WRITING OPINION PIECES IN K-5 This presentation was created by Valarie Pryor and Sheri Palmo, Teacher Consultants for the National Writing Project, as part of the 2014 Santee Wateree Writing Project.

MISSION STATEMENT The National Writing Project focuses the knowledge, expertise, and leadership of our nation’s educators on sustained efforts to improve writing and learning for all learners.

WHAT THE RESEARCH SAYS… Research Principle 1 There are fundamental qualities of all good writing, and students write well when they learn these qualities as well as the specific qualities of different genres, or types, of writing. Research Principle 2 Using a writing process to teach the complex task of writing increases student achievement Research Principle 3 Students benefit from teaching that offers direct instruction, guided practice, and independent practice. Research Principle 4 A successful curriculum provides differentiated instruction for students of all ability levels and support for English language learners. Research Principle 5 To write well, writers need ample time to write every day, with clear expectations for stamina and volume. Research Principle 6 Writing and reading are joined processes, and students learn best when writing and reading instruction are coordinated. Research Principle 7 Children need clear goals and frequent feedback. They need to hear ways their writing is getting better and to know what their next steps might be.

OBJECTIVES Review Expectations in Common Core Writing Gain Ideas for Teaching Opinion Writing Collaborate with Other Teachers of Writing

STANDARDS Kindergarten Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g. My favorite book is …). First Grade Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

STANDARDS Second Grade Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g. because, and, also) to connect opinion and reasons, and provide a concluding statement or section. Third Grade Write opinion pieces on topics or texts, supporting a point of view with reasons. a.Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b.Provide reasons that support the opinion. c.Use linking words and phrases (e.g. because, therefore, since, for example) to connect opinion and reasons. d.Provide a concluding statement or section.

STANDARDS Fourth Grade Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a.Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b.Provide reasons that are supported by facts and details. c.Link opinion and reasons using words and phrases (e.g. for instance, in order to, in addition). d.Provide a concluding statement or section related to the opinion presented. Fifth Grade Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a.Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. b.Provide logically ordered reasons that are supported by facts and details. c.Link opinion and reasons using words, phrases, and clauses (e.g. consequently, specifically). d.Provide a concluding statement or section related to the opinion presented.

STEPS TO FOLLOW Define opinion for students Introduce opinion writing by activating students’ thinking about a topic or book Model the language Give students opportunities to talk about their opinions Provide prewriting activities to prepare them for successful writing Provide structures for Opinion Writing

WHAT IS AN OPINION? An opinion is the way you think or feel about something. I like the slide the best! I like the swings the best!

YOU CAN AGREE OR DISAGREE WITH SOMEONE ELSE’S OPINION. Because an opinion is what YOU think, it can’t really be wrong…especially if you have reasons for your opinion! I like the slide the best because it goes fast! I like the swings the best because they go high in the air!

VOCABULARY FOR STATING AN OPINION I think I feel I like I don’t like My favorite part My favorite thing This was interesting This was sad The book is so….

Vocabulary for Supporting An Opinion Vocabulary for Concluding an Opinion Statement Because… When… The reason… One reason… I think… I feel… I suggest… I would recommend…

TURN AND TALK 1.Sit crisscross applesauce. 2.Eye to eye 3.One friend talks, one friend listens. 4.Switch. * Remember to give your students plenty of opportunities to talk before they begin writing.

TOPICS FOR OPINIONS Mentor texts Samples Activity Holidays Graphs Book reviews

GRAPHIC ORGANIZERS Opinion Reason

OPINION WRITING ACTIVITY

O.R.E.O. Opinion, tell how you feel about the subject Reasons, tell some reasons or information to support your opinion Examples, tell details or example that support your opinion. Opinion, restate your opinion (with Feeling)

REFERENCES Calkins, L. (1994). The Art of Teaching Writing. Portsmouth: Heinemann Dorfman, L. (2009). Nonfiction Mentor Texts. Portland:. Fletcher, R., & Portalupi, J. (2001). Writing Workshop. Portsmouth: Heinemann. Ray, K. (2009). Engaging Young Writers. Portsmouth: Heinemann