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WRITE LIKE THIS
How mentor text paired with drafting creates a masterpiece
Teaching Real-World Writing Through Modeling and Mentor Texts
Try a newspaper!
Presented to you by:
Jessica St. Denis, 4th Grade, Lions Park
Anne Senn, 5th Grade, Lions Park
Our Goals for Today
To share with you what we learned from KG
How to use this book as a resource
How to align our writing instruction to CCSS
How to make writing instruction FUN by emulating real-world models
How to get away from the 5-paragraph essay and feel okay doing it!
Why are YOU here?
What is your confidence level in teaching writing?
What do you hope to gain from your time here today?
Take a few minutes to share with your group...
WHY DO WE WRITE?
The purposes of writing, according to KG, are found in the table on Page 10.
The Table of Contents shows how the entire book is based upon these purposes (chapters 2-7) and how to incorporate them into our everyday writing instruction.
(These are not the only purposes of writing)
Common Core puts writing into 3 categories:
KG's Purposes of writing
In Need of a Mentor Text?
Appendix 2 Chart
Drafting: Editing vs. Revising
Revising = "Making Better"
Editing = "Making Correct"
Revising vs. Editing
READ – Reading provides a knowledge base students can use in their writing (background knowledge is just as important in writing as it is in reading!)
ANALYZE - Look at good examples (mentor text) of the writing you are asking students to do and identify what works, how it’s written, and why it is a good example. Notice the writer’s craft.
EMULATE - Students will use the mentor text as a guide for their own writing. Students benefit most when you have them “stand next to” a strong writer and learn from them.
Putting Your Writing Under the RADaR
“... students need separate exercises to practice the skill being taught (that’s the simulated practice), but they should also be 'expected to use their skills and knowledge within the embedded context of a large and purposeful activity,’ such as writing an essay (that’s the integrated practice) (Langer 2002, 14).” (Gallagher 2011, 212)
Here’s your chance to tie in “Conventions”!
One way that KG teaches his students how to edit well is by
using a strategy he calls SoW: Sentence of the Week (p. 212):
Students copy this into their writer’s notebook:
John, 14, is too young to drive.
My girlfriend, who is afraid of snakes, refuses to go.
The player, exhausted from the long game, collapsed.
Students generate their own rules:
What do I notice?
All the sentences have interruptions
All the sentences have two commas
A comma goes before the interruption and a comma goes after it
If you take the interruption out, the sentence will still make sense
NOTICE: The student have to generate the rules by looking at the
mentor sentences, they are not given the rules.
3 Ideas worth considering while editing:
1.) The SoW lessons emerge organically (for him, although some of us like a scope and sequence). He uses a chart of skills as a checklist for the year (see CCSS).
2.) The focus is on what is RIGHT, not on what is wrong. Some of us like to show what NOT to do, but KG believes that this is not where the focus should be. Spend more time on additional mentor texts!
3.) Visuals help (Ex: FANBOYS)
Let's Take a Look at some sample lessons
During the writing process, the piece should "move". When comparing the first draft with the final, there should be an OBVIOUS difference between the two because of the movement that occurs through drafting (p. 205).
Take a Stand/Propose a Solution
Knowing Both Sides of an Argument: Using the 4-square argument chart, students think back on an argument they have had with a parent or friend. They then explain both sides of the argument and consider possible responses. (p. 177-179)
Express & Reflect
Any Grade Level
Inform & Explain
AoW- Article of the Week
Also found on p. 58, Kelly goes into detail about AoW in his book Readicide (2009). This is a great way to tie current events and pop culture into your routine, by incorporating it into your writing schedule.
Resources for finding articles:
*find The Prospector @ the MPPL
My Favorite Word: Student picks a word that makes him/her laugh or cry, or they have trouble spelling. Maybe a word that they think teachers should use more (or less!)... Then the student researches his/her word using online resources (dictionary.com; fun-with-words.com; etc) and creates a visual poster giving the explanation and origin of the word, along with an illustration (p. 69).
Evaluate & Judge
Evaluate a Print Ad: Students learn about propaganda techniques and evaluate advertisements they find in magazines using a graphic organizer (p. 104-105).
Inquire & Explore
Students pick an idiom to explore and find the etymologies of each. They then ask the question: Which of the following is an accepted theory for the origin of the phrase _____________? They then use the model on p. 124-125 to complete the activity.
Analyze & Interpret
To introduce the idea of analyzing, show students the picture on p. 143. This is to show how we need to get past the "I read it once; I'm done thinking" syndrome and to move towards multiple levels of thinking.
For the activity, create questions (similar to the game iMAgiNiff) that will force students to think in an analytical way, coming up with answers based on reasoning and interpretation (p154-155).
Any Grade Level
See p. 13
Simulated vs. Integrated
Sentence of the Week (SoW)
Less of a focus in lower grades
To sum it up, here are some keys to successful writing...
1. Helping students understand and identify the PURPOSES for writing
2. Teacher MODELING the writing assignment in front of students talking through the process. YOU are the best writer in the room!
3. Allowing students to READ, ANALYZE and EMULATE strong MENTOR TEXTS at their level
4. Write EVERY DAY!
COMMON CORE STATE STANDARDS
CCSS, Where are we going?!
Bar is being raised for reading comprehension, even in math problems (more wordy, more unnecessary info to read through to get to the important info). Questions are less on the surface- read a longer passage to get there, “use evidence”.
We should be weaving reading and writing together
BIG 3: Write arguments, inform/explain, narrative
The ability to connect people with experiences is very important- narratives
Literature and poetry are the center of a very good reading/writing program
Making Claims- use paintings, photos, poetry, literature, newspaper articles, etc together to triangulate >> inferential thinking
The “smaller” we write, the more effective, entertaining, or heartfelt it will be (little moments)
CCSS Grade Level Comparisons
Now is the time that you can work with your grade levels to explore the writing CCSS. We suggest that you look at the grade level before and after to see the difference in what you are expected to teach and what you don’t have to worry about yet.
After reading KG's book, we began to think about where we can easily find exemplars and mentor texts to show students during these lessons. Why reinvent the wheel?!
So How About Those CCSS?
Appendix A - Research & Glossary
Appendix B - Exemplars (Mentor texts)
Appendix C - Student Samples