Using Anchor Charts

7/30/2019 Using Anchor Charts

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Anchor Charts and Many Things

Persuasive


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Read your article

Think

How could I use these with students and or techers

Opinion Pieces


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Every day of the year, over 4000 children under five years old diefrom water-borne diseases such as typhoid, diarrhea and cholera.

Thanh and Lee live in the mountains of northern Vietnam, a remotearea where Red Cross is working with local communities andschools to provide hygiene education and install clean water andsanitation systems.

This is just one of the many things your donation can do.

Yourgift can save childrens lives by bringing clean, safe water fordrinking, cooking and washing to remote communities in countriesincluding Vietnam, Timor-Leste, Laos or Cambodia.

Gifts that are always just what they need.

Advertisement for Australian Red Cross.

She doesnt need a doll, she needs

drinking water.


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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 doesnt 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 dont 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

CLASSROOM DISCUSSION


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ReflectWhat am I going to do with this information that wehave worked on today back at school?

Reflective writing 2 minutes

Back at School


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What do myteachers needto know next

What will help Who I willwork with

What I will do What help Iwill need

How I willknow I amsuccessful

What I willfollow up with


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An increase focus

on persuasive

writing required by

NAPLAN

The role of mentor textsand anchor charts in a

genre and text type study

i.e. Persuasive writing

Use of mentor

texts and anchor

charts


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Originality is nothing but judicious imitation. The

most original writers borrow from one another. Theinstruction we find is like fire. We fetch it from ourneighbors, kindle it at home, communicate it toothers and it becomes the property of all.

-Voltaire

Using Mentor Texts


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Mentor Text and Touchstone Text are synonymsin some circles and different words in some

classrooms.

Difference between touchstone texts andmentor texts Some or none!


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Mentor text (touchstone) refers to

any piece of writing that is used todemonstrate writers craft to wholeclass or groups of students

Simplicity and clarity


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1. You have read the text and you love it.

2. You and your students have talked about the text a lot as readersfirst.

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).

Selecting Mentor (Touchstone)Texts


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ImplicitBorrowing and Improvising:

language patterns, literary format,traditional literary elements, i.e.

characterization, plot, setting,tone, theme and style.Mentor texts (Calkins)

How do we use mentor texts?


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GRADUAL RELEASE OF RESPONSIBILITY

ModellingThe teacherdemonstrates andexplains thecomposition of aselected text form.This is achieved bythinking aloud themental processes

used.

The studentsparticipate byactively attending tothe demonstrations.

SharingThe teachercontinues todemonstrate thecomposition ofthe text forminviting studentsto contributeideas and

information.

Students

contribute ideasand begin tocollaborativelycompose texts inwhole-class orsmall groupsituations.

GuidingThe teacherprovides scaffoldsfor students to usewhen composingtexts. Teacherprovidesfeedback.

Students workwith help from theteacher and peersto compose aselected text form.

ApplyingThe teacher offerssupport andencouragement asnecessary.

The students workindependently to

craft the text formto suit differentpurposes, audiencesand contexts.


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Why use an anchor chart?

Anchor charts are like footprints left by

the learning journey we have undertakenwith our students. Alan Wright

Anchor charts should be like the secondteacher in the room those in current useto the front (Teach like a Champion)


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Information on anchor charts may be in

complete sentences or point form and

may include:

definitions examples

explanations

strategies

Samples of anchor charts


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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)

What do anchor charts do?


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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)

Anchor charts foster independence


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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

Teaching/Learning Cycle


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Beware of anchor charts thatmorph into wall paper


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Pause and think

Which anchor charts in your room do yourefer to in your modelling and teaching?

Which anchor charts do your studentsrefer to independently?

Time for sticky notes

Back at school


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Activity

Persuasive writing anchor chart


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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 betweensleeping 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 breakfastbefore beginning their work.Firstly, why would you want to go through the day with little energy? Eating breakfast beforegoing to school helps you refuel after a long night's sleep. When you wake up your blood sugar(glucose) levels are low and you dont have any energy. Glucose is a sugar that comes from thefoods 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 asuccessful one. Your body (or maybe your brain) expects to be refueled a few times each day, sowhen you skip breakfast you may feel so hungry that when lunch time comes, you over-eat. Wealso know from data collected by the National Weight Control Registry (NWCR) that over 90% ofsuccessful dieters usually eat breakfast. (Nutrition Diva: March 2nd, 2011)Similarly, research has shown that students who regularly eat breakfast perform better on testsand in school. As a result, they think faster, more clearly and solve problems more easily. Theyalso behave better and are less hyperactive as they are less fidgety and disruptive than childrenwho skip breakfast.In conclusion, students must eat breakfast every day as eating breakfast will give them the energyto carry out tasks during the day. They will have more energy as their blood sugar levels arestable, they are more likely to stay at a healthy weight and they will do better in their school work.


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The words you use to change

someones mind

How did you convince your reader to see your point ofview/ what strategies and techniques did you includee.g. modality

Persuasive Devices


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Verbs to indicate actions and feelings present tense for most of the argumente.g. Smoking is , I hatepast tense for some evidence or past happeningse.g. For years, people smoked future tense for suggesting solutions to problems, predictions for the future orcalls for action

e.g. We will be a healthier society if , Society can change

Emotive Adjectives and phrases descriptive, emphatic, feeling words thatappeal to the emotions

Wonderful, beneficial, amazing, excellent, terrible, horrible, cruel, unjust,endangered, unwise, attractive, frightening, perfect, highly recommended, practical,only course of action, sensible, the best way, useful, the only path, the obvious

solution

Personal voice (first, second person) with action verbsI like, I think, I believe, I do not believe, I urge you, you should, shouldnt, we should,could, must, must not, we need to, we will

Persuasive Devices


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Formal voice (more authoritative, more power of persuasion)Progress writing from I think computer games are good to Computer gamesare good

Nominalise information turn verbs, adverbs or clauses into nouns for moreauthority

Instead of You should not pollute write Pollution should be stopped ItGreedy togreed; violent to violence; cruel to cruelty

Rhetorical questions and thought-provoking questions for effectWhere do we go from here? What is the point of ?

Emphatic language, hyperbole orexaggeration for effectWe need to, Society has no other choice, it must, There are a countless waysto

Persuasive Devices


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Alliteration or rhyme, especially in the title or the last statement or

sentenceExercise is exhilarating. Plastic will never ever go away.

language, metaphor and simile to enhance your argument is driving me up the wall, Littering is a sickness, Eating junk food is like

jumping off a cliff.

Repetition of words, phrases and concepts to push your point of

viewWe can stop the use of illegal drugs. We will stop the use of illegal drugs.

Quotes or humour that pack a punch and help your caseTomorrow is the first day of the rest of our lives so lets begin right now!

Persuasive Devices


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Evidence Anecdotes, examples, facts and statistics asevidence to enhance your argument

Last year , An example of this can be seen 70% of youngsmokers

The antithesis or opposing points of view by contrastingthe opposites

Smokers might say that smoking is relaxing but , Love it orhate it , Right this wrong

Ethical language Appealing for common sense calls forfairness, ideas of right and wrong, morality and justice

The only fair thing to do is We have a moral obligation to

Persuasive Devices


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What could the heading be?

What comes next?

With others at your table have a go.

What could an anchor chart look likefor Persuasive devises


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PURPOSES for writing chart.doc

Persuasive Unit Whystudentsshouldeatbrkfst

Fletcher_embedded.pdf

Resources
http://localhost/var/www/apps/conversion/tmp/scratch_1/PURPOSES%20for%20writing%20chart.dochttp://localhost/var/www/apps/conversion/tmp/scratch_1/Persuasive%20Unithttp://localhost/var/www/apps/conversion/tmp/scratch_1/Whystudentsshouldeatbrkfsthttp://localhost/var/www/apps/conversion/tmp/scratch_1/Fletcher_embedded.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_1/Fletcher_embedded.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_1/Whystudentsshouldeatbrkfsthttp://localhost/var/www/apps/conversion/tmp/scratch_1/Persuasive%20Unithttp://localhost/var/www/apps/conversion/tmp/scratch_1/PURPOSES%20for%20writing%20chart.doc


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Annemarie Johnson: Mentor Texts: Using Childrens Literature andModeling 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:Building a Literacy ofThoughtfulness. Portsmouth, NH: Heinemann, 2005

Laurie Stowell, San Marcos Writing Project, Cal State San Marcos

References

Documents

Using Anchor Charts