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Greetings!
What a winter! Those of us in the Midwest just dig out from one storm and then endure another. Seriously. . . this snow is unbelievable! And I understand from the southern part of the country, you've been pretty chilly, too.
Well while you are home on 2-hour delays and school closings this month, maybe you'll have a few extra minutes to read some of this month's BIG IDEAS. Enjoy!
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| Main Idea! |
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| Identify expectations through anchor papers
Have you ever inquired about what to wear to an upcoming social event? Then, based on the person's response (e.g. dressy casual, comfy clothes, a shirt & tie, etc.), did it help you determine the level of formality you were going to follow? This is the notion of anchors or benchmarks. We do this in the real world to gauge an appropriate level of expectations or quality. This concept is powerful for classroom writing, too. You need to help students know your expectation for writing tasks and they need to know when they've met them.
Using anchor papers to teach your writers
 Most commonly, anchor papers are used to reveal the quality of a good one before students write. This takes away the mystery of what the teacher is looking for. It answers the typical student question "Is this good?" Knowing the expected length, quality, and components of the end product is key for a student trying to accomplish the task at hand. However, be careful not to show students an example on the identical topic or subject you want them to write about. If you do, students will simply copy it. Better would be to show writing from a parallel topic in a similar format or genre. (For example, show strong lab report on a lab from a previous unit before students write a lab report for this unit. Reveal a well-written description of the classroom before having students write a description of their own bedrooms. Reveal a strong persuasive letter to the principal before assigning students to write persuasive letters to their parents.)
Authentic writing samples help teachers show what good writing looks like. Mentor text can also be passages from textbooks or excerpts from literature. However, some students are turned off by the perfection of published works; it seems too unattainable in their minds. It's nice to balance published samples with actual student writings you've collected and saved. Students are motivated by writings done by someone of a similar age. They especially like seeing that writing in the student's original handwriting. It seems much more real.
Other uses for anchor papers So anchor papers can be revealed before students write. However, there are multiple other opportunities and purposes to use them within your instruction. Here are some other uses:
1. Use a variety of anchor papers to introduce a new genre or writing format. Immerse students in the samples and get them to notice the common components and characteristics from good sample to good sample.
2. Reveal a skill done well within your mini-lesson. Before teaching students how to execute a writing skill, first show them multiple examples. They need to notice the skill in action first. Use one anchor paper that exemplifies the skill multiple times, or use numerous excerpts from several anchor papers.
3. Use an anchor paper as part of a writer's conference. Point out the skill done weakly/incorrectly in the student writing. Then show it done strongly/correctly in the anchor paper. After discussing the differences, then have the student find additional times he made the same error/mistake in own draft. A writer needs to first be able to apply the skill as an afterthought before he can intuitively apply it in a first draft.
4. A "before" and "after" anchor paper can be great to reveal writing process. Students need to see how much work goes into revision and editing. This isn't about changing a couple words and fixing some spelling errors. They need to see the dramatic difference the revision and editing process can make. NOTE: You may want to also include the "during" drafts that show the changes and improvements in various colored inks.
5. Anchor papers can be used to depict the levels of quality on a writing rubric. If you have a writing rubric with 3 levels of criteria described (high, middle, low), then writing samples can hang off the bottom of each level. For the visual learners this helps them recognize how close to "done" they are. It helps them self-assess and determine what needs improvement within their own drafts.
Resources for anchor papers
So where do you get student writing samples?
One source is your own writers. Start saving and collecting them.
 A second option is to surf the Internet a little. You'll find some of my favorite websites for free writing samples in our Idea Library. You could also do a key word search for others by using our search box at the top of the page. (Use terms like student writing samples, benchmark writing, exemplar papers, and student models.)
Ruth Culham just published two new books with anchor papers entitled Using Benchmark Papers to Teaching Writing With The Traits. There is a version for grades K-2 and another one for grades 3-5.
Our Launching the Writer's Workshop books include 100+ writing samples on CD. This book comes in two versions also: K-2 and 3 and up.
Final thought The notion of an anchor paper is that the observer can learn from it. It anchors understanding and expectation. Although all anchor papers aren't only revealed for their strengths (sometimes we reveal weak writings to point out what we don't want), the point is not to revise or edit this anonymous writing. Anchor papers aren't used as samples to "fix" or make better. They are a means of mentor text. |
| Primary Idea! |
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Write about convention characters
I received a terrific writing sample in the mail a couple weeks ago from Melody Wolff, who teaches first grade in northwest Indiana. (Download sample.)
The voice in this piece is fabulous! "Period girl stopped a sentence." This young writer is exactly right! That's exactly what a period does. Students need to understand the purpose of punctuation marks before they will utilize them accurately, intentionally, and consistently. That said, consider challenging students to think of a punctuation mark as a person and the role it plays in writing. Students could write about Captain Capital, Spaceman/Space girl or Proper Noun Prince/Princess.
These made up convention characters may be just the review your students need to finally master these marks. Thanks for sharing, Melody! |
| Content Area Idea! |
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Write strong 20-word summaries
Teachers want students to do more than just memorize facts in science and dates in social studies. They want their students to do more than just remember information in health or processes in FACS classes. What content area teachers really want is for students to see the bigger picture. What is the significance of those facts? What are the implications of this event? What are the purposes of this body system? What are the side effects of such an unhealthy lifestyle?
 In order to get to this level of thinking and synthesizing, students need to be able to understand the specifics and draw conclusions. Several strategies exist for teaching students to summarize text effectively. One, called 20-Word GIST (Cunningham, 1982) has been found effective for improving students' reading comprehension and summary writing. With GIST the reader is interrupted and directed to record a summary of the material just read. Here's how it works:
1. Select a 3-5 paragraph passage of text. Retype the text onto a transparency or Power Point slide to reveal on the overhead screen.
2. Project the text, but display only the first paragraph (cover the others). Put 20 blanks on the chalkboard. Have students read the paragraph, and challenge them to write a 20-word (or less) summary in their own words.
3. Using their individual summaries, have them generate a whole-class summary on the board in 20 or fewer words.
4. Reveal the next paragraph of the text and have students generate a summary of 20 or fewer words that encompasses BOTH of the first two paragraphs.
5. Continue this procedure paragraph by paragraph until students have produced a 20-word gist for the entire passage being taught. In time, they will be able to generate GIST statements for segments of text in a single step.
NOTE: Each 20-word gist will most likely NOT be a 20-word sentence! Tell your students they can write more than one sentence. We aren't trying to encourage run-ons.
The power of gist writing is that students learn to delete trivial information, select key ideas, and paraphrase in their own words. |
| Test Lady Idea! |
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One final reminder . . .
Most of you have heard my spiel about having students draw portraits of the ISTEP Lady, or ISAT Lady, or the Test Lady. (Learn more about the "Test Lady.") This visualization activity gives students a sense of audience and helps them recognize that they have a real person reading their writing. Students tend to care more about writing to a human than a machine-scored piece.
 Anyway, with the days waning before the state assessment, consider passing back the students' Test Lady portraits and having them add one more element. You've surely focused on some key writing components in the last few weeks and months (e.g. adding details, tying beginnings to endings, using strong action verbs, etc.). Have students identify personal writing goals for their state assessment. What are they going to remember to do when writing their prompt responses?
Based on what they know the Test Lady loves, what are they going to want to make sure to incorporate into their own drafts? Have the students write down individual goals and intentions. This idea comes from Staci Salzbrenner, who teaches fifth grade at Woodburn Elementary (Woodburn, IN). Check out one of her students' actual goal lists. Now this kid is ready to write! |
| Picture This! |
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Teach students to read like writers
 I was visiting teachers at Bailly Elementary School (Chesterton, IN) several weeks ago and spotted a fabulous bulletin board. I grabbed my camera, shot some photos, and then caught up with the teacher responsible for this display. Gifted & Talented teacher Gloria Horn has been encouraging the development of her students' incidental vocabulary.
1. First, she set the tone for word collecting. She read The Boy Who Loved Words, by Roni Schotter and Max's Words, by Kate Banks. Her students then become word detectives on the lookout for strong word choice within their everyday, incidental reading.
2. With the tone established, Gloria then encouraged students to physically collect these new-found words. Each time a student came across a "good word" he wrote it on an index card and added it to the growing pool of words on the board. Gloria recognizes that to grow a student's writing vocabulary, you first have to grow a student's reading vocabulary. She is truly building wordsmiths- writers hungry to collect, learn, and utilize words!
3. She didn't stop there. Gloria added a third element to this fabulous display. She honors that it is not helpful to just know of a word, you have to know what it means. So each index card includes a kid-friendly definition plus a sentence using the word appropriately.
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| Middle School / High School Idea! |
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Engage more students with highlighter tape
 West Side Middle School (Union City, IN) seventh grade teacher Carla Durham likes to engage her students with fun reader and writer tools in the classroom. One tool that she has found many uses for is highlighter tape.
This self-stick tape has the same properties as sticky notes, in that it adheres to paper but is removable and reusable. The difference is highlighter tape is transparent and can literally "highlight" text in a variety of colors.
In one instance Carla had her students pull a previous persuasive writing from each of their writing folders. Then, using different highlighter tape colors, students were asked to highlight different elements within their drafts and assess what revisions were needed.
1. Students first highlighted in pink their attention-grabbing sentences, including the strongest argument in their persuasive essay. (Did they have any?)
2. In orange, students had to highlight the sentence(s) that acknowledges the opposition's point of view. (Did they include this?)
3. Using the green highlighter tape, students then marked the strong points in their conclusions. (Did they end strong?)
Carla explained that the colored tape helped the key components of a persuasive paper stand out for students. After students identified each component, Carla selected a few students to share their sentences with the class.
 Carla uses highlighter tape when teaching grammar and conventions, too. She recognizes that when teaching new convention concepts, it's powerful for students to first find examples in their previous writings. "They are often already doing what I am introducing; they just did not know it had a name. This makes them much more comfortable with new skills," Carla explained. One activity may be to have students highlight adjectives, adverbs, proper nouns and/or compound nouns in different colors. She has also asked students to find simple, compound, and complex sentences in their writings, marking them with different colors.
In addition to a functional instructional tool, Carla points out that the highlighter tape just makes the process more fun! "The kids loved the tape," she said. Her plan is to reuse the highlighter tape every week. (She had the students save their tape by adhering it to the inside cover of their LA book where it could be found easily later.)
The uses for highlighter tape are limitless. Here are a couple more suggestions:
-- Provide each student with 6" of highlighter tape. Charge them with identifying the 6" of most important information (main idea) in the selection that corresponds with the reading purpose. NOTE: Students may need to rip the tape into smaller portions. This doesn't have to be six consecutive inches of text.
-- Have students highlight the topic sentence/main idea sentence in each paragraph or section of text.
-- Have students highlight action verbs in one color and to be/linking verbs in a second color. Discuss how many more action verbs are in the mentor text than verbs of being. Have students then use the same color coding to highlight the verbs used in their own writing. Do they have enough action verbs? |
| Where's Kristina? |
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Upcoming "open-to-the-public" workshops
April 19, 2010 -- Hammond, IN
April 20, 2010 -- Hammond, IN
April 21, 2010 -- Hammond, IN
(Pre-Conference & Retreat)
June 21-23, 2010 -- Middlebury, IN
Launching the Writer's Workshop July 26, 2010 -- Indianapolis/Fishers, IN | July 29, 2010 -- Fort Wayne, IN August 2, 2010 -- Evansville, IN | August 5, 2010 -- Chicago/Elk Grove, IL
Beyond the Launch July 27, 2010 -- Indianapolis/Fishers, IN | July 30, 2010 -- Fort Wayne, IN August 3, 2010 -- Evansville, IN | August 6, 2010 -- Chicago/Elk Grove, IL | |
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