Nonfiction Research Units of StudyPresentation Transcript
Writer’s Workshop Non-fictionResearch Unit of StudyArlene BrownAmy FavreauCharlotte Gillespie
Writers’ WorkshopShare with your table…What do you like about teaching writing?What are you most comfortable with whenteaching writing?What do you want to learn about Writers’Workshop?
Foundations of Writer’s Workshop- Lucy Calkins Every child needs 50-60 minutes a day for writing and writing instruction We need to teach children to write texts like other writers write- memoirs, stories, editorials, essays, poems- for an audience of readers, not just the teacher Writers do not write with words and conventions alone- writers write above all with meaning Children will invest themselves more in their writing if they are taught to select their own topics and write about subjects that are important to them
Continued Children need to be explicitly taught the skills and strategies of effective writing, and the qualities of good writing Provide children the opportunity and instruction necessary to cycle through the writing process regularly as they write, rehearse, draft, revise, edit, and publish their writing Writers read- all sorts of texts
Components of Writer’s Workshop Minilesson (10 minutes) Independent Writing, Small Guided Writing Groups, Individual Conferencing (40 minutes) Sharing ( 10 minutes) Total time- One hour
Classroom Environment inWriter’s Workshop Organized Classroom Library Mentor texts are available and displayed Netbooks or other tools for writing Areas for large, small, partner and independent work Writing center with paper, markers, crayons, and other materials Children’s writing on display
Minilesson Components1. Connection- Connect to prior work 2. Teaching- active demonstration Develop Anchor Charts3. Active Engagement- Practice for a minute( bring Writer’s Notebook to meeting) 4. Link- Summarize task for students
Management During Minilesson Bring supplies with them Sit next to Writing Partners Teach children Turn and Talk Routine Teach children how to manage transitions between listening, talking, and practicing Keep your minilesson- mini!
Minilesson Explicit instruction at the beginning of the Writer’s Workshop Types of Minilessons 1. Craft, Content, and Techniques 2. Strategies and Procedures 3. Skills- Grammar/ Punctuation/ Spelling 4. Procedures and Organization
Minilesson Ideas- Content focused Making lists Things you care about Experiences Memories Writing more- adding detail Choice words/descriptive language Great beginnings Strong leads Surprising ending Observations One moment in time Voice- Finding your voice Genre studies- personal narrative, informational writing, biographies, historical fiction, realistic fiction
Minilesson-Conventions Focus Spacing Phonetic spelling Verb tenses Use of adverbs and adjectives Use of proper nouns Paragraphing Punctuation Commas and quotation marks Appropriate grammar Use of and Correcting run on sentences Varied sentence structure
Anchor ChartsAnchor charts are tools for students to use duringWriters Workshop and aid children in rememberingprocedures and expectations. Charts should bemade with the children and added to throughout theyear. Anchor charts need to be posted in theclassroom where they are easily accessible tostudents.
Independent Writing Students write every day Students use a writer’s notebook and a folder for organizing writing Students are at different stages of writing Teacher is a coach Teacher meets with students individually and in small groups Students work independently
Conferring Conferences occur during independent writing time Teachers work with students individually or in small groups Students meet with writing partners or in writing groups to discuss writing
Conferring Questions What are you working on as a writer? What kind of writing are you making? What are you doing to make this piece of writing work? What do you think of what you’ve done so far? What will you do next? How will you go about doing that?
Conferring ContinuedTake notes during conferences to documentstudents progress and to plan future mini-lessons.• Listen to students read their entries aloud• Help students decide what they want to say• Provide feedback• Re-teach skills taught during mini lessons• Teach necessary new skills• Reinforce a writers strengths• Give writers new ways of thinking
Sharing Sharing time wraps up the workshop Reinforces the focus of the mini-lesson Celebration and reflection- What did we learn? Where are we going next?
Grammar and Conventions Grammar and conventions are key components of WW and RW Teachers need to teach grammar skills within the WW and RW block For example, your mini-lesson could have a specific grammar focus…nouns, verbs, adjectives…which you will have students focus on in their reading and writing Another example, teaching metaphors, similes, personification- another mini-lesson focus for students Conferences are key for assessment- notice how students are applying specific grammar focused skills and strategies
Six Traits Six traits fits perfectly into the Writer’s Workshop Model The trait are woven throughout WW lessons
When we open the gates to nonfiction discovery, we open our thinking and expect the unexpected, making reading discoveries, research discoveries, and writing discoveries on our way. By Stephanie Harvey Non-Fiction Matters
What is Research? How have you done research in the past? How have you used nonfiction materials? Doesresearch have to end with a product?
What tools can you use forResearch? Tools for finding Tools for presenting information information Books Blogs E-books Formal report Data bases Glogster/posters Websites 3D projects Newspapers Audio/video Videos/audio Web pages Magazines Wiki Interview Prezi Primary sources (original) Voki other Other
Research StepsThese strategies are important for anyresearch you need to do…. The Big Six The Super Three
The Big Six- Grade 3- Adult 1. Task Definition Define the information problem- restate or put in own words Identify information needed 2. Information Seeking Strategies Determine all possible sources Select the best sources 3. Location and Access Locate sources (intellectually and physically) Find information within sources 4. Use of Information Engage (e.g., read, hear, view, touch) Extract relevant information 5. Synthesis Organize from multiple sources Present the information 6. Evaluation Judge the product (effectiveness) Judge the process (efficiency)
The Super Three- K-21. Plan What am I supposed to do? What do I need to get the job done? What do I want it to look like when Im done?2. Do I must locate the things I will need (books, websites, materials etc.). I need to ask questions, read, and take notes. I need to use the information I find to create something.3. Review Did I do what I was supposed to do? Am I proud of what Ive done? Is there something else I should do before I say I am done?
Discuss this with your table How could you use The Big Six or The Super Three to answer a simple question such as…What is the habitat of a marmot?Was this process easy?What is the best way to teach students how touse The Big Six or The Super Three?Share with the group.
Pathways to the Common Core Pathways to the Common Core Videos
Research Unit of Study Guide Go to http://ms.sau57.libguides.com/research-units-of-studyThe Research Unit of Study and Alignment are fromthis website.Look at The Research Unit of Study Tab, locate yourgrade level, and familiarize yourself with theCommon Core Standards and the I Can Statementsthat tie in Reader’s Workshop, Writer’s Workshop andtechnology.
Common Core With your grade level team take the I Can statements that were developed this summer and edited this year….. Think about a topic or area of study you would like to have your students research. Would your topic or area of study work with the strategies in the Big Six or Super Three? What do you want your students to know at the end of the research unit? Keep in mind the big picture goal is to have students understand the process of researching and not necessarily the facts gathered because of the topic? How are students going to demonstrate their understanding of the research process? Written document, notes, poster, video, glogster, report…etc… The expectations and outcome will determine the resources you may choose to access.
Digital Resource ToolsK-2- Independent Resources for our youngestlearnersAlong with traditional resources…digital toolsare easy, fun, and engaging.Pebble Go- science and social studies databasisBookflix- pairs fiction and nonfiction titlesInteractive e-book with digital writing
Digital ResourcesGrades 3-5Along with traditional resources…digital toolsare easy, fun, and engaging. Power Kids Life Science Earth and Space Science CultureGrams Ebsco- kids search magazine World Book Interactive ebook with digital writing
Gathering and Documenting Research Note taking Pictures and illustrations Print information and highlight Graphic organizers Note cards Collaborative discussion and sharing
Google Researching Students need direct systematic instruction in order to access the appropriate materials available on the internet Options for Google researching… Whole class guided research Small group guided research Individual guided research
Organizing Information and Presentation Once students have gathered, documented, and discussed their new learning, they need to synthesize and organize their information, and decide how to share and demonstrate their learning.
Digital Presentations- K-2 Interactive ebook and digital writing Podcasts Word Cloud- Wordle…etc Video presentation Arlene will model the different tools and teachers will practice.
Digital Presentations 3-5 Interactive ebook with digital writing Podcasts Word Clouds- Wordle…etc Video presentations Interactive poster-Glogster Slide presentation- Power Point and Prezi Animated Voice Presentation-Voki Movies- Arlene will model interactive ebooks, Glogster, Voki
Develop Lesson Plan Outline Work with grade level teams to determine a outline of study…Lessons should include--Intro to Research-Developing topic idea-Introducing databases and ways to collectinformation-Organizing and Synthesizing Information-Developing presentation- traditional and/or digital-Presenting Information-Evaluating Information