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Literacy and la   mini-lessons craft and convention
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Literacy and la mini-lessons craft and convention

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  • 1. Mini-lessons: Focus on Craft and Convention
    EDUC 5423
    Hilary Ready and Jennifer Chaisson
    October 14, 2010
  • 2. Craft and Convention
    Often juxtaposed  support
    Taught simultaneously
    Necessity of time
    Necessity of a workshop setting
    Function of mini-lessons
  • 3. What is a convention?
    Customary editing of writing that is done in such a way that the reader and the writer understand what the writer is saying.
    Spelling
    Grammar and punctuation
    Capital letters, commas, periods, etc.
    Formatting
    Organization of ideas, separation of paragraphs.
  • 4. Why do we use conventions?
    Road signs
    Provide clarity for readers
    For works in progress, provide clarity and direction for writers
    Assumptions about what our readers think of or expect from us
  • 5. Introducing Convention
    Early
    Grade 2 New Brunswick Curriculum:
    “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.”
    Promote self-management
    Grade 6 New Brunswick Curriculum:
    “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)
    “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)
  • 6. Mentor Texts
    A text or excerpt of text by an established writer
    Noting observations
    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
    Employing what they notice in their own writing
  • 7. Teaching Convention
    Mini-lesson approach
    More digestible
    Collaboration
    Checklists and charts
    Analysis of other works
    Revising own work
  • 8. Having FUN... with convention!
    Read the excerpt of text
    Make notes about your overall reading experience:
    How long did it take?
    What, if anything, did you have to re-read?
    How clearly do you understand it?
    Using your convention checklist, edit the excerpt. Re-read.
    Trade your excerpt with another table after editing
    What has changed?
    How long did it take to read?
    How clearly do they understand it?

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