Write Like A Pro: Kentucky Reading Conference 2014
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Presentation from 2014 KRA in Louisville KY Using Mentor text with k-5 students with a focus on KCAS modes of writing
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Write Like A Pro: Kentucky Reading Conference 2014
- 1. Photo by photosteve101 - Creative Commons Attribution License https://www.flickr.com/photos/42931449@N07 Created with Haiku Deck
- 2. Photo by SanFranAnnie - Creative Commons Attribution-ShareAlike License https://www.flickr.com/photos/74551611@N00 Created with Haiku Deck
- 5. Quick Write The most important thing about writing is______. It_____________________________. It is _____________________ and ___________. But the most important thing about writing is_______________________________.
- 6. “Writing helps students get more actively engaged in subject matter, understand information and concepts more deeply, make connections and raise questions more fluently, remember ideas longer, and apply learning in new situations” (Daniels, Zemelman & Steineke, 2007).
- 7. Let’s Start with KCAS
- 8. Three Modes of Writing Located in Standards 1-3 Standards 4- 10 How students should do the work of Standards1- 3 Writing Standards
- 9. Where is it addressed in the Standards?
- 10. 3 Modes of Discourse Opinion Informational Narrative
- 12. Jot a Top 3 List
- 13. MENTOR TEXT
- 14. Mentor Texts •Short pieces work best •Use the text numerous times for different purposes •Teaching Writer’s Craft not the book
- 15. Writing Standard 1 •Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- 16. Arguments: From…To… Stating opinions Supporting with evidence Supporting with textual evidence 16
- 17. voting • Which is Better? • _______________-is better because ____________________
- 18. Kay Winter
- 19. Quick Write: Things I Want to Change Does Ike have a good argument? List some of his supporting evidence and with a friend decide if it is strong or weak support.
- 20. Things I want to Change Changes Support/ So What? •More recess Increased exercise, less fidgety in class Fresh Air, think more clearly, concentrate Get my own room Get my ears pierced Stay up later No more uniforms
- 21. Hey, Little Ant by Phillip and Hannah Hoose Illustrated by Debbie Tilley
- 22. To squish or not to squish! Who has the strongest argument? Boy Ant Opinion *Supporting Details Opinion *Supporting Details HO
- 28. What are the facts? http://www.collier.k12.fl.us/weblessons/webquest/heylittleant/index.htm Nonfiction books: • Are You an Ant? by Judy Allen • Time For Kids: Ants! • The Life and Times of the Ant by Charles Micucci • Inside an Ant Colony by Allan Fowler • National Geographic Readers: Ants by Melissa Stewart
- 29. Hey, Little Ant http://www.cmnonl ine.org/resource-results. aspx?CID=1 6
- 30. Mentor Text for Informative/ Explanatory
- 31. Writing Anchor Std. 2 •Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
- 32. Elements of Informational Texts •Author’s purpose •Major ideas •Supporting details •Visual support •Vocabulary
- 33. What are you wondering? •Start with what you don’t know. •What questions do you have? •Let questions drive the research.
- 36. Wonder Boards
- 37. Picture Prompts
- 38. No More Boring Animal Reports! Books That Make me Wonder Steve Jenkins
- 41. Kindergarten - Second grade Research
- 43. ABC BOOKS
- 44. How could you use this with different content areas? Kentucky
- 45. Writing with a Narrative Voice Seymour Simon Stephen Kramer
- 47. Mentor text for Narrative Writing
- 48. Writing Anchor Std. 3 •Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured sequences.
- 49. People I Know, Places I Go and Things I do
- 51. Using Dialogue
- 52. Crafting a Great Lead
Editor's Notes
- Share with your partner
- Make writing journal with folding paper in half and tearing edges ½ inch in on fold to make journal
- Handout standards placemats to each table. If needed go over basic structure. What sections of the standards address writing? When talking about writing you need to look at foundational skills, language, and writing sections
- Types of Writing: Opinion/Argument Narrative Informative What genre might you put under each of the Three main types of writing? Table activity May record on chart paper Examples: Narrative: personal narrative, fiction, historical fiction, fantasy, narrative memoir, narrative nonfiction Opinion/Argument: persuasive letter, review, personal essay, persuasive essay literary essay, petition, editorial Informational: fact sheet, news article, feature article, blog, website, report, research report, recipe, lab report, nonfiction book Standard 5 addresses the writing process which students will use with standards 1-3 Standard 10 means to make writing a habit Calkins, “Pathways to the Common Core’’ p 103
- Standard L1-L2 and Foundational Skills Participants can look at the grade level progressions for these two standards on the progression charts either from Bullitt or Jefferson County.
- Most of us write to communicate, clarify thinking and learn new concepts and information Students need practice to be able to use writing effectively to meet these goals
- Why do you write Label to learn, to demonstrate or publish
- How do you use childrens’ literature in you classroom?’ A piece of writing that can be used to teach a writer about some aspect of writer’s craft Mention appendix B uses here
- May want to have Mentor Texts on tables Ann Marie Johnson “ Mentor Texts: Using Children’s Literature and Modeling to Improve Student Writing” Corbettharrison.com/mentortext
- Building student’s skills from elementary to secondary, it is important that teachers consider the progression of learning in the standards and what differentiates argument from opinion is the use of textual evidence.
- Handout sentence frames…….. Put teams in two groups and have them quickly debate the issue. Procon.org
- Supporting detail
- Read entire book. Then reread excerpts and decide what is strong evidence. What would you change: Quick Write a list. Pick one thing and write one piece of evidence to support
- Read aloud
- Chart on t-chart the strong argument - leave room to add supporting details – (use a different color marker later for supporting details) Discuss validity of argument – example – the peer pressure argument presented by the boy is weak, ”Doing something because your friend likes it is never a good idea.” A strong argument, changing roles “if you could put yourself in the ant’s place, would you still think it was a good idea to quish ants for fun?” Add supporting details with different color marker - Should see that the ants argument is stronger, but not supported with details To help with supporting details -Leads into incorporating the nonfiction books as the next step http://www.collier.k12.fl.us/weblessons/webquest/heylittleant/index.htm
- Gradual Release – Read and chart facts Read aloud – whole group Read in pairs Read individually Add the relevant details to the ant argument on the strong argument whole group poster
- Here I need picture of organizer.
- Tables do the sorting Exit Slips with Fact and Opinion Support your opinion Quick Writes Sentence frames Voting and defending your position
- Animals, Kentucky, The Beach ABC List in notebook
- Discuss progressions—Anchor standards are the College and Career Ready statement. Look at Informational Progression.
- Author’s purpose. The reasons why the author is writing the text, whether it is to provide information, persuade or convince the reader of a particular point of view, or entertain. Major ideas. The major concepts, convictions, or thoughts expressed by the author Supporting details, Information that verifies or further illustrates the main ideas in the text Visual support. Graphic representations that offer helpful information including charts, drawing, photographs, and tables. Vocabulary. Words that are pertinent for understanding and writing about the text.
- May be general or focused on content Inquiry station
- Pinterest thinking prompts
- Also show grossology here
- Participant take a fact and make it a question or generate questions.
- Show B is for Bluegrass
- Kentucky Group Brainstorm in notebook How could you use in content
- IN notebook……special people/ what I do with them or what they do for me Or use an anchor chart for K-1 Read from The Relatives Came……. I come from…..
- Look at Narrative Progression and talk about prioritizing—use progression for pre-assessments. Prioritize what is introduced at your grade level. Use progression and placemat to make checklist for grade level you teach. Ask question about poetry. Discuss and show example from Poetry Pairings. ** Refer to copy of reading standards: Reading Standard for poetry: Std 2—finding theme of a poem; Std 4—how words and phrases supply rhythm & meaning to a poem; Std 5—differences between poems and other genres, how stanzas fit into the overall structure of the poem; Std 7—one of the diverse formats of text; Std 10—grade level text Talk about the role of narrative in high school—to strengthen and enhance an informative or argumentative piece by embedding narrative. Use example from David and Goliath (two families with murdered children), when strict rules can backfire
- Read excerpt from “the relatives came”
- Speech bubbles: Use small post-its to add dialogue to the picture in your packet. Share with a neighbor Practice with a painting: Use speech bubbles or write an interview Dialogue Tags (words to use instead of “said”) Use Mentor Text to see what professional authors do Use speech bubbles Practice with a painting Practice with a picture book Script a comic strip Filling in a story Dialogue Tags
- Dissect the lead with a partner, share out
- How do you use childrens’ literature in you classroom?’ A piece of writing that can be used to teach a writer about some aspect of writer’s craft Mention appendix B uses here Book Pass at each Table of Mentor text, record and make notes on recording sheet…..15 minutes
- Prompts also from northwest education