KATRINA HANKINS SWP 2012 Authentic Nonfiction Writing from Research Making it Real

Roadblock After working on research projects for weeks, I sat down to grade the work produced by my fifth graders. All I could ask was, “Who wrote this?” It certainly wasn’t Sam who was interested in the atomic bomb as a result of our WWII studies, unless he works for Britannica after school. And when Madison’s mom asked why “we” got a B instead of an A on the project, I knew I had a problem.

Agenda Define “authentic” Why is it important? How do we achieve this in our classrooms? Applications

“Authentic?” What does it mean?

The definition according to dictionary.com au·then·tic adjective 1. not false or copied; genuine; real: an authentic antique. 2. having the origin supported by unquestionable evidence; authenticated; verified: an authentic document of the Middle Ages; an authentic work of the old master.

Is this an “authentic” product? Watch the video clip from Today news/2012/06/11/ my-buzz-lightyear- justin-wins-bieber-sign-contest?lite news/2012/06/11/ my-buzz-lightyear- justin-wins-bieber-sign-contest?lite

Two minute Turn and Talk Discuss the authenticity of the Bieber poster:  Is it “authentic?” How do you know?  Have you ever experienced this in your classroom?  Why do you think this happens?

Why is this important? Goal of the Common Core Standards More broadly, they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials. Students Who are College and Career are Independent Common Core Standards p.7

Beyond Standards Why is this important? Dr. Howard Gardner: “For me, the purpose of education is to enhance understanding.” Author Amy Tan: “I can never remember things I didn’t understand in the first place.”

Nonfiction Matters by Stephanie Harvey A word about the author: She lives the life of a nonfiction writer. She finds this universe and everything in it incredibly fascinating. She becomes totally immersed in people and places, making lifelong commitments to her favorite topics. Forward by Shelley Harwayne

How do we achieve this in our classrooms? First and foremost, Stephanie Harvey states that teachers should be models of “professional learners” in the research process  Demonstrate how to engage in inquiry  Share their passion and curiosity  Begin with a question that matters  Provide the gift of time  Gather texts  Encourage students to discover, explore, and ask questions about their passions  Arrange opportunities to share

Passion is at the of inquiry. “Nonfiction reading, research, and writing stoke the inquiry as it chugs toward solutions to big questions. With teachers as tour guides, learners can follow the passion path to its final destination, a new insight into the world.” Nonfiction Mattters, Stephanie Harvey pg 12

First Necessity: Community of Learners Beginning of the year “Just So You Know” bulletin board “Wonder Book” section of Writer’s Notebook Lots of sticky notes!!!!

Launching pad “Here are some things I know well, care a lot about, and still want to explore further.” My list:  Teaching  Pittsburgh  Cooking for two

Your turn List at least three interests that you know something about and you care about. Ask yourself:  Am I passionate about this? Or at least enjoy it?  Do I know a lot about it?  Could I teach somebody about it?  Do I want to learn more about it?

Sorting Tools for Topics Three column chart in “Wonder” section  I enjoy  I know about  I want to learn more

Sorting Tools for Information K-W-L charts Two column chart  What I know, What I wonder  What I learned, What I wonder Simple organizers helping students acquire new information that leads to more thoughtful questions.

RAN Chart Sorting tool for upper grades

College and Career Readiness Anchor Standards for Writing Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Nonfiction writing tied to history es/Integrating%20Literacy%20and%20History.htm

Nonfiction writing tied to science essons/expository_pyramid.pdf

Productive Environment Mini-lessons Abundant resources Conferences Pacing calendars Sharing  “Live the questions. Value the questions. They are the doors to understanding.” Teacher gradually releases the responsibility though models the role of an “expert learner.”

Intention without vision leads them nowhere. They still love the topic, but they don’t love the writing. STUDY DRIVEN BY KATIE WOOD RAY, PG 47

Products Meet Vision Possible products:  Class Magazine with Feature articles  Classroom Newspapers  Power points  Photo stories Text sets and close study provide support for the appropriate vision. Students’ buy-in is essential in order to provide the drive toward a completed “authentic” product. One that they claim as their own.

Student Samples Stone Soup--student sample of historical fiction 1850s Stone Soup--student sample of historical fiction 1942

What’s your vision?

Resources d_t.shtml d_t.shtml cfm cfm “Teaching Children to Read and Comprehend Nonfiction” by Tony Stead Nonfiction Matters by Stephanie Harvey Study Driven by Katie Wood Ray

Looking for more? Is That a Fact? By Tony Stead Nonfiction Writing: From the Inside Out—Writing Lessons Inspired by Conversations with Leading Authors, by Laura Robb