Mini-lessons: Focus on Craft and Convention<br />EDUC 5423<br />Hilary Ready and Jennifer Chaisson<br />October 14, 2010<b...
Craft and Convention<br />Often juxtaposed  support<br />Taught simultaneously<br />Necessity of time<br />Necessity of a...
What is a convention?<br />Customary editing of writing that is done in such a way that the reader and the writer understa...
Why do we use conventions?<br />Road signs<br />Provide clarity for readers<br />For works in progress, provide clarity an...
Introducing Convention<br />Early<br />Grade 2 New Brunswick Curriculum:<br />“Revise a piece of writing after re-reading;...
Mentor Texts<br />A text or excerpt of text by an established writer<br />Noting observations<br />Children learn by obser...
Teaching Convention<br />Mini-lesson approach<br />More digestible<br />Collaboration<br />Checklists and charts<br />Anal...
Having FUN... with convention!<br />Read the excerpt of text<br />Make notes about your overall reading experience:<br />H...
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Literacy and la mini-lessons craft and convention

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Literacy and la mini-lessons craft and convention

  1. 1. Mini-lessons: Focus on Craft and Convention<br />EDUC 5423<br />Hilary Ready and Jennifer Chaisson<br />October 14, 2010<br />
  2. 2. Craft and Convention<br />Often juxtaposed  support<br />Taught simultaneously<br />Necessity of time<br />Necessity of a workshop setting<br />Function of mini-lessons<br />
  3. 3. What is a convention?<br />Customary editing of writing that is done in such a way that the reader and the writer understand what the writer is saying.<br />Spelling<br />Grammar and punctuation<br />Capital letters, commas, periods, etc.<br />Formatting<br />Organization of ideas, separation of paragraphs.<br />
  4. 4. Why do we use conventions?<br />Road signs<br />Provide clarity for readers<br />For works in progress, provide clarity and direction for writers<br />Assumptions about what our readers think of or expect from us<br />
  5. 5. Introducing Convention<br />Early<br />Grade 2 New Brunswick Curriculum:<br />“Revise a piece of writing after re-reading; peer/teacher conferencing; using checklists without support; add ideas or change words/edit a piece using a checklist for capitals, periods, spelling; relying on teacher prompts to check the whole piece.”<br />Promote self-management<br />Grade 6 New Brunswick Curriculum:<br />“students will be expected to understand many words greater than three syllables (requires knowledge of root words/affixes), complex plurals/spelling patterns, many nouns/technical words that are difficult to decode.” (Reading)<br />“students will be expected to use appropriate tools (e.g., dictionary, thesaurus, grammar checker, and text models) to edit conventions and strengthen word choice; may require teacher support for split dialogue.” (Writing)<br />
  6. 6. Mentor Texts<br />A text or excerpt of text by an established writer<br />Noting observations<br />Children learn by observation – if at a young age they are observing good writing practices while reading, the will become more implicit in their own writing<br />Employing what they notice in their own writing<br />
  7. 7. Teaching Convention<br />Mini-lesson approach<br />More digestible<br />Collaboration<br />Checklists and charts<br />Analysis of other works<br />Revising own work<br />
  8. 8. Having FUN... with convention!<br />Read the excerpt of text<br />Make notes about your overall reading experience:<br />How long did it take?<br />What, if anything, did you have to re-read?<br />How clearly do you understand it?<br />Using your convention checklist, edit the excerpt. Re-read. <br />Trade your excerpt with another table after editing<br />What has changed?<br />How long did it take to read?<br />How clearly do they understand it?<br />

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