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Reading and Writing Genre with purpose

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Allison Charles

on 21 June 2015

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Transcript of Reading and Writing Genre with purpose

"a recurring and recognizable communication with particular purposes and particular features to accomplish those purposes."
(Duke, Caughlan, Juzwik, Martin, 2012, p.6)
Defining Genre
5 Principles of Teaching Genre with Purpose
In order to shift your standard reading and writing lessons and current ways of teaching genre into teaching genre
with purpose
, attend to the following 5 principles in each lesson.
Narrative Texts
Range of Text Types
K-8 Classrooms

Reading and Writing Genre with purpose
How Will Teaching Genre with Purpose Change Your Teaching?
1. You'll move away from stock assignments that don't work.
2. You'll move beyond the constraints of "genre study."
3. You'll motivate and engage students.
4. You'll empower students with reasons to read and write better.
5. You'll move students away from cookie-cutter texts.
6. You'll balance the genres you teach and ask your students to use.
7. You'll help students use genres for their own purposes.
Duke et al, 2012, p. 9-14
Duke et al, 2012, p. 8
Principle 1:
Design compelling, communicatively meaningful environments.
Principle 2:
Provide exposure and experience.
Principle 3:
Explicitly teach genre features.
Principle 4:
Explicitly teach genre-specific or genre-sensitive strategies.
Principle 5:
Offer ongoing coaching and feedback.
Narrative texts can be written for a variety of purposes. By making our teaching of narrative text more intentional, we move away from generic assignments and make more meaningful and memorable connections to reading and writing.
Applying the 5 Principles
Principle 1:
Remember that genre can be written, oral, or visual-consider utilizing multiple project ideas for teaching narrative genres throughout the year.

Principle 2:
Don't assume your students are exposed to a variety of texts every night. Provide opportunities and experiences within the classroom, including a variety of narrative texts. Use mentor texts to guide and inspire, and have students model text details and features.
Narrative Cont...
Principle 3:
While it's good for educators to know all genre features, look for and explicitly teach the "kid friendly" features, such as characters (main, minor, protagonist, antagonist), setting, plot (conflict, rising action, resolution) and theme (main idea)

Principle 4:
Strategies for reading narrative texts include

previewing the text and activating prior knowledge, visualizing the setting, characters, and events, building "envisionments" during reading (prediction and inference), monitoring, clarifying and fixing, retelling, and evaluating (analyzing) the text.

Principle 5:
Consider breaking a project into parts with "check-ins" built into the assignment. Give specific feedback that is meaningful, and when possible, related to the real world.
Procedural Text
Procedural texts are designed to clearly explain a process. They are encountered by most people every day in the form of recipes, assembly instructions, and how-to manuals
Principle 1:
There are abundant compelling reasons for students to be able to read and write procedures. Even the youngest students have read the rules of a game, tried to follow a recipe, or tried to put something together. It is human nature to try to tell others how to do something.

Principle 2:
Students can discuss commonplace procedures they have all shared, and then extend that by offering specific experiences. They may have written computer code, changed a light switch, or fixed their phone.
Applying the 5 Principles
Procedural Cont...
Principle 3:
Teach students that the value of a numbered procedure is that it ensures that nothing gets skipped. It also makes it easier for people to discuss specific steps. Students read existing procedures, noticing that most steps start with the imperative form of a verb.

Principle 4:
Writing a good procedure requires not just grammar and vocabulary, but that students view a process from another person's point of view, thinking about what that person does not know. This is a high-level cognitive skill.

Principle 5:
The most useful feedback comes from peers who try to follow instructions, and are not able to. They can request that specific steps be added or rewritten to enable success.

In a Kindergarten classroom, purposefully rethinking and planning the 5 principles listed here will help create a more meaningful and memorable experience for the students.
with Purpose
with Purpose
Informational Text
Informational texts are written to convey information about a topic from someone who knows the information to someone who wants or needs to know. This is not limited to reports, but can creatively encompass many different types of texts, from an encyclopedia to an animal field guide, to a website.
Applying the 5 Principles
Principle 1:
Create "need to know" situations, introduce an interesting topic, graphics or issues that involve kids lives, provide a "real audience" for the assignment, or administer an interest inventory

Principle 2:
Provide exposure in the classroom library, on your walls, with activities or home reading programs, use model/mentor texts, talk about the authors message, what you liked or didn't like about the piece.
Informational Cont...
Principle 3:
Key informational text features might include a table of context, glossary, index, opening statement, bold face text, heading, caption, diagram, realistic illustrations or pictures and a compare/contrast structure.

Principle 4:
Strategies for reading informational text are previewing, skimming and scanning, monitor/clarify, activating background knowledge, predicting, visualizing, utilizing graphic organizers, inferring, questioning, and summarizing

Principle 5:
Coaching should be given one-on-one and should be differentiated by student need. Consider using an organizer with student names and the knowledge and strategies you'd like them to displayed that can be checked off as you meet with students to provide feedback.
The informational lesson think sheet was shown in combination with narrative text as a dual purpose assignment. Please refer back to the slide following narrative text if you'd like to review an informational
planning with purpose
think sheet.
Dramatic Text
"Drama provides opportunities to integrate reading, writing, speaking, and listening...in a coherent and meaningful way." (p. 113-114)
Applying the 5 Principles
Principle 1:
Drama grew out of the need to gather, celebrate and tell a story. The students must feel safe and each of them needs to have a part.

Principle 2:
Students should see hear and live the theatre through live theatre, poetry readings, readers theatre, a visitng artist to tell his tale, mentor text or multiple film versions.
Dramatic Cont...
Principle 3:
Show and talk about how a script works, provide opportunities for students to each have their own copy and practice marking it up. Note emotions, stage directions, underline areas of emphasis or highlight their lines.

Principle 4:
Teach how to read a play script, talk about how actions in one section determine emotional response in another. Set design, casting, music, costumes, sound effects an stage directions are critical.

Principle 5:
Remind them that playwright often rewrite parts during practice, guide without mastering, and get a third party opinion during the "polishing" sessions.
with Purpose
In the middle level, students can engage parents and community members by holding a performance.
Persuasive Text
A persuasive text has the primary purpose of convincing a particular audience to change their ideas or behavior.
Applying the 5 Principles
Principle 1:
Get your students interested in the work needed to effect change in the school, community, and the world. Find something your students can do to contribute to a solution.

Principle 2:
Introduce students to texts and problems that will get them thinking about project ideas and how they can make a difference. For example, stories about young people who have acted on their ideas, letters to elected officials, or public service announcements.
Persuasive Cont...
Principle 3:
Teach students about arguments (Make a claim and support it with evidence and reasoning), warrants (the link between a claim and evidence), and appeals (to audience).

Principle 4:
Students should explore audiences, state a clear purpose, and use solid information to support their claim. Present information to an authentic audience.

Principle 5:
Help students find ways to organize their work and support them during the process. Have students work with partners and they can provide coaching and feedback to each other.
with Purpose
Create meaningful persuasive texts by helping students see they can make a difference in the school, community, and world.
Plan with Purpose!
Now, we invite you to re-think a lesson you currently teach on genre. Please try to reconsider the lesson by thinking into the 5 principles and what it means to your classroom context.
Duke, N.K., Caughlan, S., Juzwik,
M.M., and Martin, N.M. (2012).
Reading and Writing Genre with Purpose in K-8 Classrooms. Portsmouth, NH: Heinemann.
This activity lets students select their own existing skills and knowledge to transfer to an actual audience using a written procedure.
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