Opinion anchor chart

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Opinion Writing in Kindergarten

Last week I had the opportunity to work on opinion writing in kindergarten.  Oh my!  So much fun!

 Our units do introduce writing for a reason as a unit of study. However, I like to teach opinion writing spirally!  As you know, kindergartners grow leaps and bounds in their transcription skills, so I want to give them plenty of opportunities to express their opinion in writing throughout the year.

We started with a question.

Opinion Writing in Kindergarten 1

I used invented spelling because I am working with this group of students on spelling FEARLESSNESS!

 

Students wrote their opinion on a slip of paper and placed it on the pocket chart.

Opinion Writing in Kindergarten 2

I introduced the opinion anchor chart… Here is one that is included in the unit.

Anchor chart for opinion writing in kindergarten. Love how easy this is to understand!

 Here is what they came up with! 

Opinion Writing in Kindergarten 3
I think the best way to get around on my own is skates because I am very good and they are very fast.  I love skates.
Opinion Writing in Kindergarten 4
A skateboard is the best way to move places because they do awesome tricks.  That is the best way to get around.
Opinion Writing in Kindergarten 5
I think the best way is motorcycles because motorcycles are very fast.
Opinion Writing in Kindergarten 6
The best way to get around is a motorcycle because it has sharp turns.  It is very, very fast.  I never fall off because I am an excellent driver.

Oh my goodness!  Isn’t kindergarten the BEST!

 Here is what is included in the opinion writing in unit. 

Opinion Writing in Kindergarten 7
 
Sours: https://mrswillskindergarten.com/opinion-writing-in-kindergarten/

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These are the CCS Standards addressed in this lesson:

  • RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
  • W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
  • W.3.1d: Provide a concluding statement or section.
  • L.3.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  • L.3.1b: Form and use regular and irregular plural nouns.

Daily Learning Targets

  • I can form and use irregular plural nouns. (L.3.1b)
  • I can write a conclusion paragraph for my opinion essay that restates the focus of my essay. (RI.3.1, W.3.1a, W.3.1b)

Ongoing Assessment

  • Conclusion paragraph of Opinion Essay: Water Pollution (W.3.1d)

Agenda

1. Opening

A. The Painted Essay: Sorting the Parts of a Conclusion Paragraph (10 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Mini Lesson: Forming and Using Irregular Plural Nouns (20 minutes)

B. Guided Practice: Writing a Conclusion Paragraph (20 minutes)

3. Closing and Assessment

A. Reflecting on Learning (5 minutes)

4. Homework

A. Complete the Plural Nouns III practice in your Unit 2 homework.

B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

Purpose of lesson and alignment to standards:

  • In this lesson, students write the conclusion paragraph for their essays (RI.3.1, W.3.1d). Before they begin drafting, they revisit what they learned about singular and plural nouns, learning how to form and use irregular plural nouns (L.3.1b).
  • In this lesson, students focus on working to become effective learners by focusing on a characteristic of their choice as they draft their second proof paragraph.

How this lesson builds on previous work:

  • Earlier in the unit, students analyzed the structure of the Model Opinion Essay: Access to Water using the Painted Essay(r) template, planned their essays, and wrote their introductory and first proof paragraph. They build on those foundations in this lesson.

Areas in which students may need additional support:

  • Students may need additional support with writing. Consider providing sentence frames or starters for students to use as they draft.
  • Consider allowing students to work with a partner or grouping students who may need additional writing support together while you guide them through writing the conclusion paragraph.

Assessment guidance:

  • Review students' conclusion paragraphs to ensure that they have included all the necessary information. Use common issues as teaching points for the whole group.
  • Refer to the characteristics related to W.3.1d on the Opinion Writing Checklist when assessing students' work in this lesson (see Assessment Overview and Resources).
  • Consider using the Writing Process Checklist for Writing and Language Skills during the independent writing in Work Time B (see the Tools page).
  • Collect the Plural Nouns I and II homework from Lessons 8-9. Refer to Plural Nouns I and II (answers, for teacher reference) as necessary.

Down the road:

  • In the next lesson, students will participate in a peer critique and revise and edit their essays.
  • Students will plan, write, and revise a new opinion essay about the importance of protecting our water supply through the lens of demand for water for the end of unit assessment in Lessons 13-14

In Advance

  • Pre-determine pairs for work in Opening A and divide students into four groups for work in Work Time A.
  • Post: Learning targets and applicable anchor charts (see materials list).

Supporting English Language Learners

Supports guided in part by CA ELD Standards 3.I.C.10, 3.I.C.11, 3.I.C.12, 3.II.A.1, 3.II.A.2, 3.II.C.6, 3.II.C.7, 3.II.B.4

Important points in the lesson itself

  • The basic design of this lesson supports ELLs with opportunities to work closely with essay structure, building on their understanding one paragraph at a time. In this lesson, students focus exclusively on the conclusion paragraph of their opinion essay. Students continue to benefit from the color-coding system established in prior lessons for visual support.
  • ELLs may find writing the conclusion paragraph challenging, as its call to action varies from the informational and narrative writing styles they are used to from previous modules. Provide time for students to explicitly practice language to make a "Call to Action," becoming familiar with language they can use to write their paragraph. Additionally, consider working with a small group after working with the class, and help them create their paragraph together.

Levels of support

For lighter support:

  • Invite students to create sentence frames to support writing and speaking during Work Time B. Invite students who need heavier support to use the frames.

For heavier support:

  • Consider creating index cards with pictures of various nouns to add to the cards in lesson 8 (See For heavier support), this time focusing on irregular plural nouns. For example, on one index card, draw a picture of children playing at recess. On the top of the card write, "The children are playing at recess." Students can talk in pairs, identifying the irregular plural noun in the sentence. (Example: Partner A: "My sentence is, 'The children are playing at recess. Is there a plural noun in this sentence?" Partner B: "Children is plural, because it refers to more than one child. It is an irregular plural noun, because it doesn't follow the general rule of adding -s or -esat the end.") Allow students to practice with these familiar examples in Work Time A, as they learn to form and use irregular plural nouns.

Universal Design for Learning

  • Multiple Means of Representation (MMR): Continue to support students by creating additional or individual anchor charts for reference during this lesson to aid with comprehension.
  • Multiple Means of Action and Expression (MMAE): Continue to support students in setting appropriate goals for their effort and the level of difficulty expected.
  • Multiple Means of Engagement (MME): Continue to provide prompts and sentences frames for those students who require them to be successful in peer interactions and collaboration. Also, support students in sustaining effort and/or attention by restating the goal of the activity.

Vocabulary

Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)

  • irregular, restates, noun, singular noun, plural noun (L)
  • reduce, water pollution, clean, safe (W)

Materials

  • Organizing the Model: Conclusion Paragraph strips (one strip per pair)
  • The Painted Essay(r) template (from Module 1; one per student)
  • Model Opinion Essay: Access to Water (from Lesson 5; one per student and one to display)
  • Characteristics of Opinion Essays anchor chart (begun in Lesson 8; added to during Opening A; see supporting materials)
  • Characteristics of Opinion Essays anchor chart (begun in Lesson 8; example, for teacher reference)
  • Close Readers Do These Things anchor chart (begun in Module 1)
  • Academic Word Wall (begun in Module 1)
  • Vocabulary logs (begun in Module 1; one per student)
  • Opinion Essay: Water Pollution Prompt (from Lesson 1; one per student and one to display)
  • Working to Become Effective Learners anchor chart (begun in Module 1)
  • Regular Plural Nouns anchor chart (begun in Lesson 8)
  • Irregular Plural Nouns anchor chart (new; teacher-created; see supporting materials)
  • Irregular Plural Nouns anchor chart (example, for teacher reference)
  • Opinion Writing Checklist (from Lesson 5; one per student and one to display; see Assessment Overview and Resources)
  • Opinion Essay: Water Pollution (begun in Lesson 8; added to during Work Time B; one per student)
  • Research Note-catcher: Water Pollution (from Unit 1, Lesson 11; one per student)
  • Paper (lined; one piece per student)
  • Domain-Specific Word Wall (begun in Unit 1, Lesson 1)
  • Plural Nouns I and II (homework from Lessons 8-9; one per student)
  • Plural Nouns I and II (answers, for teacher reference)

Assessment

Each unit in the 3-5 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.

Opening

A. The Painted Essay: Sorting the Parts of a Conclusion Paragraph (10 minutes)

  • Move students into pre-determined pairs.
  • Distribute Organizing the Model: Conclusion Paragraph strips. Tell students that each pair has been given only one part of the conclusion, and later on they will find the other parts to create a complete conclusion paragraph.
  • Invite students to refer to their Painted Essay(r) template to remember the parts of a conclusion paragraph:
    • Restated focus statement
    • Reflection
  • Explain that pairs need to find pairs with the other parts of the conclusion and put them together in the right order.
  • Tell students that when they have finished, they will check their work against the Model Opinion Essay: Access to Water.
  • Invite students to begin and circulate to support them in reading and sorting the strips of the conclusion.
  • After 5 minutes, refocus whole group.
  • Invite students to help you record the parts of a conclusion paragraph on the Characteristics of Opinion Essays anchor chart. Refer to the Characteristics of Opinion Essays anchor chart (example, for teacher reference) as necessary.
  • For students who may need additional support with self-regulation: As students work sorting and color-coding, support time management strategies by using a visual timer. (MME)
  • For ELLs: (Fishbowl: Organizing Paragraph Strips) Before inviting students to organize the conclusion paragraph strips, invite two confident students to Fishbowl this process using the introductory paragraph strips. Once they have organized the paragraph, highlight the focus statement, reminding students that this is the sentence restated in the conclusion paragraph. Provide time for students to ask questions and clarify the process as needed.

B. Reviewing Learning Targets (5 minutes)

  • Direct students' attention to the posted learning targets and read them aloud:

"I can form and use irregular plural nouns."

"I can write a conclusion paragraph for my opinion essay that restates the focus of my essay."

  • Underline and use the vocabulary strategies on the Close Readers Do These Things anchor chart to review and/or determine the meaning of the following words. Add any new words to the Academic Word Wall and invite students to add them to their vocabulary logs.
    • irregular (not following the general rules of grammar or spelling)
    • restates (says again in a different way)
  • Invite students to retrieve their Opinion Essay: Water Pollution Prompt and follow along, reading silently in their heads as you read the prompt aloud.
  • Focus students on the Working to Become Effective Learners anchor chart and invite them to read the habits of character on the chart to themselves. Tell students to choose a habit to focus on as they draft today.
  • For ELLs: (Morphology: Prefixes and Root Words) Invite ELLs to notice a common root word or affix in the word irregular to determine its meaning. Remind students that a root word is the part of a word that holds its basic meaning, and an affix is what is added to the beginning or end of a word to modify its meaning. (prefix = ir(not); root = regular [happens frequently; most common]; irregular = not occurring frequently, not common, does not follow the general rules)

Work Time

A. Mini Lesson: Forming and Using Irregular Plural Nouns (20 minutes)

  • Tell students that before they finish drafting their essays, they will learn more about forming and using plural nouns in their writing.
  • Focus students on the Regular Plural Nouns anchor chart and briefly review the following:
    • noun (a person, place, thing, or idea)
    • singular noun (one person, place, thing, or idea)
    • plural noun (more than one person, place, thing, or idea)
    • the rules for changing a regular singular noun to a plural noun (either add -s or -es, or drop the y and add -ies, depending on the last letter in the noun)
  • Remind students that these rules are for regular plural nouns, or nouns that follow the rules when changing from singular to plural. Tell students that today they will learn how to change irregular nouns from singular to plural.
  • Remind students that they talked about regular and irregular verbs in Module 2, and that irregular verbs are verbs that are exceptions to the rule. Tell students that it is the same with irregular plural nouns: these are nouns that are exceptions to the rules they learned about forming plural nouns.
  • Focus students' attention on the first table on the Irregular Plural Nouns anchor chart and use a total participation technique to invite responses from the group:

"What do you notice about how the noun changed from the singular to the plural in each of these examples?" (There is no f, and a -ves was added.)

  • Record this in the "What do you notice?" column. Refer to the Irregular Plural Nouns anchor chart (example, for teacher reference) as necessary.
  • Focus students' attention on life in the first table.
  • Turn and Talk:

"Form the plural of this noun. How do you change life to mean more than one life?"(lives)

  • Record this in the appropriate spots on the anchor chart. Continue to refer to the Irregular Plural Nouns anchor chart (example, for teacher reference).
  • Focus students' attention on the second table on the anchor chart. Tell students that to form the plural of some nouns, the vowel is changed, the entire word is changed, or the ending is changed.
  • Use a total participation technique to invite responses from the group:

"Look at the first row in this table. What changed in each of these nouns when changing from singular to plural?" (man--men, woman--women; the vowel changed in each)

  • Record this in the "What changed?" column.
  • Repeat with mouse, foot, and tooth.
  • Focus students' attention on child and person in the second table.
  • Turn and Talk:

"Form the plural of these nouns. How do you change child to mean more than one child? How do you change person to mean more than one person?" (child--children; person--people)

  • Record the plural nouns and what changed in the appropriate spots on the anchor chart.
  • Focus students' attention on the third table on the anchor chart. Tell them that for some nouns, the plural is the same spelling as the singular form.
  • Focus students on fish and scissors in the third table.
  • Using a total participation technique, invite responses from the group:

"Form the plural of these nouns." (fish--fish; scissors--scissors)

  • Record the plural nouns in the appropriate spots on the anchor chart.
  • Display and refocus students on their Model Opinion Essay: Access to Water and move them into pre-determined groups.
  • Post and review the following directions:

1. Chorally read your group's assigned paragraph.

2. Circle any plural nouns in your group's paragraph.

3. For each plural noun, discuss:

      • How was the noun changed from its singular form?
      • Is the plural noun regular or irregular?
      • Why did the author use a plural noun instead of a singular noun?
  • Answer clarifying questions.
  • Assign each group a paragraph and invite them to begin working. Circulate to support students as they work.
  • After 7 minutes, refocus whole group. Select volunteers from each group to share one plural noun from their paragraph and their group's thinking for the questions in Step 3.
  • Tell students that as they write today, they should think about whether any plural nouns they are using are regular or irregular and use what they know about forming regular and irregular plural nouns to help them figure out how to change a singular noun to a plural noun.
  • Use a checking for understanding technique (e.g., Red Light, Green Light or Thumb-O-Meter) for students to self-assess against the first learning target.
  • For students who may need additional support with comprehension: Display nouns with magnetic letters (e.g., life, lunch, county) and separate magnetic letters for the matching endings. Invite students to physically change the magnetic letters (for each noun) to create the irregular plural forms. (MMR, MME)
  • For ELLs: (Irregular Plural Noun Practice) Invite students to practice identifying irregular plural nouns with the cards from "For heavier support." Put all index cards in a bag and invite a volunteer to pull one out and ask whether there are any plural nouns in the sentence. Invite that student to call on a classmate to identify the irregular plural noun. The student who identified the irregular plural noun then repeats this process. Record each example in the appropriate spot on the Irregular Plural Nouns anchor chart.

B. Guided Practice: Writing a Conclusion Paragraph (20 minutes)

  • Display and invite students to retrieve their Opinion Writing Checklist. Remind them that they will use this checklist as they write and revise their essays.
  • Read aloud the following criteria, pausing after each to invite students to turn and talk with an elbow partner to restate the criterion in their own words:
    • "W.3.1d: I have a conclusion that restates the focus of my piece."
    • "L.3.1: My words and sentences follow the rules of writing."
    • "L.3.3, L.3.6, W.3.4: The words and sentences I use are appropriate for this task and purpose."
  • Invite students to mark/highlight these criteria on their checklist.
  • Using a total participation technique, invite responses from the group:

"What is the focus of the piece?" (how water pollution affects us all and why we must protect our water supply by keeping it clean)

  • Model how to record this (by sketching or writing) on the displayed Opinion Writing Checklist and invite students to do the same.
  • Turn and Talk:

"Restate your opinion and reasons orally. Think about how to call the reader to action, as the author of the model did." (Responses will vary.)

  • Invite students to retrieve their Opinion Essay: Water Pollution they started in Lesson 8 and to read their introductory and proof paragraphs to themselves to remind them of their opinion and reasons.
  • Invite students to retrieve their Research Note-catcher: Water Pollution. Focus them on the parts of their note-catcher color-coded for the conclusion: the focus statement (to be restated in the conclusion) and Call to Action box.
  • Distribute paper and remind them that this conclusion paragraph is a new paragraph, so they should start it on a new line and leave a line in between each line of writing to make revisions and edits later in the unit.
  • Remind students to use the Model Opinion Essay: Access to Water, the criteria recorded on the Characteristics of Opinion Essays anchor chart, the Opinion Writing Checklist, and the Domain-Specific Word Wall to write their conclusion paragraph.
  • Circulate to support students as they write and to identify common issues for use as whole group teaching points.
  • Use a checking for understanding technique (e.g., Red Light, Green Light or Thumb-O-Meter) for students to self-assess against the second learning target.
  • Refocus students on their Opinion Writing Checklist and invite them to record "Y" for "Yes" and the date in the final column if they feel the criteria marked on their checklists in this lesson have been achieved in their writing in this lesson.
  • For students who may need additional support with written expression: Consider supporting students' expressive skills by offering partial dictation or sentence stems as they organize their ideas for their conclusion paragraphs. (MMAE)
  • For ELLs: (Comparing Sentences) Before students restate their own opinion orally, invite them to compare the first sentence in the conclusion paragraph of the Model Opinion Essay to the focus statement, describing how the sentences are similar to and different from each other. Provide sentence frames for support. (Example: The sentences are similar because ______ [they both communicate the same idea]. The sentences are different because ________ [they are worded differently].)
  • For ELLs: (Language Practice: Calling People to Action) Invite students to think of a time that they wanted to "call someone to action" and to share the language they used to do so. Model and think aloud an example as needed. (Say: "I wanted to convince other teachers that you need more time for recess, so I said, 'Won't you join me in asking for longer recess, so our students get a chance to play?'") Record the language that students use on a chart for them to reference as they write their conclusion paragraphs.

Closing & Assessments

A. Reflecting on Learning (5 minutes)

  • Move students into groups of three or four and invite them to reread the Working to Become Effective Learners anchor chart.
  • Invite students to reflect on the process of writing by discussing the following:

"What did you do to work toward becoming an effective learner as you worked today?" (Responses will vary.)

"What were your challenges as you worked today?" (Responses will vary.)

"What were your successes?" (Responses will vary.)

"Can you give an example?" (Responses will vary.)

  • Collect the Plural Nouns I and II homework from Lessons 8-9. Refer to Plural Nouns I and II (answers, for teacher reference) as necessary.
  • For students who may need additional support with working memory and access of prior learning: Support students as they reflect on their learning successes and challenges by listing the activities for each learning target on chart paper or a white board. (MMR, MMAE)
  • For ELLs: (Linking Words and Phrases) Encourage students to use varying linking words and phrases as they give examples of their challenges and successes (e.g., for example, for instance, however).

Homework

A. Complete the Plural Nouns III practice in your Unit 2 homework.

B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

  • For ELLs: (Oral Response) Read aloud, discuss, and respond to your prompt orally, either with a partner, family member, or student from grades 2 or 4, or record an audio response.

Copyright © 2013-2021 by EL Education, New York, NY.

Sours: https://curriculum.eleducation.org/curriculum/ela/grade-3/module-4/unit-2/lesson-11
  1. Red hex code
  2. Shanti bhavan
  3. Merced probation office

Opinion Writing Anchor Charts for Upper Elementary Students

Now that students know how they will start their essay, they are ready to complete their introductory paragraph. For this quick lesson, tell students to start with their hook. Then, specify that writers need to include words from the prompt. This helps the reader know what the paper will be about and also helps the writer stay focused as they write. They can also include a preview to their answers in this paragraph.

Example:

    

R.A.C.E. can be helpful for body paragraphs of opinion writing.

3. Introduce the Components of Body Paragraphs

Body paragraphs are the heart of the essay. This is where the writer needs to provide the reasons they agree or disagree with the prompt. They also need to support their reasons with text evidence and elaborations. 

Many teachers are familiar with the acronym R.A.C.E. as a form of responding to a question. I like to use the acronym T.R.A.C.E. because it reminds the writer to use transitions within the essay and within the paragraphs.

During this step of instruction, it is beneficial to break down the acronym for your students. Introduce what each letter stands for. Explain that this is not a specific formula, but a guide that shows what should be included throughout the paragraph.

As you explain each letter, have students create an anchor chart and color code the text. Later in the writing process, this will help them identify what they are doing well and what they may need to add more of in their paragraphs.

R.A.C.E. can be helpful for body paragraphs of opinion writing.

4. Writing the Body Paragraphs

Now that you’ve discussed the components of a body paragraph and have taught students how to color code each letter, it’s time to model the writing.

Write the first body paragraph along with your students. It is best to write it on the board where they can all see it. Have students copy the sentences as you write them. Think aloud as you write. This will help students understand why you are including and excluding certain information.

Don’t be afraid to make mistakes and cross words or phrases out. Have students copy a few of these errors too. This will allow them to see that they can change their mind or fix errors.

Once you have completed the paragraph, color code the text. This will allow students to visually see the components of a body paragraph.

Example:

R.A.C.E. can be helpful for body paragraphs of opinion writing.
The A. C. and E. come straight from the middle sections of their writing planner. The students add a transitional word or phrase and restate words from the prompt to keep their paper focused.
Although it is not necessary, I usually tell “new” writers to tie up the paragraph with words from the prompt in order to make sure their paragraph is focused and makes a connection. As students become more experienced, they may find more clever ways to wrap up their paragraph.
Using opinion writing anchor charts when teaching elaboration can help scaffold new writers.

5. Introduce Types of Elaborations

Once students have seen you model a body paragraph, focus on the elaboration within the paragraph.

Introduce the four types of elaborations most frequently used within text-based writing.

  • Definition: tells the meaning of an unfamiliar word
  • Anecdote: a short story inserted into the text
  • Example: provides specific cases, samples, or instances
  • Scenario: a description of a possible event
Use one reason, and create multiple elaborations for it as done with hooks in introductory paragraphs.

Provide Students with Opportunities to Practice

Although this is not a specific step in teaching writing, it is included because it is important to give students multiple opportunities to practice.

Depending on your students, you may want to focus on certain areas of a text-based writing lesson when you offer opportunities to practice. Do not feel the need to have students complete an entire prompt each time they write, especially at the start of the school year. 

Starting off with an overview, then moving on to certain parts before moving on to a complete essay can be a great way to scaffold this process for students. Offering students the opportunity to refer back to their opinion writing anchor charts as they write is also a key component to helping them become proficient writers.

Looking for More Support?

Hopefully, these tips have helped you organize your beginning opinion writing lessons. 

If you would like the opinion writing anchor charts discussed, you can click on the image to take a closer look.

Looking to support your students with their text-based writing? Opinion writing anchor charts make teaching easier & give students the support needed.
Sours: https://yourthriftycoteacher.com/opinion-writing-anchor-charts/
HOW TO MAKE ANCHOR CHARTS! - A Day in the Life of a Teacher

Facts and Opinions: An Interactive Anchor Chart

My anchor chart today focuses on facts and opinions.  I have to admit that I was surprised to discover how difficult it is for some students to distinguish fact from opinion. My experience indicates that the statements that confuse students most are those opinions that nearly everybody would agree with. Take this sentence, for example:

"Running a marathon is difficult." 

 Since most people would agree that running a marathon is difficult, some students wrongly assume that it is a fact.

Also, if a student passionately agrees with a statement, they tend to want to make it a fact.

"Dogs make better pets than cats."

Oh, MY!  Does that ever lead to some arguments!  Because some students think they have stories that can "prove" this statement true, they believe this statement is a fact, and it sure can be difficult to convince them otherwise. It can be challenging to persuade a student that that statement is an opinion, and arguments like "But dogs protect their owners... cats don't" will not work as sufficient proof.


Prior to the fact and opinion lesson, I create this anchor chart:



We begin by defining  the words "fact" and "opinion", and looking at key words and ideas that are often in each type of statement.  Yes, I have to explain the quote "Just the facts, Ma'am." as being a phrase made popular by an old television show named Dragnet.  (When Detective Joe Friday would question a woman about a crime he was trying to solve, he would sometimes say this phrase.)


After the introduction, I give each student a slip of paper with a statement. Students take turns reading the statements aloud.   After each student reads it, he/she states whether he/she believes the statement is a FACT or an OPINION. I also require each student to justify his/her answer. I try to keep all of the students engaged throughout the lesson by instructing them to "give us a thumbs up if you agree, and a thumbs down if you disagree".

Facts and Opinions Anchor Chart- Everything you need to replicate this anchor chart is included in the blog post. Students read statements and sort them into facts and opinions.
Facts and Opinions Anchor Chart- Everything you need to replicate this anchor chart is included in the blog post. Students read statements and sort them into facts and opinions.

Would you like to replicate this anchor chart in your classroom?  Or, would you like to print the statements above and have your students work with a partner to sort them? Click on either of these images to download these items for FREE!! 

Also, feel free to take a look at my related PowerPoint! Click on the image to check it out!

Teach your students to differentiate between facts and opinions with this student-friendly PowerPoint!          

Thanks for stopping by!

~Deb

Sours: https://www.crafting-connections.com/2014/11/anchors-away-monday-fact-and-opinion.html

Anchor chart opinion

Fact or Opinion Anchor Chart

Description

Ready for gorgeous anchor charts? This pack will contain the graphic organizer and statements for Fact or Opinion.The charts useful for grade 3, grade 4, grade 5, and grade 6!

Anchor charts are used as a learning tool. They help students recognize learning goals, review concepts, and establish learning expectations. When students able to engage in the learning process (by filling out or creating), they have an active role in creating anchor charts.

This resource was put together using a variety of fonts along with images needed to have a successful anchor chart.

Contains:

– Individual anchor charts with black & white template, and completed colored version

– Answer Key

-PDF format

The formats are designed for you to:

  • Print on regular-sized paper (Shrink by 88% to fit in notebooks)
  • Print in poster-size (original chart was 24″ by 32″) with a poster-printer,
  • Print the PDF files as an enlarged poster onto 4 individual pages in Adobe and then tape the pieces together
  • Project the images onto chart paper and trace them so you can edit whatever you need
  • Print and send home as reference tool

You need to be able to do one of the functions listed to appropriately create these charts.

You can hang them up as you cover the topics on a bulletin board, or you can keep them all up all year long as a word wall!

This pack includes:

  • 1 Anchor Chart with Definition

You will get each anchor chart as the finished product AND the outline template for filling in key information with your students!

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opinion essay anchor chart

How to Teach Opinion Writing

Opinion Writing is one of the most common and important types of writing we teach our students. In this post, I’m sharing 5 tips for How to Teach Opinion Writing and providing details about the Opinion Writing Mini-Units resources I have created for Kindergarten, 1st and 2nd grade students.

The Common Core writing domain focuses on three big types of writing: informative, narrative, and opinion writing.  Each genre serves a unique purpose and follows a specific structure in which we must explicitly teach our students.   In my last post I shared tips and resources for teaching Informative Writing and today I’m excited to move onto Opinion Writing. 

Opinion Writing is one of my favorite genres to teach.  Young students have opinions on just about EVERYTHING and they usually aren’t afraid to share them!!  For this reason they find the genre highly engaging! 

Today I’m sharing 5 tips for teaching opinion writing, as well as a valuable resource that has everything you need to bring opinion writing into yourkindergarten, first grade, orsecond grade literacy centers! 

Tips for Teaching Opinion Writing

1.  Read Opinion Writing Mentor Texts 

Before you can ask your students to write in a genre that is new to them, you must first immerse them in it.  So to begin your unit, you’ll want to share examples of opinion writing with your students.  These mentor texts provide students with excellent examples of opinion writing. 

As you read them aloud, highlight the way the author structures their writing.  Identify the author’s topic or opinion and point out the reasons he or she gives to support their opinion.  All of these things will help students better understand what type of writing we are asking them to do.    

When you’re picking opinion mentor texts to share with your students there are a few things to consider.  First, do you (the educator) think it is excellent?  Second, is it easy for your students to understand?  And finally, is it relevant to the type of writing you are teaching?  If you answer “Yes!” to all three, then you’re good to go!

To help you out I’ve created a list of excellent mentor texts you can use when teaching opinion writing to kindergarten, first, or second grade students.  

A List of Opinion Writing Mentor Texts:

  • Duck Rabbit by Amy Krouse Rosenthal
  • I Wanna Iguana by Karen Kaufmann Orloff
  • Don’t Let the Pigeon Drive the Bus by Mo Willems
  • Red is Best by Kathy Stinson
  • Can I Be Your Dog? by Troy Cummings
  • The Big Bed by Bunmi Laditan

I’ve saved all these titles on one board so you can easily take a closer look at these mentor texts.  Click here to see this list on Amazon.

2.  Model Your Own Opinion Writing

I know I say this a lot, but it’s worth repeating…. MODEL, MODEL, and then once again MODEL what you expect your students to do!  It is a tremendously powerful instructional tool! 

When teaching opinion writing you’ll first model how to choose a topic.  When you generate ideas you can ask yourself, “What do I know all about?” “What do I care about?” “What do I wish other people believed?”.

If these questions feel too broad for your students you can use simple “would you rather” questions to get your ideas for an opinion piece.  For example, “Would you rather have a dog or a cat?”  This could lead to the topic, “Dogs are the best pet.” Keep it simple and choose a topic that is relatable to your students.    

Next, model how you plan your writing using a graphic organizer.  Show them how you open with a topic sentence that states your opinion. Next, come up with your supporting reasons. End with a closing sentence that restates your opinion.  

Model how you use the graphic organizer to guide you as you write out your full piece. 

Finally, reread your work aloud and show students how you catch silly mistakes such as spelling, capitalization or punctuation errors.  You can also show how you add additional supporting reasons to make your writing more persuasive to the reader.  

3. Use Anchor Charts

You want your students to know that when they write an opinion piece they are sharing their own opinion. They are not sharing true facts. Take time to review the difference between facts and opinions. Create an anchor chart that defines fact vs. opinion.

You’ll also want to review language that is specific to the genre. Remind students of the linking or transitional words that connect their opinion to their reasons.

Finally, you’ll want to create an anchor chart using the writing you model. This will serve as another example of excellent opinion writing.  As a class, add labels to identify the topic sentence, supporting reasons and the closing sentence in your shared writing.  

All of these anchor charts can be posted in your writing center. Encourage your students to refer back to them and use them as support as they write their own pieces.

4. Allow students to edit and share their writing

Provide a good writers checklist at your writing center.  For opinion writing you’ll want the checklist to include items such,  “Do I have a topic sentence that clearly states my opinion?”  “Do I have supporting reasons ?” and “Do I have a closing sentence?”, as well as reminders to check for spelling, capitalization, and punctuation errors.  

You can also create a rubric specific to the genre. Model how you use it to assess your own work and how it can be used to provide feedback to others.   

Give students the opportunity to share their writing with others!  Pair students with partners and let them read their pieces to each other.  Encourage them to provide feedback using the editing checklist and the rubric as a guide.  

5. Provide Daily Opportunities for Students to Write

As with all things, writing takes PRACTICE!  Students need dedicated instructional time to learn the skills and strategies necessary to become effective writers, as well as time to practice what they learn.  When you think about your daily instructional schedule, make sure you are giving your students ample opportunities to practice their opinion writing through whole group instruction, small groups and/or through independent practice in writing centers. 

Opinion Writing Mini-Unit For Kindergarten, First, and Second Grade Students

Today I’m excited to share with you the details about myKindergarten Opinion, 1st Grade Opinion, and my2nd grade Opinion mini-units!  I love them because they have ALL the resources you need to give your students the practice they need to master opinion writing.  

These mini-units were developed with standards-based research specific to each grade. You can use them within whole class or small group lessons, or as a literacy center activity where students can practice opinion writing independently!  

What’s Included in these Opinion Writing Resources?

Thekindergarten, first grade, and the second grade resources each include information to help you unpack the unit and a mini-lesson you’ll teach to give your students a review of opinion writing.  You’ll get a list of suggested mentor texts and online resources, printable anchor charts, graphic organizers, seasonal writing prompts, and conversational task cards to help get kids sharing their opinion on different topics.  

Kindergarten Opinion Writing Mini-Unit

Kindergarteners will probably need a review of fact vs. opinion so the kindergarten resource includes a printable fact vs. opinion anchor chart. You’ll also get charts with opinion writing sentence starters to help them organize their reasons and thoughts.  

The kindergarten seasonal writing prompts come with traceable sentence stems and picture supported vocabulary word bank to assist young writers in brainstorming ideas and spelling words while writing.

Finally, you’ll get an editing checklist that is specific to opinion writing but also appropriate for the kindergarten level. 

First Grade and Second Grade Opinion Writing Mini-Units

The first and second grade resources include fact vs. opinion and linking words anchor charts that provide review and help them organize their ideas.  

To help first and second graders practicing writing you’ll get 28 “Would You Rather” seasonal conversational opinion centers and 24 writing prompts. That’s more than enough to keep kids engaged in sharing their opinions all throughout the year!  

The prompts are both PRINTABLE & DIGITAL. The digital version has been PRELOADED for you, with 1 click add them to your Google Drive or upload them to SeeSaw.

Each seasonal prompt printable paper includes a story specific vocabulary bank to provide spelling assistance and help students get ideas for reasons to support their opinion. 

Finally, you’ll also get a self-editing checklist and rubric that have both been made specifically for opinion writing.  This rubric can be used as a self-assessment tool or as a guide for peer feedback.     

I love these resources because they can be used in so many different ways.  They offer opportunities for students to practice opinion writing as a whole class, in small groups, as a literacy center activity, for homework, or as a meaningful activity for when they have a substitute teacher!  

The ability to state one’s opinion and support it with persuasive reasons is a valuable academic and LIFE skill!  I hope the information and resources I’ve shared today will help to bring stronger opinion writing instruction and more meaningful practice to your kindergarten, first and second grade classrooms!

Be on the lookout for my next post that will focus on the final genre… Narrative Writing! I’ll share information and tips for teaching narrative writing, as well as give you details about my Narrative Writing Mini-Units for kindergarten, first and second grade students!

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When it comes to writing, many kids struggle to get their ideas down on paper. That’s why we’ve rounded up all the best writing anchor charts, to help your students master narrative, transitions, punctuation, editing, theme, and so much more! Try some of these ideas in your classroom to give your kids the writing support they need.

1. Why Writers Write

Anchor chart called Why Writers Write with illustrations

First and second graders will draw inspiration from this fun-filled anchor chart about why we write. Make this chart applicable to older students by expanding on each aspect with a specific audience or goal. “To share experiences” can become “to share experiences with friends, in a postcard, or with readers of a memoir.”

Learn more: Cara Carroll

2. Expanding Sentences

Expanding Sentences anchor chart with examples using the sentence "We stood outside for 20 minutes."

Show students how a simple sentence can become a real powerhouse by exploring when, where, how, and why, along with adding adjectives. So powerful!

Learn more: Upper Elementary Snapshots/Expanding Sentences

3. Personal Narrative

Personal narrative is a style that all students practice in elementary school, and this writing anchor chart can help keep them on track. Visit the link below for great worksheets to use with your students to prepare them to write their personal narrative.

Learn more: Rachel’s Reflections

4. Hook Your Reader

Hook Your Reader anchor chart with ideas like a question, an amazing fact, an exclamation, or a sound effect

Want to know how to draw the reader in and make them eager to continue? You need a hook! Teach students how to grab a reader’s attention from the get-go, pulling them in with facts, questions, or even sound effects.

Learn more: Little Minds at Work

5. Point of View

Point of View anchor chart with an owl asking WHO is telling the story?

Learn the differences between first person (I), second person (you), and third person (narrator), and talk about when each type is effective.

Learn more: Oh Boy… It’s Farley!

6. Organized Paragraph

Writing anchor chart featuring a traffic light to Hook, Detail, Stop

Use a stoplight to help early elementary students understand and write clear paragraphs. As students are editing their work, have them read with green, yellow, and red pencils in hand so they can see how their paragraphs are hooking and engaging readers. See a video of this chart in action here.

7. Practicing Transitions

Transitions anchor chart with a traffic light with examples of transition words

Here’s another stoplight anchor chart, and it’s perfect for helping students learn and practice their transition words. Draw the stoplight first and invite students to help come up with different words. Then encourage students to put the transition words into practice.

Learn more: A Happy, Hungry, Healthy Girl

8. Author’s Perspective

Author's Perspective Anchor chart covering how to determine what author feels about a topic

Sometimes, an author’s opinion comes out strongly in their writing, even if they don’t state it upfront. Use this chart to help students find the clues to an author’s perspective.

Learn more: Crafting Connections/Author’s Perspective

9. Author’s Purpose Pie

Anchor chart of Author's Purpose Pie: Persuade, Inform, Entertain (Writing Anchor Charts)

This is a quick and easy anchor chart to help students see different types of writing. It’ll also help them do a quick check to make sure their writing aligns.

Learn more: Literacy Ideas

10. Dig Deeper

Digging Deeper anchor chart with drawing of kids digging in the sand

Keep going! Sometimes it’s hard to express what you mean by certain writing and revision requests, so this anchor chart shows exactly what you mean. Now students can get a good look at what it means to dig deeper.

11. Alternatives to Said

Writing anchor chart listing alternatives to the word "said," like explained and asked

If your students are learning about writing dialogue, an anchor chart like this could really come in handy. Encourage students to try other ways to have their characters respond.

Learn more: ESL Amplified

12. Understanding Character

Anchor chart showing a person divided in half, listing physical traits and personality traits

Before you can write about character, you first have to understand it. This anchor chart will help your young writers understand the difference between inside and outside characteristics.

Learn more: Teacher Trap

13. Diving Deeper into Character

Chart showing character traits and antonyms (Writing Anchor Charts)

Now that your students understand the difference between inside and outside characteristics, dive deeper into describing a specific character. This anchor chart is a wonderful idea because students can write their idea(s) on a sticky note and then add it.

Source: Crafting Connections/ Teach and Task Lessons

14. Six Traits of Writing

Six traits of writing anchor chart featuring ideas and content, organization, voice, word choice, sentence fluency, and corrections

This anchor chart is jam packed with things to help fourth and fifth grade writers remember the six traits of writing. Use the chart as a whole-class reference or laminate it to use in small groups. When it’s laminated, students can check off each aspect they’ve included in their own writing. Meaningful dialogue? Check! Problem and solution? Check!

Learn more: Working 4 the Classroom

15. Writing Realistic Fiction

Cartoon character with realistic fiction terms like setting, characters, details, and transition words

This anchor chart reminds upper elementary students how to create realistic stories. It really walks your students through the process, so they have all the elements they need to create their own story.

Learn more: Two Writing Teachers/Realistic Fiction

16. Sequence of Events

What Is Sequence anchor chart featuring first, next, then

Help early elementary students stay organized with an anchor chart that’s focused on order-of-events language. Tactile learners can write their first drafts on sentence strips and use this format to put the events in order before they transcribe their work onto writing paper.

Learn more: Life in First Grade

17. Informational Text Structures

Writing anchor chart about text structures, including description, compare and contrast, and order sequence

Focus upper elementary students on the most important aspects of informational writing while keeping them organized. This chart could be used to support paragraph writing or essays.

Learn more: Teaching with a Mountain View/Informational Text Structures

18. OREO Opinion Writing

Oreo Opinion Writing anchor chart for Opinion, Reason, Examples, Opinion

This deliciously inspired opinion anchor chart can be used by students in grades 3–5 during writers workshop or when developing an opinion for discussion or debate. To build out student writing, have them “double-stuff” their Oreos with extra E examples. See a video featuring this chart here.

19. Features of a Great Report

Features of a great report anchor chart showing student report on ladybugs

Use examples of outstanding student work to make this anchor chart. Keep it relevant by updating the examples with student work throughout the year. In kindergarten, this will also showcase how students move from prewriting and pictures to writing words and sentences.

Learn more: Joyful Learning in KC

20. Write From the Heart

Write From the Heart anchor chart with ideas for subjects to write about

Sometimes the hardest part about writing is coming up with whom and what you should write about. This is the fun part, though! Use this anchor chart to remind your students that they have lots of good writing options.

Learn more: First Grade Parade

21. Argument Writing

Argument Writing Anchor Chart with five steps

Use this anchor chart with middle schoolers to make sure they’re considering all sides of an argument, not just the one that matters the most to them. One way to adapt this chart, as students develop their understanding of argument, is to write each element—claim, argument, evidence—under a flap that students can lift if they need a reminder.

Learn more: Literacy & Math Ideas

22. Writing Process

Writing process anchor chart, illustrated with pictures of a purple monster

This is an anchor chart you’ll direct your students to again and again. The writing process has several steps, and it’s good to remind students of this, so they don’t get frustrated.

Learn more: What’s Skow-ing On In Fourth Grade?

23. Writing Checklist

Writing checklist anchor chart reminding students to use capital letters, correct spacing, punctuation, and spelling

For those young writers in your class, these cover the basics in a clear way.

Learn more: Kindergarten Chaos

24. RACE for Writing

RACE writing anchor chart: Restate, Answer, Cite, Explain

Use the RACE mnemonic when your students are working on persuasive writing. It reminds them to cite their sources and be sure to answer the question being asked.

Learn more: @mrspuffer

25. Cause and Effect

Cause and Effect anchor chart explaining the cause is the reason and the effect is the result (Writing Anchor Charts)

Cause and effect will always be an essential part of any story. Help your students come up with different scenarios for cause and effect. In many instances, you could have multiples effects, so challenge your students to identify three to four at a time. This will really give them something to write about!

Learn more: 2nd Grade Superheroes

26. A Strong Lead

Effective Lead anchor chart with tips like start with a strong opinion or start with a question

This upper grade anchor chart gives students lots of ways to start their writing. Update it midyear with strong examples of leads that students have written or that they’ve found in books. Students could also copy this chart into their notebooks and keep track of the different ways they’ve started their own writing, seeing if they’ve developed a signature lead.

Learn more: Miss Klohn’s Classroom

27. Crafting Power Sentences

Power Sentences anchor chart breaking a sentence into parts and showing how to make them stronger

Inspire students to get crafty and creative with their sentences. Update the moods or keywords with every writing assignment, so students are constantly refining their clauses, verbs, and descriptions.

Learn more: Teaching My Friends

28. Show, Don’t Tell

Show, Don't Tell anchor chart with examples of both good and bad writing

“Show, don’t tell” is a cardinal rule of writing. This anchor chart, best for upper elementary writers, can be used to strengthen scenes in fiction and narrative nonfiction works. Build this chart out for middle school writers with additional ideas and more complex emotions.

Learn more: Upper Elementary Snapshots/Show, Don’t Tell

29. Narrative Organizer

Narrative Organizer writing anchor chart with steps for organizing the writer process

Leave this chart up in your classroom for your students to reference often when they’re writing. It really takes them through creating a successful story.

Learn more: Working 4 the Classroom

30. Expository Writing

Elements of Expository Writing anchor chart, with pictures like a key, heart, and glue

This chart makes it easy for students to remember key concepts, both with color-coding and simple metaphors. Give them colored pencils and ask them to underline the corresponding sections in their essays.

Learn more: Adventures of a Future Teacher

31. Peer Editing

Peer Editing anchor chart with examples of compliments, questions, suggestions, and corrections

Peer editing teaches kids a variety of skills, and not just with writing. They learn to read closely, offer (and accept) useful constructive feedback, and get more comfortable sharing their writing with others. This chart helps kids through the sometimes-challenging process.

Learn more: Taleof2Teachers

32. Strong Sentences

We Write Strong Sentences anchor chart with example and tips

Get early elementary students to write longer, more descriptive sentences with this chart. Bonus: Use sentence strips to switch out the examples of strong sentences, based on student writing.

Learn more: The Good Life

33. Internal Story

Internal Story anchor chart with sentence starters like I feel, I wonder, and I know

This chart gives students the language to add their own thoughts into their writing. Modify this chart by highlighting key phrases for students with special needs. Or have students create different thought-bubble icons to represent each internal dialogue sentence starter.

Learn more: Totally Terrific in Texas

34. Evidence Supported

Evidence Based Terms anchor chart with words like because, for instance, for example

Upper elementary students will benefit from reminders on how to refer to and cite text evidence. Use this anchor chart during writing and discussion to help connect the language that we use across domains.

Learn more: History Tech

35. Publishing Guidelines

Publishing Guidelines anchor chart with items like proofread, title and author, and neatest handwriting

Kids are often quick to turn in their papers without making sure they’ve included all the necessary requirements (like their names!). Use this chart to remind them about the important things to check for before they hand in their work.

Learn more: Juice Boxes and Crayolas

36. Figurative Language

Figurative Language anchor chart defining simile, metaphor, hyperbole, onomatopoeia, and personification

As you teach your students about figurative language and how to use it, you’ll want to have examples. This anchor chart dives into five different concepts. Each of these could actually be its own anchor chart. Perhaps have your students come up with examples on Post-its and then place them on the chart.

Learn more: Willow Grove Elementary School

37. Forms of Poetry

Forms of Poetry Anchor Chart with free verse narrative, humorous, and lyrical

Introducing poetry types to your students? This anchor chart covers the basics and helps kids remember that not all poetry needs to rhyme.

Learn more: ELA Anchor Charts

38. CUPS and ARMS

CUPS and ARMS anchor chart for revising and editing writing

This is a popular method for teaching kids to revise and edit, as well as the difference between the two. Simple acronyms keep the key strategies close at hand.

Learn more: Amy Lemons

39. Spicy Edits

Ways to Spice Up Your Writing anchor chart, with ideas like show not tell, sequence words, and dialogue

Encourage your students to think of their writing like a recipe, which they can always tweak and improve. Have them choose one element, or “spice,” to add to their work as they revise.

Learn more: Beyond Zebra/Pinterest

40. Writing Buddies

Writing Buddies anchor chart with compliments, suggestions, and corrections

Sometimes students can get stuck when working with writing buddies. This anchor chart will help, encouraging students to be positive and make good, thoughtful suggestions.

Learn more: Twinkle Teaches

What are your favorite writing anchor charts? Share your ideas in our WeAreTeachers HELPLINE group on Facebook.

Plus, find out Why The ‘Hamburger Essay’ Has Gone Stale, And What To Try Instead.

40 Must-Have Anchor Charts for Teaching Writing Of All Kinds

Sours: https://www.weareteachers.com/25-awesome-anchor-charts-for-teaching-writing/


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