I Say Duck, You Say Rabbit

I Say Duck, You Say Rabbit Opinion writing in the primary grades. Felicia Lewis SWP- Summer 2013 Chapman Elementary July 25, 2013

“People do not seem to realize that their opinion of the world is also a confession of character.” ~Ralph Waldo Emerson

What are ways we come into contact with opinions on a daily basis ?

What does the research say? “ Argument writing is a big deal in the CCSS. If you had a hunch that this was so from its place as number one on the list of writing types.” “ While all three types are important, the standards put emphasis on the students ability to write sound arguments, as this ability is critical to college and career readiness.” ~Calkins and Lehman Pathways to the Common Core

Why Persuasive Writing in Primary Grades “ We teach persuasive writing so children come to know the real- world power of writing. The persuasive writing genre opens opportunities for writers to work on several qualities of good writing.” Persuasive Writing requires writers to: • Write with purpose for a selected audience • Decide upon and then elaborate on the most important part of their message • Write and edit for readers, making sure the text is easy to read ~Sarah Picard Taylor- Teaching Persuasive Writing

My Roadblock • How to teach opinion writing using rigorous forms and to prepare them for the next grade level. • How to go beyond the traditional forms I have used in the past? (e.g. My favorite book is… My favorite part was… I like…) • What are some helpful strategies? • What mentor texts do I use to teach this effectively and how do I use them?

Looking across the curriculum

Where do I begin? • The students have to understand the difference in facts and opinions. Using mentor texts such as literary nonfiction and biographies are models of texts with numerous examples.

Identifying facts and opinions in text • Facts • Opinions

Agree or Disagree http://www.youtube.com/watch?v=hPCoe-6RRks • When writing and reading opinions students must understand that because it is an opinion, there is no wrong or right answer. Also, you can agree or disagree with someone else’s opinion. Most importantly the students will have to include reasons and examples to support their opinion. Duck! Rabbit! and I Don’t Want to Be a Pea are examples of texts to use to show differences in opinions.

Vocabulary

OREO Model- Graphic Organizer • Opinion- State your opinion • Reasons- Give reasons to support your opinion • Examples- Give examples that support your opinion • Opinion- Restate your opinion

http://www.haikudeck.com/p/6UpD64TQYn Example Using the story Red is Best the students will create a Haiku Deck of what they feel is best. http://www.haikudeck.com/p/6UpD64TQYn

http://www.haikudeck.com/p/6UpD64TQYn Book Reviews Book reviews are a way to continue incorporating opinion writing throughout the year. http://www.kidsfirst.org/

Teaching Opinion Writing Across The Curriculum Sample for first graders Social Studies • Why is Dr. Martin Luther King Jr. important enough to have his own holiday? • Do you agree with Dr. Martin Luther King Jr.’s approach to civil rights? • What was Benjamin Franklin’s best invention or discovery? Science • What do you believe is the most powerful force? • In your opinion, what part of a plant is the most essential to the life of a plant? Math • After a graphing activity, have students write an opinion piece?

Mini Lesson Ideas

Audience Persuade your audience not yourself. Make sure the text you offer to the reader is tailored to their needs. Would you sell this expensive two seater that you love to a family of 4? ~Gerald Graff They Say, I Say

Key Points In Opinion Writing • Support Evidence- Citing evidence makes your writing more credible • Counterarguments- Show that you have considered arguments against your claim. • Tone- Present your argument maturely. Avoid using the words always and never. • Planning- If the work is well planned the focus can be on language rather than content. • Editing- Check for content and confirm that the ideas are relevant and explained in enough detail for the reader to understand. • Practice- By practicing students will develop skills that are useful in numerous academic and professional contents. ~ Khyati Kapai Express Yourself! Writing Persuasive Essays

Closing Thoughts Questions

Resources Calkins, Lucy, Mary Ehrenworth, and Christopher Lehman. Pathways to the Common Core, Accelerating Achievement. Portsmouth, NH: Heinemann. 2012. Print Common Core State Standards. Common Core State Standards Initiative. n.d. Web. 21, June, 2013. www.corestandards.org Graff, Gerald, and Cathy Birkenstein. “They Say, I Say”, The Moves that Matter in Persuasive Writing. New York. Norton, W.W & Company. 2007. iPad eBook file. Kapai, Khytai. Express Yourself! Writing Persuasive Essays: Singapore. Trafford . 2013. iPad eBook file Ray, Katie Wood. Study Driven: Portsmouth, NH. Heinemann. 2006. Print Taylor, Picard Sarah. A Quick Guide to Teaching Persuasive Writing: Portsmouth, NH. Heinemann. 2006. Print

I Say Duck, You Say Rabbit

I Say Duck, You Say Rabbit

Presentation Transcript

They Say I say

You Don’t Say!

They Say/ I Say

They Say, I Say

They say/I say

They Say, I Say

They Say, I Say :

They Say, I Say

They Say I Say

They Say, I Say

They Say, I Say

They Say/I Say

They Say, I Say

Say What You Mean; Mean What You Say

Say What You Mean, Mean What You Say

You Say Mosquito, I say Mosquit -NO!

Say Say Say !

You say co-operative, I say collaborative

They Say/I Say

BEFORE YOU SAY, “I DO”

You Say Mitosis and I Say Meiosis..

I say I say I say boy, What the Cell?