Anchor Charts and Many Things Persuasive

1. Anchor Charts and Many Things Persuasive

2. Opinion Pieces Read your article Think How could I use these with students and or techers

4. She doesn’t need a doll, she needs drinking water. Every day of the year, over 4000 children under five years old die from water-borne diseases such as typhoid, diarrhea and cholera. Thanhand Lee live in the mountains of northern Vietnam, a remote area where Red Cross is working with local communities and schools to provide hygiene education and install clean water and sanitation systems. This is just one of the many things your donation can do. Your gift can save children’s lives by bringing clean, safe water for drinking, cooking and washing to remote communities in countries including Vietnam, Timor-Leste, Laos or Cambodia. Gifts that are always just what they need. Advertisement for Australian Red Cross.

5. CLASSROOM DISCUSSION • What do you see in the picture? List all of the things you can see. • What are the names of the children in the photograph? • If a disease is ‘water-borne’ what does this mean? • What would you expect to happen during ‘hygiene education’? • Can you locate these countries on a map of the world: Vietnam, Timor-Leste, Laos and Cambodia? • What do you think causes the diseases? • Do you think Thunh and Lee actually live in a remote area of Vietnam? What makes you think this? • What do the red tapes and bow represent? • What are the tapes red and not blue or green or yellow? • What do you think the statement, “She doesn’t need a doll, she needs drinking water” means? • What might be some of the reasons that people donate money to organisations such as Red Cross? What might be some reasons some people don’t donate to these organisations? • Key Question • Should we give money and support to organisations that help people suffering hardship in other countries? Explain your thinking and give reasons for your statements

6. Back at School Reflect What am I going to do with this information that we have worked on today back at school? Reflective writing – 2 minutes

8. Goal for this session: To clarify the role of mentor texts and anchor charts.

9. Use of mentor texts and anchor charts An increase focus on persuasive writing required by NAPLAN The role of mentor texts and anchor charts in a genre and text type study i.e. Persuasive writing

10. Using Mentor Texts “Originality is nothing but judicious imitation. The most original writers borrow from one another. The instruction we find is like fire. We fetch it from our neighbors, kindle it at home, communicate it to others and it becomes the property of all.”-Voltaire

11. Difference between “touchstone texts” and “mentor texts” – Some or none! Mentor Text and Touchstone Text are synonyms in some circles and different words in some classrooms.

12. Simplicity and clarity • Mentor text (touchstone) refers to any piece of writing that is used to demonstrate writer’s craft to whole class or groups of students

13. Selecting Mentor (Touchstone)Texts 1. You have read the text and you love it. 2. You and your students have talked about the text a lot as readers first. 3. You find many things to teach in the text. 4. You can imagine talking about the text for a very long time. 5. Your entire class can have access to the text. 6. The text is a good example of writing of a particular kind (genre).

14. How do we use mentor texts? Implicit • Borrowing and Improvising: • language patterns, • literary format, • traditional literary elements, i.e. characterization, plot, setting, tone, theme and style. Mentor texts (Calkins)

15. Modelling The teacher demonstrates and explains the composition of a selected text form. This is achieved by thinking aloud the mental processes used. Sharing The teacher continues to demonstrate the composition of the text form inviting students to contribute ideas and information. Guiding The teacher provides scaffolds for students to use when composing texts. Teacher provides feedback. Applying The teacher offers support and encouragement as necessary. The students work independently to craft the text form to suit different purposes, audiences and contexts. ANALYSING FAMILIARISING Students work with help from the teacher and peers to compose a selected text form. Students contribute ideas and begin to collaboratively compose texts in whole-class or small group situations. The students participate by actively attending to the demonstrations. GRADUAL RELEASE OF RESPONSIBILITY

16. Why use an anchor chart? Anchor charts are like footprints left by the learning journey we have undertaken with our students. – Alan Wright Anchor charts should be like the second teacher in the room – those in current use to the front (Teach like a Champion)

17. Samples of anchor charts Information on anchor charts may be in complete sentences or point form and may include: definitions examples explanations strategies

22. What do anchor charts do? Anchor charts: make thinking permanent and visible allow connections from one strategy to another clarify a point build on earlier learning provide visual cues to develop independence (Debbie Miller, 2002)

23. Anchor charts foster independence Students become more responsible for their learning by referring to these charts when necessary and using them as tools for accessing learning. (Linda Hoyt, 2005)

24. Teaching/Learning Cycle Where anchor charts support learning Several stages are involved before the student independently writes a text and each stage comprises a number of activities. Building up the field knowledge Independent Text construction of text Deconstruction Joint construction

25. Beware of anchor charts that morph into wall paper

26. Back at school Pause and think Which anchor charts in your room do you refer to in your modelling and teaching? Which anchor charts do your students refer to independently? Time for sticky notes

27. Persuasive writing anchor chart Activity

28. Why Students Should Eat Breakfast Every Day Breakfast is the first meal of the day and is eaten in the morning. It ‘breaks the fast’ between sleeping at night and starting the day. A lot of people, especially young people, go through the day without having breakfast. Many students in our class believe everyone should eat breakfast before beginning their work. Firstly, why would you want to go through the day with little energy? Eating breakfast before going to school helps you refuel after a long night's sleep. When you wake up your blood sugar (glucose) levels are low and you don’t have any energy. Glucose is a sugar that comes from the foods we eat and is the main source of energy for the cells of our body. As a result of eating breakfast, students are more likely to maintain a healthy weight. Skipping breakfast is a common strategy for students who are trying to lose weight, but it's usually not a successful one. Your body (or maybe your brain) expects to be refueled a few times each day, so when you skip breakfast you may feel so hungry that when lunch time comes, you over-eat. We also know from data collected by the National Weight Control Registry (NWCR) that over 90% of successful dieters usually eat breakfast. (Nutrition Diva: March 2nd, 2011) Similarly, research has shown that students who regularly eat breakfast perform better on tests and in school. As a result, they think faster, more clearly and solve problems more easily. They also behave better and are less hyperactive as they are less fidgety and disruptive than children who skip breakfast. In conclusion, students must eat breakfast every day as eating breakfast will give them the energy to carry out tasks during the day. They will have more energy as their blood sugar levels are stable, they are more likely to stay at a healthy weight and they will do better in their school work.

31. What could an anchor chart look like for Persuasive devises What could the heading be? What comes next?

32. Resources PURPOSES for writing chart.doc Persuasive Unit Whystudentsshouldeatbrkfst Fletcher_embedded.pdf

33. References Annemarie Johnson: Mentor Texts: Using Children’s Literature and Modeling to Improve Student Writing Grades 3 and Up Mike Bunn: How to Read Like a Writer Harvey, Stephanie, and Goudvis,Anne. Strategies That Work: Teaching Comprehension to Enhance Understanding. Portland, Maine: Stenhouse, 2000. Miller, Debbie. Reading with Meaning. Portland, Maine: Stenhouse, 2002 Hoyt, Linda. Spotlight on Comprehension:Buildinga Literacy of Thoughtfulness. Portsmouth, NH: Heinemann, 2005 Laurie Stowell, San Marcos Writing Project, Cal State San Marcos