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Much like Gunning, this chapter focuses on methods to foster enjoyment as well as understanding for writing. Teachers have to provide different methods that will give students the ability to develop their writing skills.

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Assessing Biographical writing in older children:

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Assessing Biographical writing in older children:

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-Focuses on one event or experience.
-Specific people, locations, and objects are names.
-Sensory details are named (people, locations, and events).
-actions are described.
-Dialogue or monologue included.
-Events are arranged in proper order and sequences.
- Surprise or suspense at the end.

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Assessing Biographical Writing in younger children 

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Assessing Biographical Writing in younger children 

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Teachers can look for the following traits:
-common thread throughout book.
-One line of text and illustration per pg.
-Illustrations & text are coordinated.
-Written in first person
-Child willingly shares the book with peers.

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In this process teachers can teach mini-lessons or personal narratives or other type of biographical writing. They can also share mentor texts, involve students in guided activities, and provide opportunity for independent writing to develop and refine their stories.

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Teachers can introduce genres through sharing different books of life stories. They can teach students about the characteristics of the genre.

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Are an instructional sequence for teaching students how to write life stories. These include:
-Introducing the genre
-Writing workshops
-Assessing Biographical writing.

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Are about people's life, but are written by someone else. Activities that can be done:
-Biographical sketch
-Biography posters
-Hot Seat activity

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Are usually about a person's entire life, and events presented in chronological order. Students describe memorable events that reflect and show their personalities.

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As children get older they move from personal narratives to memoirs. They recount and interpret their life events.

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Are usually the first type of writing that children do. They can write about themselves, families, or experiences in their community

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Genres= includes four types of life stories

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Genres= includes four types of life stories

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-Personal Narratives
-Memoirs
-Autobiographies
-Biographies

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Tompkins -Biographical Writing Chapter 9

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Tompkins -Biographical Writing Chapter 9

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This chapter focuses on methods to foster appreciation, enjoyment, as well as understanding. it is recommended to combine closed reading and reader response. Both contain elements that foster students understanding and appreciation of the text. Discussions are also a great part of this chapter. They can help students develop deeper understanding. These discussion groups are versatile, and can be led by the students or by the teacher. Lastly, students should have the opportunity to read different types of literature.

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-Folklore (a good place to start the study of literature).
-Poetry( include light and thoughtful pieces).
-Chapter books & novels (students should receive guidance and build background knowledge for better understanding of text).
-Drama (should be read silently first so students can get the gist of it).
-Literary nonfiction

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Quality Talk, literature discussion groups (as cooperative learning groups), and discussion moves are ways of fostering analysis and response.

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-Initial understanding
-Developing interpretations
-Reflecting on personal experiences.
-Evaluating

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Complex does not equal difficult, but rather it contains depth and requires thinking by the reader.

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What are the Elements of a close Reading?(450)

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What are the Elements of a close Reading?(450)

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-Selecting the text
-Reading to get to the gist
-Reading for a deeper understanding.
Reading to Analyze the Author's craft.

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Readers use an analysis of the way the text is constructed (facts and details) to build a meaning of the text.