Mentor Texts for Non-Fiction Writing
Is It a Fruit? by Jan Pritchett is a great text to use for K-3 nonfiction writing. (Rigby book)
1. The title mentors writers on how to hook a reader with a question.
2. The author provides 3 details to support what characteristics are needed in order to be labeled as a fruit.
3. The question "Is it a fruit?" and details/evidence to support are repeated.
4. Simple pictures and lables are provided.
5. For students ready to add more as they work through the unit and their piece there are "extras"- each page has a Fruit Fact and the author provides a table.
6. There is an index at the end of the text to mentor how to create one too. It's an easy way to show how a reader would use the table to to better understand the teaching point- is it a fruit-yes or no?
This simple text could be used several time over the course of the week. It could be the model for all of these elements of non-fiction writing without having to find a million texts.
Happy Writing!
Thursday, December 11, 2014
Monday, March 10, 2014
Critical Literacy to Inspire Opinion Writing
After reading The Giving Tree to a group of 5th graders I asked them to draw mind pictures to illustrate multiple perspectives. Since the story is from the narrator/authors voice we explored whose voice was missing. Students wrote from the perspective of the tree and the boy to reconstruct the text. I thought it was a great critical literacy lesson and then used it to introduce an opinion writing unit.
The writing started with a read aloud and note taking about what position students agreed with. Is the tree weak or strong? Students then used the text to find specific examples to support their position and debate with their classmates. Hopefully the oral communication of supporting a position will enhance the students ability to write an opinion piece too.
The original argument idea came from the reading and writing project. I had planned on using the lesson, but realized how reading and writing from a critical stance could help students see they how a character could be viewed differently based on perspective.
The writing started with a read aloud and note taking about what position students agreed with. Is the tree weak or strong? Students then used the text to find specific examples to support their position and debate with their classmates. Hopefully the oral communication of supporting a position will enhance the students ability to write an opinion piece too.
The original argument idea came from the reading and writing project. I had planned on using the lesson, but realized how reading and writing from a critical stance could help students see they how a character could be viewed differently based on perspective.
Sunday, November 24, 2013
Kevin Henkes
As I was working on a comprehension lesson for Second Grade using this book I found a cute trailer. I liked this idea because many students in this class need a visual hook and I thought this was a cute way to introduce the read aloud.
Thursday, October 17, 2013
Literacy Project
Teaching writing in Pre-K starts with teaching drawing. The Dot, a story that inspires students to make their mark, was used as a read aloud to my class. Then with a set of watercolor paints and a brush each member of the class used colors to create. After the paintings were dry I took pictures of each piece and uploaded them to Little Bird Tales.
The program is easy to navigate, but I had lots of technical errors- plug-ins, inconsistency with sound, not saving on my laptop. Like my EDUC 584 class I had to move to the library. Anyway with this came frustrations on my end. The kids loved it and didn't mind repeating their dictation. We will continue the project next week. I only have them in school for 9 hrs a week and it was not possible to finish and meet their little needs. I included our rough draft. Next week volume will be right and our pictures will be edited.
The program let us individually narrate each page and then we can eventually publish a class book. We will invite specials teachers and the principal to view our book and will share with parents at conference time. The kids loved it and were very reflective about the sound and clarity of their voices. I will continue with more little bird tales, but for now I need to continue to troubleshoot.
The program is easy to navigate, but I had lots of technical errors- plug-ins, inconsistency with sound, not saving on my laptop. Like my EDUC 584 class I had to move to the library. Anyway with this came frustrations on my end. The kids loved it and didn't mind repeating their dictation. We will continue the project next week. I only have them in school for 9 hrs a week and it was not possible to finish and meet their little needs. I included our rough draft. Next week volume will be right and our pictures will be edited.
The program let us individually narrate each page and then we can eventually publish a class book. We will invite specials teachers and the principal to view our book and will share with parents at conference time. The kids loved it and were very reflective about the sound and clarity of their voices. I will continue with more little bird tales, but for now I need to continue to troubleshoot.
Tuesday, October 15, 2013
If you give a mouse a cookie; mentor text for digital story
This is one of the cutest storybird creations I've seen! What a great idea to show what young learners can do and to justify the cost of an ipad.
Learning to Teach
When I started taking graduate courses I was excited to learn strategies to become a better reading teacher. I honestly had no idea that I would learn as much as I did about accessing, navigating and creating digital tools to incorporate in my classroom. After completing this course I can confidently teach my young learners using technology. EDUC 584 Reflection by incillorachel on GoAnimate
It began with Animoto, a tool I was not familiar with. It was extremely user friendly and I was able to create a visual schedule for my current class. Instantly, I realized what adding technology to the lesson actually meant. My students need constant visual models and because of this course I can create with their specific needs in mind. I also was able to suggest making book trailers to my colleagues. In a short time that one project has inspired many.
The next step in the journey was keeping up with a blog page. My favorite part of the course. At first I felt as if I had nothing to share, but then I realized even a video that I use in my class may inspire another teacher. I completely love viewing other educator's blogs. I take a virtual tour of their classroom and then feel energized to try new things. Blogging was a topic discussed in the class readings, but exploring the world of blogging showed me the endless opportunities.
Skype in the classroom has endless possibilities as well. We had the chance in EDUC 584 to experience both talking to an author and participating in a mystery geography chat. Both Skype interactions showed how beneficial the tool can be to learning. It also provided insight into how to manage the session.
The web 2.0 projects have proved to be an excellent way to integrate technology into a literacy lesson. My writing lessons have included making class books that excite and motivate, but never a class story that can be published on the computer with live narration!
I am grateful for this class. I'm glad it took place during this fall semester as my classroom lessons shift to common core and teaching 21st century skills. Not only did I have a chance to learn what is available digitally for my students and myself now, but it reminded me that I have to continue learning to teach. I can't teach my students effectively if I am not constantly learning the newest technology resources. I never thought blogs or twitter had a place in education because I wasn't interested in their social impact, but their educational impact can be outstanding for global collaboration.
It began with Animoto, a tool I was not familiar with. It was extremely user friendly and I was able to create a visual schedule for my current class. Instantly, I realized what adding technology to the lesson actually meant. My students need constant visual models and because of this course I can create with their specific needs in mind. I also was able to suggest making book trailers to my colleagues. In a short time that one project has inspired many.
The next step in the journey was keeping up with a blog page. My favorite part of the course. At first I felt as if I had nothing to share, but then I realized even a video that I use in my class may inspire another teacher. I completely love viewing other educator's blogs. I take a virtual tour of their classroom and then feel energized to try new things. Blogging was a topic discussed in the class readings, but exploring the world of blogging showed me the endless opportunities.
Skype in the classroom has endless possibilities as well. We had the chance in EDUC 584 to experience both talking to an author and participating in a mystery geography chat. Both Skype interactions showed how beneficial the tool can be to learning. It also provided insight into how to manage the session.
The web 2.0 projects have proved to be an excellent way to integrate technology into a literacy lesson. My writing lessons have included making class books that excite and motivate, but never a class story that can be published on the computer with live narration!
I am grateful for this class. I'm glad it took place during this fall semester as my classroom lessons shift to common core and teaching 21st century skills. Not only did I have a chance to learn what is available digitally for my students and myself now, but it reminded me that I have to continue learning to teach. I can't teach my students effectively if I am not constantly learning the newest technology resources. I never thought blogs or twitter had a place in education because I wasn't interested in their social impact, but their educational impact can be outstanding for global collaboration.
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