Author’s Craft: Thinking critically to support the reading/writing connection

1. Author’s Craft: Thinking critically to support the reading/writing connection Presentation by: Keith Mann “The way of thinking about texts – that they are created by an author for a purpose – lies at the heart of reading-writing connections.” Calkins, 1994, p. 283

2. What makes a good author? • A skilled author uses tools and techniques of language and storytelling to craft a piece of writing. • Narrative elements • Aspects of storytelling that builds the structure of the story • Fiction or nonfiction • Make up every story • Literary devices • Vary in use depending on author’s specific style and artistry • Some are stylistic and add flair • Some are artistic and show personality • Always conveys meaning

3. Examples of Narrative elements • Characterization • Setting • Plot • Theme • Conflict • Point of View

4. Examples of Literary Devices • Colloquialisms • Tone • Satire • Mood • Stereotype • Allusion • Irony • Alliteration • Parallel structure • Figurative language • Onomatopoeia • Simile • Metaphor • Personification • Hyperbole • Symbolism • Imagery • Foreshadowing • Flashback • Understatement • Diction

5. Formats for Teaching Author’s Craft • Guided literature conversations • Shared reading discussions • Read Aloud

6. Creating Lessons Select Touchstone/Mentor Texts to Teach Skill Wait and Watch Natural Responses to Books Use excerpts to demonstrate particular qualities you hope your students would strive toward in their writing. Video Only when we read and reread a dearly loved text can it affect us so much that it affects even our writing. “As we return to the book again and again, we find ourselves understanding the author’s message more deeply, the author’s craft more completely.” (Calkins, 1994, p. 279)

7. Instructional progression • Level of difficulty of text increases at each grade level • Areas of focus differs at each grade level • What do students need to know before they can understand author’s craft? • Pictures are sources of information that give us clues to words. • The meaning of a story and the text will make sense and have structure. • Print conveys meaning. • Pictures usually support the text and that activating their schema to a storyline will give clues to the meaning of words. • Authors use a certain craft to make their reading and writing more interesting. • New Jersey Core Curriculum Content Standards for Author’s Craft (see handout)

8. Being Critical Readers • Understand choices authors make as writers and the strategies they apply for particular and intended impact on the reader • Focus is not on the content of the text, but how the writing style, structure and elements of the text work together and how the reader works at interpreting the text. • Reading Riddick • Goal is that with growing literacy experience, students develop implicit and explicit criteria for the evaluation and appreciation of stories. • Develop children’s literary taste • Students become critical readers rather than passive consumers of texts

9. Assessment • Focus: to determine if students can explain the effect of author’s craft on reading and writing and if they can transfer that knowledge to their own reading and writing. • Teacher observation • Classroom discussions during read aloud • Reading and writing conferences • Literature discussions • Shared reading discussions

10. References • Calkins, L.M. (1994). The Art of Teaching Writing. Portsmouth, NH: Heinemann. • Fletcher, R. & Portalupi, J. (1998). Craft Lessons: Teaching Writing K-8. Portland, ME: Stenhouse. • Lewison, M. & Flint, A.S. (2002). Taking on Critical Literacy: The journey of newcomers and novices. Language Arts. 79(5), 382-392. • Rickards, D. & Hawes, S. (2006). Connecting Reading and Writing Through Author’s Craft. The Reading Teacher. 60(4), 370-373. • Sipe, L.R. & McGuire, C.E. (2006). Young Children’s Resistance to Stories. The Reading Teacher. 60(1), 6-13. • Story, K. & Sneddon, M. (2008). Teach Them How: Analysing author’s craft in middle years literacy classrooms. Practically Primary. 13(1), 40-44. • Wooten, D.A., & Cullinan, B.E. (2009). Children’s Literature in the Reading Program: An invitation to read. Newark, DE: International Reading Association

11. Children’s Literature to Check Out • Jump! From the Life of Michael Jordan by Cooper, F. – biography and determination • The Art Lesson by dePaola, T. – Writers are the ones who make the decisions about what they will write • Josias, Hold the Book by Elvgren, J.R. – Realistic fiction about struggle and determination, dialogue • Rickie & Henri: A True Story by Goodall, J. – true accounts can be passionate and compelling • The Cats in Krasinski Square by Hesse, K. – historical fiction written in poetic format • A Nest Full of Eggs by Jenkins, P.B. – nonfiction, conventions of texts within scientific animal study • Just Like Josh Gibson by Johnson, A. – True stories about Negro League Baseball Players written to mimic a retelling by the author’s grandmother • Feathers, Flippers, and Feet by Lock, D. – Conventions of nonfiction within scientific animal study • Just a Minute: A Trickster Tale and Counting Book by Morales, Y. – counting book written in Spanish and English • Lady Liberty: A Biography by Rappaport, D. – Biographical snippets of people involved with interwoven poetry