ELA Instructional Leadership Cadre

Session 2October 19th & 21st

1

Session 2 – Scaffolding InstructionGraphic OrganizersMentor TextsSentence/Paragraph FramesInstructional StrategiesScope & Sequence

1 Quick Motion StrategyTo get us motivated and thinking about writing strategies

Super Sentences

1. Brainstorming2. Oral Sentences3. Sentence Writing4. Proof & Correct

That witch did fly.

describing

(adjective)

who or what

(noun)

did what?(verb)

where? when?

That witch did fly

1. Brainstorming2. Oral Sentences3. Sentence Writing4. Proof & Correct

Connections from Year 1

Implementation Guide Shift Two (Extract & Employ Evidence)

Text Type

Definition

Model, Model, Model Mentor Texts

Teacher Samples Picture Books, etc.. Student Writing Samples

Graphic Organizers/Frames

Strategies

Definition

Model, Model, Model Mentor Texts

Teacher Samples Picture Books, etc.. Student Writing Samples

Graphic Organizers/Frames

Strategies

Graphic Organizers

Graphic OrganizersSentence/Paragraph Frames

Graphic Organizers are a helpful way to organize information. They help students understand how things go together, remember things better, make it easier to write a draft (in a student’s own

words).

Resource: www.ilwritingmatters.org

Thinking Maps

Think & Share Thinking MapsHow might you use

thinking maps in your classroom?

How will you explain how to use thinking

maps to your colleagues?

Text Type

Definition

Model, Model, Model Mentor Texts

Teacher Samples Picture Books, etc.. Student Writing Samples

Graphic Organizers/Frames

Strategies

Definition

Model, Model, Model Mentor Texts

Teacher Samples Picture Books, etc.. Student Writing Samples

Graphic Organizers/Frames

Strategies

Models: Using Mentor Texts10 Things Every Writer Needs to Know

“All language endeavors – from speaking to reading to writing – are built upon a process of exposure to and the study of models over time.”

Mentor Texts

Model pieces of writing

Offer examples of every type of imaginable writingAt any level of sophistication

Specific Sequence of Experiences

writers use their eyes and ears to try on what other writers do

Read AnalyzeEmulate

Why?How?

Making MODELS WorkUse the scientific method to study models:Notice - - - - observe Interact - - - - questionName - - - - hypothesisExperiment - - - - testReflect - - - - conclude

“Nobody is born with a style or a voice. We don’t come out of the womb knowing who we

are. In the beginning, we learn by pretending to be our heroes. We learn by copying.We’re talking about practice here, not

plagiarism – plagiarism is trying to pass someone else’s work off as your own. Copying is about reverse-engineering. It’s like a mechanic

taking apart a car to see how it works.”

~ Steal Like an Artist by Austin Kleon

The Scientific Method of Learning to Write from Models

Writing Next: Study of Models

The Scientific Method

The Scientific Method for Studying Models

Read Observe Notice

AnalyzeQuestions Interact

Hypothesis Name

EmulateTest Experiment

Conclude Reflect

Questions Writers ask when ReadingWhat do writers do?What patterns of success do we see across

texts?What’s working well? What’s not working?How is this like or different from other texts

we’ve read?What techniques can we try in our own writing?

Notice

What did the writer do?

Look closer at what was readDiscuss and analyze how writers

achieved what we noticed

Active processing

Active Processing Need time to process information actively

“If we go too long at anything without an opportunity to react in writing or with talk, then the students’ attention drifts. Getting on to the next objective may mean you’ve covered more,

but have you taught?”

Interact

Process the modeltalking & writing reactions encourages deeper

thinking

Focus on effectZero in on words and phrases

Name

knowing what the author did and translating it into a strategy we can repeat

in our own writing

Power in seeing principles (strategies) applied across various texts

ExperimentBut 1st….model the processWriting in front of students has the

biggest benefitWriting and thinking aloudStudents try when they have a plan for

success

ReflectDid we achieve the style we were looking

for?How did it feel to try the strategy?What worked and what didn’t?Is there anything we should revise to

strengthen our writing?

Write – Pair - ShareAccording to Jeff Anderson there are 5 steps to using Models to support writing. List those steps in a Flow

Map.

Share your Flow Map and explain the steps of using

Models.

Modeling Mentor TextsThe Day the Crayons Came HomeDrew Daywalt & Oliver Jeffers

Mentor Texts & Text TypesMentor Text ExamplesSentence/Paragraph FramesInstructional Strategies

Text Type

Definition

Model, Model, Model Mentor Texts

Teacher Samples Picture Books, etc.. Student Writing Samples

Graphic Organizers/Frames

Strategies

Definition

Model, Model, Model Mentor Texts

Teacher Samples Picture Books, etc.. Student Writing Samples

Graphic Organizers/Frames

Strategies

Standard #1Opinion & Argument Writing

32

Mentor Texts for Opinion Writing

Mentor Texts for Argument WritingStuden

t Sample

s on Illinois Writing Matter

s

• TEDTalks• Former State of Union

Speeches• Seminal Documents

6-12 and Content

Record and Post Opinion Language from Mentor Texts

Introductory Phrases“In my opinion…”“I believe…”“From my point of view…”“It seems to be…”

Concluding Phrases“For the reasons above…”“As you can see…”“Obviously…”“Summarizing…”

K-5 Opinion

Opinion StrategiesWhich Silverware (K-2)Color-coding an Opinion (3-5)

Should Animals be Used for Scientific Testing?

Yes No• check the safety of

products destined for human use

• has enabled the development of many life-saving treatments for both humans and animals

• there is no alternative method for researching a complete living organism

• strict regulations prevent the mistreatment of animals in laboratories.

• cruel and inhumane to experiment on animals

• alternative methods available to researchers can replace animal testing

• animals are so different from human beings that research on animals often yields irrelevant results.

6-12 and Content

www.procon.org

37

Annotating/Coding Writing Samples

Introductory Paragraph Attention grabber – Claim stated clearly – Statement of the counterclaim –

Body Evidence to support the claim –

Conclusion Concluding statement or section-

6-12 and ContentBefore students write…

38

Argument Writing Sample

Argument StrategiesSpar (6-8)Modeling an Argument (6-12)

Standard #2Informative & Expository Writing

Sample Paragraph Frame“Mother box turtles prepare for their babies in a very interesting way. First, _____________________________. Next, ____________________________________________________________. After this, ________________________________. Finally, _________________________.”

1. Model2. Provide students with a simpler frame to complete on their own.3. After enough practice, students will not need a frame, but be able to write this structure on their own.

Also use mentor texts to model…Pictures/photos with labels or captions

Sideboxes for defining domain-specific vocabulary

Hyperlinks to website addresses, videos or photos

Charts, tables, graphs and diagrams with labels

Mentor Texts for Informative/ExplanatoryExploding Ants:  Amazing Facts About How Animals Adapt,  by Joanne Settel (adding supporting details)

Feathers for Lunch, by Lois Ehlert (labeling a picture)

The Great Fire, by Jim Murphy(writing a caption)

Fish Faces, by Norbert Wu(using repetition for emphasis)

K-5

Student Samples

on Illinois Writing Matter

s

User Manuals (Evaluate the format and ease of use)

6-12 & Content

Mentor Texts for Informative/Explanatory

Literary Analysis(Evaluate the literature for images)

Scientific Report(Interpret the structure of the report)

Encyclopedia Website(Analyze the content for historical significance or relationship to event studying)

Informative Writing StrategiesSketch to Stretch (K-2)Brainstorming BME (3-5)SDQR (6-8)Split Screen Notes (9-12)

Standard #3Narrative Writing

Narrative Mentor Texts

Waiting for Wings(sequencing)

The Seasons of Arnold’s Apple Tree(sequencing)

Fireflies (beginning, middle and end)

Wilma Unlimited(Writing a lead)

Narrative Mentor TextsHarriet and the Promised Land by

Jacob Lawrence(Biography)

Milkweed by Jerry Spinelli(Memoir)

Bronx Masquerade by Nikki Grimes(Poetry)

Narrative Writing StrategiesStart to Finish (K-2)Postcard (3-5)Using Mentor Texts (6-12)Write Alouds (6-12)

Student Modelson Thoughtful Learning

https://k12.thoughtfullearning.com/resources/studentmodels

From the Reading & Writing Project (K-5)

http://readingandwritingproject.org/resources/student-work/student-writing

Think & Share Mentor TextsHow might you use mentor texts in your

classroom?

How do you explain how to use mentor texts to

your colleagues?

Additional Strategies for Mentor Texts

Quick WritesChoose a section of the text that inspires you

to write using that technique (i.e. author’s writing style, use of language, or sentence structure).

Borrow any line or word from the text that inspires you to write.

Look at the last sentence, write 4 more sentences.

Sentence Structure ExampleMentor Text: The Whales’ Song by Dyan Sheldon

There, enormous in the ocean, were the whales.They leapt and jumped and spun across the moon.

Example:There, tiny in the next were the baby robins.

They screeched and squirmed and opened their beaks wide for dinner