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Jeff Anderson: Invitation to Notice

Based on ideas found in Everyday Editing (Stenhouse, 2007)
by

Jennifer Martin

on 9 August 2016

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Transcript of Jeff Anderson: Invitation to Notice

Invitation to Notice
Jeff Anderson's
Day 1
Day 2
Invitation to Compare and Contrast
Day 3
Invitation to Imitate
Day 4
Invitation to Celebrate
Day 5
Invitation to Edit
Choose a mentor sentence that:
Do you agree with Anderson's argument that using model sentences is the most effective way to teach writing conventions (i.e., grammar, usage, mechanics) in context?
How do you teach writing conventions in your classroom?
What are the major differences between this approach and exercises that focus on finding and correcting all errors?

How do I get started?
Discussion Questions
The Invitation Process
Select a writing convention or a skill students are struggling to master.
Examples
Serial commas
Combining sentences
Apostrophes
Verb choice
connects to students' worlds- their interests, humor, or problems
shows a clear pattern that is easy to observe, imitate, or break down
models writer's craft and effective writing-powerful verbs, sensory detail, or voice
Invitation to Notice
His room smelled of cooked grease, Lysol, and age.
-Maya Angelou, I Know Why the Caged Bird Sings, page 255
His room smelled of cooked grease, Lysol, and age.
Hector's room smelled of Hot Cheetos, gym socks, and lies.
_______
smelled of
(place)
_______, _______,
and
_______.
Share student writing.
His room smelled of cooked grease, Lysol, and age. (original)

His room smelled of cooked grease Lysol, and age.

His room smell of cooked grease, lysol, and age.
Clap!
Post sentences on the wall.
Put one or more of the sentences on the board.
Make collections by sentence pattern.
Ongoing Practice
Invitation to Collect
Ask students to find examples of similar sentences in what they are reading.
Patterns of POWER
Ongoing Practice
Invitation to Write and Revise
Celebrate craft and any skills, in this case serial commas and sensory details, that emerge in student writing.
-Mr. Anderson's writer's notebook
(list of at least 3 items)
Additional Activities for Invitation to Notice
and Mentor Texts




I write to remember. I write to forget.

– Terry Tempest Williams

Why I Write
Teacher Texts as Models

Step One: Teacher models a Think Aloud/Write Aloud.

Step Two: Teacher revises what was written WITH the
class.

Step Three: Teacher and students
brainstorm several other topics for the same prompt.

Step Four: Students write to the same prompt using the teacher model.
Read Handout the Think Aloud/Write Aloud

Discuss the following questions with your
peers:

Why would this work?
What are the limitations?
How would you use this with students?
Published Texts as Models

Step One: Teacher and students read the published text.

Step Two: Teacher and students analyze what the author says and how she/he says it.

Step Three: Teacher and students write, emulating the published text.
Other prompts that could be sparked by this mentor text:

–How to Fail this Class
–How to Get an A in School
–How to Get Sent to ISS
–How to Survive Middle/High School
–How to Be a Teacher’s Pet


Read the text provided.

Annotate your observations.

Capture what you notice about the way the writer communicates.

What “craft moves” does he/she make? Write them out to the side.
Using “Sometimes the Earth is Cruel” as a model, take 7 minutes to write your own essay.

Be prepared to share your writing.
Reflection

Did having a model help you in your own writing? Would it help your students?

How much did you follow the published text as a model?

Would having a published text serve as a springboard for ideas for some of your students?
Full transcript