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Teaching Writing through Genre Studies


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IRC 2011 Presentation without movies

Teaching Writing through Genre Studies

  1. 1. Teaching Writing Through Genre Studies Riverside District 96 Literacy Support Team
  2. 2. Session GoalsTo focus instruction on what matters most inwriting.To plan and implement a genre study.To create a yearlong scope and sequence.
  3. 3. Riverside Public Schools District 96 Riverside, Illinois 5 schools: 4 elementary 1 middle school
  4. 4. 2009-2010Reading ISAT Results
  5. 5. Before Genre UnitsThe district writing program was very formulaic.Our focus was ISAT driven.We followed the 5 step writing process.Writing assignments were project based.
  6. 6. Why Genre UnitsReading and writing is a reciprocal process.Encompasses best practice in writing.Exposes students a variety of writing.Gives opportunities for students to develop anddeepen their understanding of a genre over time.
  7. 7. Gradual Release of Responsibility
  8. 8. Genre Unit: AssessFind out what studentsknow about a genrebefore begin unit.Use their responses toguide unit.
  9. 9. Genre Unit: Vision Immerse students in a genre with quality mentor texts. Build definition of genre together by listing characteristics.
  10. 10. Genre Unit: Vision
  11. 11. Genre Unit: Vision6th Grade Free Verse Poetry Chart
  12. 12. Genre Unit: Vision Viewer :: Kodak ynamics Format D Yorker The New ew Yorker overed in N d she disc I knew what The d if Mrs. w as a wor re an Im not su ly read it, n. rs. magazine. en, but Mrs. Byer en a fine publicatio hanks, M th was back it, it must have be Fina l Word: T r you are Byerly re ad would be the class y of us what we gin, she hereve al part of Byerly, w an Befo re the form ord out loud, ask e word at the w discuss th have would say ht mean, and then t. We would then ig en | think it m in her elem . 8:28:37 PM e was 2/8/2011 length. Sh word in a sentence Updated TODAY to use the weeks n, a few W ilson , USA lighted whe ly try to use the By Craig the other beyond de tual radi o talk show I had to stay An d she was in class would ac ldnt work, but est on a a, so eone later, som ersation. It often wou I was a gu host was in Arizon e. I got to talk nv red. night. The 0. But that was fin er lf. Cheap lled word in co re. You remembe :3 a ha ca yone up until 10 f for an hour and ee even. He ca she didnt what ever el Fr I never did e about mys y, thats for sure. etted that d thank th erap I have often regr l do — go back an life. Send a than th should al e in your me. says we a differenc ho made k. teacher w spea so to hen I valentine, was old w ean, she gone. I m . Mrs. By erly is long . I bet she was 45 gh school you, I love was in hi say thank wherever ething ? Id pe If I coul d say som ines Day, and I ho er never py Valent New York you, Hap bscriptions to The su you are, Wilson I got expire. By Craig and how . r FAQs. wspapers was s , visit ou itor lo t about ne fore I knew it, I e way. ilson@us permission s Ed e talked a writing, and be g th E -mail cw reprints & contact Standard er, send W ed me al on n about in interested e people who help r word. High scho ol informatio and clarifications, in the ne wspap th For more ctions ideration one numbe r, listing all , for lack of a bette essor or two. One d To report corre r publication cons Include name, ph to M y mentors co llege prof e he even slappe . Jones . Fo our corrections, go achers. A Onc en Brent to lette To view English te editor who cursed. up on Google.) Ev comments e for verification. it crusty city pica pole. (Look spurred m e on. at city and st . s gs me with hi in Saratoga Sprin corrections .u a neighbor /English ment hool Latin Advertise ly, my high sc early on. Mrs. Byer most influence But it was e ho had th teacher, w st years hing — la to ation -bas in point — its nice a of educ In this er Superman a case ways been great Waiting for e ha ve al just ha ve to d that ther ill be. You find one. be reminde d there always w an ht time to teachers e at the rig right plac in be in the right there standing erly was Badge of y. Mrs. By Crane s The Red I was luck Stephen e, front of m her hand. in with Courage aring them e loved sh alk into her class ds, and sh w She loved wor ery few weeks Id of the ts. Ev e corner re. her studen scribbled up in th seen befo Id never and there, would be a word blac kboard, either . ly hadnt, Often it Mrs. Byer shed say. r reading, e acro ss it in he She cam
  13. 13. Genre Unit: ModelTeacher models how thegenre works by thinkingaloud.Model about the same lengthas you expect your studentsto write.Avoid taking writingsuggestions from the class.
  14. 14. Genre Unit: Model Even the youngest children realize that booksare written for them to read or hear. They arethe audience. But many students believe that theteacher is the only audience for their writing.The writer needs to know who the audience is inorder to convince the reader to continuereading. Rebecca Olness
  15. 15. Genre Unit: Shared PracticeStudents participate and share ideas whileteacher writes.Refer to genre chart and add characteristics.Imbed mini-lessons into modeling and sharedpractice.
  16. 16. Genre Unit: Plan to WriteBrainstormChoiceGather research
  17. 17. Genre Unit: Write Dedicate time every day for writing. Immerse and write throughout the curriculum.
  18. 18. Genre Unit: ConferenceFormat (individual, whole class,or peer)Revision (focus on content)Editing (focus on grammar,spelling, and punctuation)Mini-lessons (explicit, focusedlessons)Hand over more responsibilityto students.
  19. 19. Genre Unit: ConferenceFormat (individual, whole class,or peer)Revision (focus on content)Editing (focus on grammar,spelling, and punctuation)Mini-lessons (explicit, focusedlessons)Hand over more responsibilityto students.
  20. 20. Genre Unit: Conference Editing Expectations 3rd period • Spelling ◦ Run spell-check ◦ reread (out loud) at least 3-4 times ◦ look for things that make sense ◦ ask someone else to read it over ◦ check your homonyms (they’re/their/there) (your/you’re) (whether/ weather) (to/too/two) etc. ◦ use dictionary/thesaurus ◦ Google proper nouns ◦ go back to any resources you used • Check for typos • Apostrophes in contractions (don’t, can’t, won’t) • Commas in a list of 3 or more items • Capitalize 1st word in sentence • Capitalize “I” • Capitalize people’s names, specific places (countries, cities, etc.) [proper nouns] • Capitalize titles • Period, question mark, exclamation mark at the end of every sentence ◦ question mark with a question ◦ exclamation mark shows excitement (use sparingly) • Indent paragraphs • Poems are written in stanzas & lines • Prose (all non-poetry) is written in sentences & paragraphs • Punctuate dialogue correctly2nd Grade 6th Grade
  21. 21. Genre Unit: ConferenceFormat (individual, whole class,or peer)Revision (focus on content)Editing (focus on grammar,spelling, and punctuation)Mini-lessons (explicit, focusedlessons)Hand over more responsibilityto students.
  22. 22. Genre Unit: ConferenceFormat (individual, whole class,or peer)Revision (focus on content)Editing (focus on grammar,spelling, and punctuation)Mini-lessons (explicit, focusedlessons)Hand over more responsibilityto students.
  23. 23. Genre Unit: CelebratePublish (with attention to audience and purpose,content, accuracy, form, style, and presentation)Share (intended audience)Reflect (self-monitor, self-direct, and self-evaluate toimprove writing quality)Independent Practice-Encourage students to write!
  24. 24. Genre Unit: Celebrate Slice of Life Sto ries http://ce Slice of ntral1.d Lif istrict96.o Stories e The 3r rg /~rossc/R d Grad oss_Ho listene ers wor me/Slic d to ma ked ver e_o ny grea y hard writing t books studyin WELC charac written g the cr OME! writing teristic by pub aft of m memoir s that m lished emoir w ABOUT s (or as ade the author riting. MRS. R we’ve c se mem s and d They alled th oirs gre iscusse OSS em ‘Sli at. Stud d the u CLASS CULTU ce of L ents trie d their nique READIN PHOTO RAL H ife’ sto ries). E hand a G, WRITIN ALBUM ERITAG njoy! t MATH G , SPEL 3RD G HARIN ES WEBS LING W RADE G PRE ITES EBSIT NEWS SENTA SCIEN ES S LETTE TIONS CE WE LICE O RS BSITE F LIFE S SO STORY CIAL S PODC TUDIE ASTS S / GE OGRA PHY W EBSIT ES 1 of 1 pre
  25. 25. Genre Unit: Celebrate
  26. 26. Yearlong Curriculum: Genre Scope and Sequence Poetry: Simple Memoir: Literary Nonfiction: Counting/ ABC/ or Friendly Teacher Choice:K Free-verse Personal Narrative Class Book Pattern Books Correspondence (letters, notes, cards, •Procedural How-to •Lists (Narrative) (Expository) invitations, emails) Poetry: Simple Memoir: Literary Nonfiction: Procedural How-to Friendly Teacher Choice: Free-verse Personal Narrative Class or Individual Correspondence •Counting/ ABC/ or Pattern1 Book (letters, notes, cards, Books invitations, emails, (Narrative) (Expository) pen pal letters) Poetry: Simple Memoir: Literary Nonfiction Reviews Folk Tale or Fairy Teacher Choice: Couplet, Haiku Personal Narrative Individual Book Tale •Friendly Correspondence2 (letters, notes, cards, invitations, emails) (Narrative) (Expository) (Persuasive) •Fantasy Short Story Poetry: Memoir: Slice of Life Literary Nonfiction: Persuasive Letters/ Realistic Short Story Teacher Choice: Test Writing Free-verse, Feature Article Petitions •Friendly Correspondence Preparation Cinquain or (letters, notes, cards,3 Diamante invitations, emails) •Procedural How-to •Expository Nonfiction Poetry: (Narrative) Memoir (Expository) Literary Nonfiction: (Persuasive) Reviews Fable, Tall Tale or •ReviewsChoice: Teacher4 Haiku, Ode Brochure Legend •Expository Nonfiction •Biography (Narrative) (Expository) (Persuasive) Poetry: Reflective Memoir Literary Nonfiction: Expository Nonfiction Persuasive Essay or Teacher Choice: Test Writing Limerick, Free-verse Web Page or Wiki Commentary •Biography Preparation5 •Myth or Legend •ABC Books •Folk, Fairy or Tall Tale (Narrative) (Expository) (Expository) (Persuasive) •Adventure Short Story
  27. 27. Yearlong Curriculum: Genre Scope and Sequence Poetry: Reflective Memoir: Literary Nonfiction: Persuasive Essay, Myths Teacher Choice: Test Writing Free-verse Slice of Life List Articles Commentary, Letter, •Business Letters Preparation Commercial •Reviews6 •Expository Nonfiction •Literary Nonfiction: Feature Article Poetry: (Narrative)Memoir Reflective (Expository) Literary Nonfiction: (Persuasive) Persuasive Essay/ Historical Short Story •Independent Piece Teacher Choice: Free-verse, Ballad or Article Based on Political Cartoon •Monologue Contest Sonnet Interviews •Expository Nonfiction:7 Compare/Contrast •Animal Fantasy: Children’s Book Poetry: (Narrative)Memoir Reflective (Expository) Expository (Persuasive) Persuasive Editorial Hybrid Text •Independent Piece Teacher Choice: Test Writing Ode, Parody Nonfiction- Science or •Speeches Preparation8 Fair Report Commentary •Informative How-to •Oral History (Narrative) (Expository) (Persuasive) •Independent Piece
  28. 28. Yearlong Curriculum: Memoir Expectations Reflective Memoir Simple Memoir-Autobiography • Use small experiences to communicate a bigger messageK • Several sentences • Uses 1st person for strong voice • Understand that writers tell stories from their own lives 5 • Write an engaging lead that captures the interest and foreshadows the content • Understand a memoir as a brief, often intense, memory of an event or person with reflection Reflective Memoir- Slice of Life Simple Memoir-Autobiography • Write with imagery so the reader understands the feelings of the writer1 • Paragraph • Engaging beginning and satisfying ending • Tell events in order they occurred 6 • Understand that a memoir can take different forms (story, poem, vignettes, slice) • Use dialogue in a way that reflects setting and attributes of self and others Reflective Memoir Simple Memoir • Develop character (self) and show how and why they changed2 • 2 or more paragraphs • Reveals something about self or life • Describe a setting and how it is related to writer’ 7 • Describe and develop a setting and explain how it is related to the writer’s experiences • Write and ending that communicates the larger meaning of the memoir Memoir- Slice of Life Reflective Memoir • Multiple paragraphs • Experiment with different time structures (single day, flashback)3 • Tells details about the most important moments and eliminates unimportant details 8 • Create a series of vignettes that together communicate a message • Select small moments or experiences and share thinking about them in a • Use dialogue as appropriate to add to the meaning of the story way that communicates larger meaning Memoir • Write a personal narrative as a small moment and show how author Complete grade level expectations can be found in4 changes • Experiment with literary language (powerful nouns and verbs, figurative language) The Continuum of Literacy by Fountas and Pinnell. • Understand the memoirs have many characteristics of fiction
  29. 29. What Matters MostTime ImmersionGradual Release of ModelResponsibility Whole-Part-WholeAudience andPurpose ConferencesChoice ExpectationsStamina Celebration
  30. 30. Works CitedCalkins, Lucy. 1994. The Art of Teaching Writing. Portsmouth, NH: Heinemann.Fountas, Irene C. and Pinnell, Gay Su. 2007. The Continuum of Literacy Learning, Grades K-8. Portsmouth, NH: Heinemann.Fountas, Irene C. and Gay Su Pinnell. 2001. Guided Readers and Writers: Teaching Comprehension, Genre, and Content Literacy. Portsmouth, NH: Heinemann.Olness, Rebecca. 2005. Using Literature to Enhance Writing Instruction: A Guide for K-5 Teachers. Newark, DE: International Reading Association.Ray, Katie Wood. 2006. Study Driven: A Framework for Planning Units of Study in the Writing Workshop. Portsmouth, NH: Heinemann.Routman, Regie. 2005. Writing Essentials: Raising Expectations and Results While Simplifying Teaching. Portsmouth, NH: Heinemann.Strickland, Dorothy S. “Whats Basic in Beginning Reading? Finding Common Ground." Educational Leadership 55 (1998): 6-10.Wallace, Brenda and Susan Radley Brown. 2008. Genre Studies in the Writing Workshop. Noyce Foundation.