Part+3+Nonfiction+Research+Wonder+Writing


 * Nonfiction Research Wonder Writing**

Thoughts from our discussion on 8/5

- we have typically written a text as a class in its entirety and then students write their own - the authors discuss writing it in pieces together and students writing their own pieces as it progresses - what are the benefits and drawbacks to each? - discussed the idea that it depends on the group of kids - kids are often at different points in a piece of writing which can also impact how well either option works

- much of this book reminds us to slow down

- we need to save examples of student writing from year to year to use as models - often published books can seem too far out of reach for students, work by peers is more achievable

- upper grade mentor texts (and probably most primary ones as well) are full of facts - the idea of heart wonderings stretches our idea of nonfiction by including opinions, persuasive texts are another example as well as Socratic Seminars - TouchPebbles is similar to Socratic Seminars focused around texts - it encourages discussion

- discussed kids organizing the library (3rd chapter in part 3) - the book discusses separating fiction and nonfiction books - many of us have had kids organize libraries but mixed fiction and nonfiction - positives to separating them: helps students build clear understanding of fiction and nonfiction books, mirrors school and public libraries - positives to mixing them: students looking for books on topics they enjoy may find both types, if separated some students may avoid one type or the other

- the important piece of reading is making meaning from text - wordless picture books are a great way to help students with this - for books students are not yet able to read they can use the same skills as with wordless picture books - fiction wordless picture books help with sequencing (or any fiction picture books) - nonfiction wordless picture books support learning about topics (or any nonfiction picture books)

- when kids write a class book about a topic and learn something new about it later they can add to the books - write 2nd edition on books when you change them

- tie to Patterns of Thinking - looking for parts of things builds vocabulary about a topic - help writers take the perspective of a reader to improve their writing - make sure it makes sense, flows well, is readable - Making writing make sense to readers also ties reading and writing together - Tables of Contents are a way to explore how books flow

- Are we teaching writers or writing skills?

- look at p. 118 for a great model for guided writing in primary grades - different groups working in a variety of ways

- ask kids why they did something as a writer - ask it all the time - this is a great strategy across the board, in all subject areas - ask why writers made certain choices in read alouds, guided reading

- look at p. 100, the second paragraph for the power of this regarding student engagement

- use of a writer's notebook in primary grades - kids can include lists, tape mementos in it, add their wonderings - the idea of journals at various places in the room for all students to write in is intriguing - group notebook adds element of audience - students can use both the group notebooks and their writer's notebook for their thoughts - keep a class diary - each day a student adds a date and at least one sentence, also can illustrate

- take time on Fridays for kids to share a wonder of the week

- "If in sight, spell it right." - hold students accountable for word wall words

- the importance of share time for kids - gives an audience - stop in the middle of writing workshop to highlight something great a kid did, especially linked to the focus lesson - build in partner share some - requires modeling and practicing

- p. 130 - book shows teacher sharing and labeling leads - why not have students look at leads and determine labels on their own, would that increase sense of ownership


 * Exploring Nonfiction Books: Sorting and Cataloguing**


 * Exploring Nonfiction Books: Structures and Features**


 * Getting Started: Choosing Research Wonder Topics**


 * Nonfiction Writing: Trying on Topics**


 * Nonfiction Writing: Creating a Table of Contents**


 * Nonfiction Writing: Designing Chapters**


 * Exploring and Researching Questions**


 * Exploring and Researching Questions: Inferring**


 * Exploring and Researching Questions: Ask an Expert**


 * Nonfiction Writing: Leads/Beginnings**


 * Nonfiction Writing: Wow Words**


 * Nonfiction Writings: Other Craft Lessons**


 * Nonfiction Writing: Elaboration**


 * Nonfiction Writings: Diagrams**


 * Writing Partner Revision**


 * Editing: Using Word Wall Words**


 * Partner Editing: Capitals and Periods**


 * Publishing and Celebrating**