USING MENTOR TEXTS TO TEACH WRITING SHIFTS IN THE COMMON CORE STANDARDS

1. USING MENTOR TEXTS TO TEACH WRITING SHIFTS IN THE COMMON CORE STANDARDS Meghan Van Iten, 1st Grade Teacher, Howard-Suamico School District, MSE Reading Education, 2012 UW-Oshkosh

2. General writing shifts & Emphases • Narrative, informative/explanatory and opinion writing are emphasized. • Writing exemplars are included to ensure consistent rigorous expectations for student writing. • Research and inquiry are emphasized as processes rather than a text type. • Technology is viewed as more than a tool; it changes writing and writing instruction. http://dpi.wi.gov/standards/ela-tchingandlrng.html

3. Wisconsin Model Academic Standards Writing • Students in Wisconsin will write clearly and effectively share information and knowledge, to influence and persuade, to create and entertain. Research and Inquiry • Students in Wisconsin will locate, use, and communicate information from a variety of print and non-print materials.  Media and Technology • Students in Wisconsin will use media and technology critically and creatively to obtain, organize, prepare and share information; to influence and persuade; and to entertain and be entertained. http://dpi.wi.gov/standards/ela-tchingandlrng.html

4. CCSS Grades prek-2 • Narrative, Informative/Explanatory and Opinion writing are emphasized. • progress from using a mix of dictation, pictures and writing in kindergarten, to writing short pieces with a logical sequence, plot or opinion in grade 2. • Writing exemplars are included to ensure consistent rigorous expectations for student writing. • Research and Inquiry are emphasized as processes rather than a text type. • Writing standards 7 and 8 highlight the process of research and inquiry, and students K-2 are encouraged to participate in shared research projects, and to gather information from a variety of sources first with support from adults (K-1), and independently by grade 2. • Technology is viewed as more than a tool; it changes writing and writing instruction. • Writing standard 6 emphasizes the need to use digital tools and processes beginning in kindergarten to write and express information and knowledge in a variety of ways. http://dpi.wi.gov/standards/ela-tchingandlrng.html

5. CCSS Grades 3-5 • Narrative, Informative/Explanatory and Opinion writing are emphasized. • Writing standards 1-3 offer a clear progression of grade by grade level expectations for text features to emphasize within instruction on narrative, informative/explanatory and opinion writing. The expectations create a clear trajectory of developing skillful writing for a variety of purposes in grades 3-5. • Beginning in grade 3, writing standards 4-5 emphasize the writing process, including drafting, revising and peer review. • Beginning in grade 3, standards 1-3 from the Language section that focus on grammar and punctuation should be incorporated into authentic writing instruction. Writing standard 5 ensures that grammar and punctuation instruction are incorporated into writing, rather than a stand-alone exercise. The language instruction progression chart on page 30 helps to illustrate the progression of developing language skills. • Writing exemplars are included to ensure consistency and rigor for student writing. • Writing standard 10 ensures that a diverse range of text types and writing tasks are a part of every grade level 3-12. http://dpi.wi.gov/standards/ela-tchingandlrng.html

6. CCSS Grades 3-5 continued • Research and Inquiry are emphasized as processes rather than a text type. • Writing standards 7 and 8 highlight the process of research and inquiry in a digital age, and students 3-5 are encouraged to participate in shared research projects, and to gather and summarize information from a variety of print and digital sources. • Beginning in grade 4, writing standard 9 references grade appropriate reading standards for literature and informational texts and the strategies developed as important tools for research and inquiry processes. • Technology is viewed as more than a tool; it changes writing and writing instruction. • Writing standard 6 emphasizes the need to use digital tools and processes to write and to collaborate with others around expressive tasks. • Beginning in grade 4, standard 6 establishes the expectation that students will use the internet and will develop the capacity to type a minimum of one page of text in a single setting (2 pages in grade 5). http://dpi.wi.gov/standards/ela-tchingandlrng.html

7. Opinion/Persuasive Writing • K - Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). • 1st - Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. • 2nd - Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. • 3rd - Write opinion pieces on topics or texts, supporting a point of view with reasons. • See additional sub-parts in the CCSS

8. Opinion/persuasive mentor texts • The Vegetables We Eat • The Monster Health Book • Great texts for incorporating content areas into literacy and writing – nutrition • Duck for President • Use to teach about the Presidential election and how to persuade others for your vote • I Wanna New Room • I WannaIguanna • Texts for modeling how to write persuasive letters • Hey, Little Ant • Duck! Rabbit! • Lead well to shared writing or independent writing because of the endings • Red is Best • Excellent mentor text for giving reasons • The Great Kapok Tree • Best Town in the World • Grace for President

9. Narrative Writing • K – Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. • 1st – Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. • 2nd – Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. • 3rd – Write informative/explanatory texts to examine a topic and convey ideas and information clearly. • See additional sub-parts in the CCSS

10. Narrative Mentor texts How To – Sequencing • Waiting for Wings • Planting a Rainbow • The Seasons of Arnold’s Apple Tree • From See to Plant • How a House is Built

11. Narrative Mentor texts • Every Friday • A tradition or routine you have with someone special • Butterfly House • A time you had with nature • Shortcut • A time you were in danger • Too Many Tamales • A time you lost/found something • Wemerly Worried • A time you were worried about something • Bigmama’s • A special time with family • The Relatives Came • A time you had visitors • Roxaboxen • A special time with friends

12. Resources • Mentor Texts: Teaching Writing Through Children’s Literature, K-6 Lynne R. Dorgman & Rose Cappelli • A Curricular Plan for the Writing Workshop (written for various grades K-6) Lucy Calkins • Wisconsin Department of Public Instruction http://dpi.wi.gov/standards/ela-tchingandlrng.html • What the Teacher Wants Blog http://whattheteacherwants.blogspot.com • A Cupcake for the Teacher Blog http://acupcakefortheteacher.blogspot.com • The First Grade Sweet Life Blog http://thefirstgradesweetlife.blogspot.com