"English","# Agenda\n## Invitation to Write\n## Changes Affecting Letter Writing\n## Going From a Journal Idea into a Letter\n## Characteristics and Components of a Letter\n## ELAR TEKS and the Writing Process\n## Reading Connections\n## Topics to Encourage Letter Writing\n## Teacher Expectations\n## Letter Writing Going Public\n## Professional Resources","[{\"question\":\"How can educators move from a journal idea to a letter?\\n\",\"answer\":\"The webinar outlines transforming a journal entry into correspondence by expressing appreciation, stating an opinion, registering a complaint, offering suggestions, seeking information, and responding to pandemic-related rules.\"},{\"question\":\"What are the characteristics and main components of a letter?\\n\",\"answer\":\"A letter uses an introduction-body-closing format, maintains focus on why the writer is writing, supports opinions with reasons, and uses a more formal voice addressing a particular person. Core components include date, address, salutation, body, closing, and signature.\"},{\"question\":\"How does ELAR TEKS connect to the writing process for letter writing?\\n\",\"answer\":\"ELAR TEKS emphasizes planning, drafting, revising, editing, and publishing, using genre characteristics and craft. It also specifies grade-level expectations for composing correspondence such as thank-you notes, information requests, and letters that express opinions or complaints.\"}]","From Journaling and Personal Narratives to Letter Writing - ELAR Webinar Part 3 - IDRA | PDF",1789507716,6]