1. Anchor Charts and Many Things Persuasive

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

4. Every day of the year, over 4000 children under five years old die from water-borne diseases such as typhoid, diarrhea and cholera. Thanh and 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. She doesn’t need a doll, she needs drinking water.

5.   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 CLASSROOM DISCUSSION

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

7. What do my teachers need to know next What will helpWho I will work with What I will doWhat help I will need How I will know I am successful What I will follow up with

8. 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 Use of mentor texts and anchor charts

9.  “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 Using Mentor Texts

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

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

12. 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). Selecting Mentor (Touchstone)Texts

13. Implicit  Borrowing 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?

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

15. 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)

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

21. 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?

22. 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

23. 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

24. Beware of anchor charts that morph into wall paper

25. 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 Back at school

26.  Activity Persuasive writing anchor chart

27. 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 2 nd, 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.

29. The words you use to change someone’s mind How did you convince your reader to see your point of view/ what strategies and techniques did you include e.g. modality Persuasive Devices

30.  Verbs to indicate actions and feelings present tense for most of the argument e.g. Smoking is …, I hate… past tense for some evidence or past happenings e.g. For years, people smoked … future tense for suggesting solutions to problems, predictions for the future or calls for action e.g. We will be a healthier society if …, Society can change…  Emotive Adjectives and phrases – descriptive, emphatic, feeling words that appeal 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 verbs I like, I think, I believe, I do not believe, I urge you, you should, shouldn’t, we should, could, must, must not, we need to, we will … Persuasive Devices

31.  Formal voice (more authoritative, more power of persuasion) Progress writing from I think computer games are good … to Computer games are good …  Nominalise information – turn verbs, adverbs or clauses into nouns for more authority Instead of You should not pollute… write Pollution should be stopped … It… Greedy to greed; violent to violence; cruel to cruelty  Rhetorical questions and thought-provoking questions for effect Where do we go from here? What is the point of …?  Emphatic language, hyperbole or exaggeration for effect We need to…, Society has no other choice, it must…, There are a countless ways to… Persuasive Devices

32.  Alliteration or rhyme, especially in the title or the last statement or sentence Exercise 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 view We 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 case ‘Tomorrow is the first day of the rest of our lives’ so let’s begin right now! Persuasive Devices

33.  Evidence Anecdotes, examples, facts and statistics as evidence to enhance your argument Last year…, An example of this can be seen… 70% of young smokers …  The antithesis or opposing points of view by contrasting the opposites Smokers might say that smoking is relaxing but …, Love it or hate it …, Right this wrong…  Ethical language Appealing for common sense calls for fairness, ideas of right and wrong, morality and justice The only fair thing to do is… We have a moral obligation to… Persuasive Devices

35.  What could the heading be?  What comes next?  With others at your table have a go. What could an anchor chart look like for Persuasive devises

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

37.  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:Building a Literacy of Thoughtfulness. Portsmouth, NH: Heinemann, 2005  Laurie Stowell, San Marcos Writing Project, Cal State San Marcos References