Documente Academic
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Documente Cultură
Teaching Writing
Through Childrens
Literature, K-6
By: Lynne Dorffman and Rose
Cappelli
Andrew Betances
Table of Contents
What are Mentor Texts?
Page # 3-5
Useful Writing Strategies
. Pages 10& 12
examine structure.
They influence students to connect with their own memories.
They inspire students to think about how setting creates mood,
curriculum?
o Is this a book students can relate to and/or read alone with a
partner?
o Does it provide examples of the kind of writing you want from
students?
o Can it be revisited often for multiple purposes, providing
opportunities for lessons across the traits of writing?
o Choose some text for cultural diversity because they
demonstrate lessons for living in a social world.
great
mentor texts because they can be read and reread many times within
the course of a school year. Students can easily hunt through them to
find the craft idea they are hoping to imitate. In addition, picture books
are in wonderful illustrations that layer the text and pull in our more
reluctant readers and writers. Although most of our mentor texts are
picture book, you will find that we sometimes use excerpts from
chapter books and young adult literature. They add another layer to
the use of literature as mentor texts.
Quote:
Almost nothing does more to sustain a culture of writing than a
teacher who writes with students, thereby underscoring the
importance of writing, and also allowing students to see the processone writers version of it-as it unfolds.
-
Spandel
- The oval office strategy is useful when you gather your writers
together because it strengthens the writing community. Also, it helps
monitor students engagement and attentiveness. Do this daily so that
students can observe you thinking aloud as you model with your
writing. Talk about your writing process-the things that are going right,
the things that are going wrong, and where you are stuck. During this
time students should be listening, so that they can approximate what
the teacher is modeling. Then, ask students for help because their
responses help us assess their understanding. It also raises students to
a conscious understanding that they, too, are writers. When we write
ourselves, it helps us engage in the same struggles as our young
writers and the same problem-solving strategies we want them to use.
Writing Workshop
Traditionally, the format for the writing workshop has included a short
focused mini-lesson. This short lesson is an opportunity for the teacher
to demonstrate a particular skill or strategy and for students to try it
out briefly in a supported environment. It is followed by a sustained
period of theme in which students work on individual projects or confer
with their teachers or peers. The workshop ends with a sharing session
in which students can read the work they have done that day in small
or whole groups.
- Because the majority of time in the workshop shop should be devoted
to students writing, the mini lesson must of necessity be just that,
highly focused and short. A technique or strategy is demonstrated, and
students have the opportunity to try it out with support.
Quote:
One of the most powerful aspects of shared writing (or reading) is that
it is here that many students begin to figure out how written language
works. Much of that learning occurs through the collaborative
opportunities and social interactions that take place, not just through
our explicit teaching (pg. 84).
After using the text
Students can discuss personal connections they made from it. Even
Though an expert is not a childrens book it demonstrates how
teachers can bring the books they are reading into the work to be
whole books. They can be one or several passages from a chapter.
10
11
Inverted Triangle
An inverted triangle is a useful tool to help you refocused on a specific
subject. Students try out the inverted triangle to take a territory and
find a specific writing topic. Students use transparencies to shore one
of their efforts that led tem to a suitable topic. Make sure that the
students have not stopped at the general topic, but have moved to
a specific statement to flesh out the inside story about their writing.
Ask students to talk about their point if they end up with only a topic
statement.
12
Independent Writing
Invite students to complete their first draft for the specific topic they
wish to develop during workshop time. Using the Inverted triangle will
assist them in structuring their ideas and narrowing down a topic.
However, it is important that we model writing so that students have
the opportunity to develop voice by copying our style or sentence
structure. As was previously stated, we want our students to copy
organization and style; this will give them a sense of what good
writing looks like.
Reflection Time
13
Students are encouraged to notice things about their writing and ask
questions about how a particular strategy, craft, or organizational
format worked for them- how it improved their writing.
14