literary essay anchor chart

Anchor Charts to Improve Writing Skills

 WHAT ARE ANCHOR CHARTS?

Anchor charts are tools that support learning in the classroom. They can be used to support everything from classroom management strategies to the teaching of writing.

Essentially, they are visual prompts that provide students with information regarding their prior learning on a given topic. These visual prompts are used to provide a scaffold to support the students during guided practice and independent work.

WHAT ARE THE BENEFITS OF ANCHOR CHARTS FOR WRITING AND READING?

Anchor charts are becoming increasingly popular in classrooms for some very good reasons. They offer a wealth of benefits for students and teachers alike.

Here are just a few of the great benefits of using anchor charts as writing tools in the classroom.

  Anchor Charts Provide Increased Student Engagement

Anchor charts are an effective way of encouraging student engagement. Not only do they increase student confidence when engaged in a writing task, but they help to keep students on task by offering support in the form of visual prompts that help unstick the stuck! These anchor chart examples below provide students with a great visual point of reference to learn from.

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Anchor Charts Deepen Comprehension

Often, students get involved in the actual production of the anchor charts themselves. When helping to produce the anchor charts, students will have opportunities to reconstruct their learning and thereby deepen their comprehension of the material in the process.

As they construct their charts, students begin to make new connections between the various aspects of their learning as they organize these aspects in a visually comprehensible manner.

 Anchor Charts Supports Independent Work

Learning to write well can be one of the most challenging things a student learns to do at school.

As students learn to navigate the demands of various writing genres , seemingly endless questions arise at word, sentence, and whole text level.

This, in turn, makes heavy demands on the teacher’s time as individual students struggle with the various challenges of a given task.

Fortunately, anchor charts can help alleviate some of that burden by providing a visual resource and reference point that help students to answer many of the more commonly asked questions for themselves. This frees up the teacher from having to repeatedly answer the same questions throughout the course of a lesson, making more time to offer support where it’s most needed.

WHAT DO ANCHOR CHARTS LOOK LIKE?

Anchor charts come in all shapes and sizes and can be commercially bought or produced collaboratively by students and teachers in class.

Commercially bought Anchor Charts are great for permanent displays within the classroom.

Usually well-presented in bold lettering using dynamic colors, professionally-produced charts work well for topics that recur throughout the course of the year and are complex enough to require ongoing reinforcement.

When anchor charts are self-produced, they are usually handwritten in large print and displayed in a prominent position in the classroom for easy reference.

Usually, a co-creation between the student and the teacher, the charts should contain only the essential information regarding the topic.

When deciding what to include on a chart, think about the concepts, strategies, and prior learning that will most help students to work independently when engaged in their work.

HOW ARE ANCHOR CHARTS CREATED IN THE CLASSROOM?

To produce an anchor chart in the classroom requires very little in the way of resources other than some chart paper and some colored markers. Other than these, and defining a clear purpose and focus for your anchor chart, there is no specific preparation required.

However, there are a number of common elements to consider when producing anchor charts for use in the classroom. Some of these include:

●      Paper: Decide whether you are using adhesive paper, lined paper, blank paper, colored paper etc

●      Font-Size: This should be large enough to see from the various working areas of the classroom

●      Collaboration: Is it teacher-produced or a collaboration? What is the level of student involvement?

Where Anchor Charts are to be co-created with students, generally, they will be produced in collaboration with the students as you teach the lesson.

The chart will include the most important content and relevant strategies. In the case of the various writing genres, a list of the main criteria that must be included works well.

The anchor charts can then be used by the students as a checklist to refer to as the writing is produced. They can also serve for a final check when the work has been completed.

Here are some general tips to help ensure you get the most out of Anchor Charts in your classroom:

●      Keep things simple

●      Be sure the writing is well organised and easy to read

●      Use headings and bullet points to help display the main points

●      Use different colors for headings, bullet points etc

●      Use simple pictures, graphs, illustrations etc to help reinforce points

●      Don’t fill with lots of distracting details or graphics

Anchor Charts as Writing Tools – Examples

Anchor charts can be used very effectively to break down many of the more complex aspects of writing.

From punctuation use to the specific criteria for various writing genres, Anchor charts are a fantastic way to visually reinforce student understanding of these diverse processes.

The content of each chart will be dependent on their focus. But, let’s look at the possible content of two examples of Anchor Charts to help serve as models for what might be contained in an anchor chart produced in your classroom.

1.  Point of View Anchor Chart

The Point of View Anchor Chart can be used both to help guide students in identifying the point of view in a text as well as to help in the creation of the student’s own texts. We have an excellent guide on point of view that can be found here.

Looking out for keywords is an effective way to determine the point of view in a piece of writing. Point-of-view keywords are generally centred around the pronouns and the level of insight and perspective we are offered.

Let’s look at some of the more common points of view used, first in a little detail and then at how they might appear on an Anchor Chart.

First Person – a character is telling the story (narrator), and we often gain insight into the characters’ thoughts. Clues that indicate a first person will be the use of pronouns such as I , my , me , mine , we , us etc.

As bullet points, this might look like this:

●      First Person

○      Character narrates the story

○      Narrator is in the story

○      Narrator’s thoughts are revealed

○      Uses pronouns: I , my , me , mine , we , us etc.

Third Person Limited –  the narrator is outside the story and telling the story. In third-person limited, the writer sticks closely to the point of view of a single character, so we are usually only privy to that one character’s thoughts and experiences. The narrator does not know everything about the events that occur in the story. Indications that the third person is being used may be the use of characters’ names and pronouns, such as he , him , his , himself , she, her , hers , herself , it , its , itself , they , them , their , theirs , and themselves .

●      Third Person Limited

○      Narrator is outside the story

○      Narrator tells the story primarily from one character’s POV

○      Only the main character’s thoughts and feelings are revealed

○      Narrator has limited knowledge of events

○      Uses pronouns: he , him , his , himself , she, her , hers , herself , it , its , itself , they , them , their , theirs , and themselves .

Third Person Omniscient – the narrator tells the story and is privy to everything. Not only all the details of every event in the story, but the interior life of each character, such as emotions, opinions, and feelings, whether expressed or not. The usual third-person pronouns are used along with the character names.

●      Third Person Omniscient

○      Narrator tells the story from ‘above.’

○      Narrator knows the thoughts and feelings of every character

○      Narrator knows everything that happens

2. Instructional Writing Anchor Chart

The criteria for writing clear instructions can be very handily displayed as an anchor chart.

When writing a set of instructions, students can refer to the chart to help organize their writing. The same chart will also serve as a checklist for self-assessment at the end.

An instructional writing anchor chart may include information such as:

Instructional Writing:

●      Includes an explanatory title, e.g. ‘How to…’

●      Laid out in bullet points or numbered instructions

●      Uses time connectives to organise, e.g. ‘first’, ‘then’, ‘finally’ etc.

●      Uses imperatives to instruct the reader

●      Use straightforward, functional language

●      Supported by illustrations or diagrams

●      Diagrams and illustrations contain captions

In Conclusion

As we can see, anchor charts can serve as useful writing tools that support the development of student writing skills in the classroom.

When displayed prominently in the classroom, they can help students efficiently bridge the gap between being emergent writers lacking in self-confidence to becoming self-assured, independent writers.

It is important to remember, too, that though anchor charts are great tools that support students, ultimately, the intent is for the students to internalize the knowledge and information they contain. So don’t allow them to become a permanent crutch!

USEFUL VIDEOS TO EXPLAIN ANCHOR CHARTS

Other great articles related to anchor charts for writing.

13 Literary Devices to Supercharge your Writing Skills

The Writing Process

Graphic Organizers for Writing and Reading

Elements of Literature

Multiliteracies

Essay Writing: A complete guide for students and teachers

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Dianna Radcliff

Teaching Upper Elementary & more

The Best Anchor Charts

February 6, 2018 by Dianna Radcliff

The Best Anchor Charts for your ELA classroom all together in one place! You will find outlines to utilize in Reading Literature, Reading Informational, Writing and Language. 

Explained in this blog post is about the purpose of utilizing anchor charts in your daily instruction. Along with tips to organize your charts.

Below is a collection of anchor charts that have been used during instruction in my classroom. The goal of putting this blog post together is to help fellow educators.

The Purpose of Anchor Charts:

To being, anchor charts are a non-negotiable addition for my instruction. These visuals are looked at as a learning tool for my students and myself, ultimately becoming an instructional and learning strategy. Also, charts are a tool that not only supports the instructional goals of a lesson, but support students’ ongoing learning of the lesson.

These outlines are created to capture the content delivered in instruction. Along with building upon strategies and previous standards taught.

Finally, visuals created in lessons need to be accessible to students throughout the school year. They also help to create a visual imprint for students to refer back to when needed.

Anchor Chart Organization Tips:

• Labels – In the top of each anchor chart, label them by standards, category, skill, strategy, etc… This allows students an additional reference point.

• Always make ACADEMIC LANGUAGE stand out to help immerse students in the formal language. For example, use bold letters, capital letters, red markers, underline… Doing so allows you to slip in ACADEMIC LANGUAGE  instruction which benefits students on future assessments. 
• Anchor charts are meant to anchor a lesson, therefore to save time you can always create the outline, but leave open spaces to complete with students during lesson.

• Create images and sections in your anchor chart to organize information. 

Anchor Chart Examples:

Here are the anchor charts I have created in my 5th Grade ELA Classroom:

(Side Note: I use my own ideas, my students ideas and online ideas for these charts. Credit to all the fabulous teachers who have posted images of classroom visuals online, there are so many fabulous teacher-authors to give credit to, along with the shared ideas within my school buildings. Thank you for helping me instructionally and my students.)

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Writing Workshop: Everything You Need To Know To Create an Anchor Chart

1. writing workshop: anchor charts 101, 2. everything you need to know to create an anchor chart for writing workshop, 3. writing workshop: everything you need to know to create an anchor chart.

“I don’t have room for all these anchor charts in my classroom.”

Does this sound familiar?

I often found myself repeating this over and over again as a classroom teacher. And then, I’d wonder:

             What kind of anchor chart should I make?              How can I elevate the level of my anchor charts?             How long should I keep an anchor chart up?

Keep reading for the answers if you’ve ever asked yourself these questions.

Anchor charts are an essential tool used to support instruction.

As you teach, you use your anchor charts to capture strategies that students can refer back to during mini-lessons , small groups, and independent writing time . Anchor charts also help build a culture of literacy by making the thinking visible as well as supporting all different learners within your classroom (i.e., visual, auditory, ELLs).

Anchor charts are typically created in real-time with students during a mini-lesson. They can display both student and teacher thinking by including teacher and student writing samples.

Then, you can display them on the wall for students to refer back to. Make sure to update them throughout the school year. Read more below about the many different anchor charts you can create to enhance your teaching and student learning.

Types of Anchor Charts

1. Procedural Anchor Charts

Use procedural anchor charts to highlight routines and systems within your Writing Workshop block. You’ll likely introduce these charts at the beginning of the school year when launching the workshop. You can create a chart for each new routine or system you want to teach or revisit old ones that need extra practice throughout the school year. You can use the anchor chart in the image for primary grades (K-2) to establish a Writing Workshop set-up routine.

2. Writing Behaviors Charts

Writing behavior anchor charts highlight behaviors we want our writers to build into habits. As your writers become more sophisticated throughout the school year, you want to make sure that your behavior charts match the level of your writers. You can use the anchor chart below to help establish stamina. Students can visibly see their goal as well as their progress as they work on building their stamina.

EXPERT TIP: Once your students build a writing habit, you can retire the anchor chart.

3. Individual Strategy Charts

Individual strategy charts focus on a single writing strategy. They aim to break down the strategy into clear, bite-sized steps that you’ll model during the teach section of a mini-lesson. Each unit of study cycles through the writing process (generating, choosing/developing, planning, drafting, editing, revising/elaborating).

Along the way, you introduce your writers to different strategies within each part of the writing process. The right anchor chart focuses on the writing process’s generating portion. It introduces a single strategy students can use when generating ideas for a true story. While you teach using your anchor chart, it’s key that the words you use match what’s on the anchor chart. Example: Saying true stories on your chart but using the term ‘small moments’ while you demonstrate.

4. Menu of Strategies Charts

If you’re introducing several additional strategies within that same part of the writing process, you can build a menu of strategies anchor chart. Unlike a zoomed-in strategy chart, a menu of strategies chart has several methods to select from. These charts give students the power to make their own decisions as to which one they want to use in their writing. The anchor chart to the left has five different strategies that

students can choose from when generating ideas for a personal narrative.

EXPERT TIP: Once you’ve introduced a strategy to add to the menu chart, you can retire the individual strategy chart.

5. Process Charts

Process charts are an excellent way to set your students up for independence by supporting them in understanding where to go next in their writing. These types of charts highlight a certain part of the writing process within a genre and can be displayed throughout a unit of study.

EXPERT TIP: Make small samples of anchor charts for students to keep in their writing folders.

6. Characteristics of the Genre Charts

Genre charts highlight characteristics of a genre, such as topics, text features, structure, tone, and author’s purpose. You can make these charts during the immersion week when highlighting craft moves and techniques of a specific genre. The anchor chart to the right highlights the characteristics of narrative writing.

7. Exemplar Piece Charts

This chart is a key lever during immersion week. You can also create it with your writer’s input. It highlights the characteristics of a strong writing piece. The chart is a living, breathing document which students can revise as they learn more about the genre and develop their level of sophistication. The anchor chart below highlights certain characteristics of an informational writing piece, such as catchy subtitles, pictures, and captions.

EXPERT TIP: While students are editing and revising, it can be helpful to reintroduce this chart and remind them what they can approximate from other writers!

8. Checklists Charts

Editing checklist charts help students monitor their progress during the revision and editing process. Make copies so students can refer back to them in their folders. Often, students will be in different stages of the writing process, so it’s helpful to have something to reference. These charts can be revised as students learn more throughout the unit and learn more sophisticated skills.

Expert Tips for Effective Anchor Charts

There are many different ways to improve your anchor charts. Below are three ways you can elevate your anchor charts.

1. Add visuals: One way to raise the level of your charts and support your learners is to add visuals. This is essential for our primary readers and writers to be more independent when using charts. These visuals ideally match your teacher demonstration piece. For example, if you are writing about using a big feeling, such as being excited to generate small moments you can write about, include a visual of those feelings on the anchor chart. You can also include drawings, print out clipart, or add photographs of your student doing the steps or process.

2. Include examples from mentor texts: You can include examples from mentor texts that have already been introduced and read to your class. These examples can be photocopied and placed directly on the chart.

3. Include writing samples demonstrating the writing strategy: Writing samples can be either teacher or student created. These can be used on anchor charts to show a model example of the strategy.

Anchor Chart Maintenance

Anchor charts are most helpful when students see and use them! Make sure you have a designated place in your room to display your workshop charts. It’s useful when all writing charts are together in one area. When using anchor charts during Writing Workshop, make sure to display them in a clutter-free space in your gathering area.

Once you have introduced your chart during your mini-lesson, you should be referencing it consistently throughout and every time you state the teaching point. Following your mini-lesson, keep the anchor chart visible for all students to reference as they work independently. This also allows you to reference the charts while conferring, in small groups, and during partnership work. You can also refer to the chart at the end of the workshop during the teaching share.

Decide if you’ll display or retire the chart by surveying your writers. If you retire a chart and you have the space, keep it. If not, take a picture of it. If you continue to display the chart, place it in a clutter-free, prominent spot designated for workshop charts. You can create smaller versions for students to put in their folders or keep them at the writing center.

EXPERT TIP: A great way to know when to retire a chart is to survey your students and ask, “who uses this chart?” If a small number of students use the chart, you can make smaller individualized copies for those students and take down the original.

Whether you’re just getting started with creating anchor charts or have been doing them for a while, hopefully, some of these ideas might be helpful for you as you think about which type of anchor charts you can make, how to elevate your anchor charts, and how long you should keep an anchor chart up.

Keep exploring with these articles:

• Setting Up a Writing Center: 8 Basics
• The Writing Process for Primary Grades
• Supporting English Language Learners in Writing Workshop

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ELA Anchor Charts

This is a culmination of my own anchor charts, plus the best anchor charts that I could find online. This is a great place to find effective charts that get to the heart of what you are teaching in workshop. If you have a favorite chart that you'd like to add, please contact me! Also, if I have not properly given credit for an anchor chart, let me know so that I can fix it.

Thursday, March 17, 2016

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Bennie Hawra

EL Education Curriculum

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• ELA G5:M1:U2:L15

Writing a Literary Essay: Conclusion

In this lesson, daily learning targets, ongoing assessment.

• Technology and Multimedia

Supporting English Language Learners

Universal design for learning, closing & assessments, you are here:.

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• ELA G5:M1:U2

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These are the CCS Standards addressed in this lesson:

• RL.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
• RL.5.3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
• RF.5.4: Read with sufficient accuracy and fluency to support comprehension.
• W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
• W.5.2a: Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
• W.5.2b: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
• W.5.2e: Provide a concluding statement or section related to the information or explanation presented.
• W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
• W.5.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
• W.5.9a: Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]").
• L.5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• I can write the conclusion of my essay. ( RL.5.1, RL.5.3, W.5.2a, W.5.2e, W.5.4, W.5.9a )
• Character Reaction Reflections note-catcher ( W.5.2e )
• Conclusion of partner literary essay ( RL.5.1, RL.5.3, W.5.2a, W.5.2e, W.5.4, W.5.9a )
• Organizing the Model: Conclusion Paragraph strips, one per pair, see supporting materials. 
• Research reading share (see Independent Reading: Sample Plans).
• Review the Thumb-O-Meter Protocol. See Classroom Protocols.
• Post: Learning targets and applicable anchor charts.

Tech and Multimedia

• Work Time A: Students write their conclusion paragraph on a word-processing document--for example, a Google Doc.

Supports guided in part by CA ELD Standards 5.I.B.6, 5.I.C.10, and 5.II.A.1

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 conclusions to their literary essays. Students continue to benefit from the color-coding system established in prior lessons for visual support.
• ELLs may find it challenging to immediately apply their new learning about essay structure and write their conclusions within the time allotted. Consider working closely with a small group after working with the class, and support each student as needed. See "Levels of support" for details.

Levels of support

For lighter support:

• During Opening A, consider changing student partnerships so that students with similar proficiency levels are paired together. This will challenge students to work more independently, and it will provide an opportunity to assess the progress they have made.

For heavier support:

• During Work Time A, provide a template with a cloze version of a literary essay conclusion. Reduce the complexity of the task by allowing students who need prompting or who may be overwhelmed by starting from scratch to use a version with prepared sentence starters. For heavier support, provide a near-complete version of the template. Omit only a few words, such as the event and the names of the characters. Students can complete the paragraph as a cloze exercise while focusing on comprehending the paragraph and its purpose within the essay structure. (Example: Although [event] will profoundly change both their lives, [character] and [character] react very differently. [Character 1] is _____, so he or she reacted ______. In contrast, [character 2] is ______ so he or she _____.)
• Multiple Means of Representation (MMR): In this lesson, students write the conclusion to their literary essay. This requires drawing on several tools, such as the Painted Essay(r) template, model literary essay, and Informative Writing Checklist. Whenever possible, use think-alouds and/or peer models to make the thought process explicit. Consider offering a think-aloud to show how you incorporate ideas from the model literary essay into an original paragraph. This way, students will not only see the model visually but will also be able to understand the thought processes behind it.
• Multiple Means of Action and Expression (MMAE): This lesson provides 30 minutes of writing time. Some students may need additional support to build their writing stamina over such a long time period. Support students in building their stamina by providing scaffolds that build an environment that is conducive to writing (see Meeting Students' Needs column).
• Multiple Means of Engagement (MME): Students who need additional support with writing may have negative associations with writing tasks based on previous experiences. Help them feel successful with writing by allowing them to create feasible goals and celebrate when these goals are met. For instance, place a sticker or a star at a specific point on the page (e.g., two pages) that provides a visual writing target for the day. Also, construct goals for sustained writing by chunking the 25-minute writing block into smaller pieces. Provide choice for a break activity at specific time points when students have demonstrated writing progress. Celebrate students who meet their writing goals, whether it is the length of the text or sustained writing time.

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

• conclusion, restate (L)
• Organizing the Model: Conclusion Paragraph strips (one part per pair)
• Painted Essay(r) template (from Lesson 12; one per student)
• Model literary essay (from Lesson 12; one per student and one for display)
• Literary Essay anchor chart (begun in Lesson 13; added to during Opening A; see supporting materials)
• Literary Essay anchor chart (example, for teacher reference)
• Literary essay prompt (from Lesson 12; one per student)
• Working to Become Effective Learners anchor chart (begun in Lesson 13)
• Informative Writing Checklist (from Lesson 13; one per student and one to display)
• Informative Writing Checklist (example, for teacher reference)
• Affix List (from Unit 1, Lesson 4; one per student)
• Vocabulary logs (from Unit 1, Lesson 4; one per student)
• Academic Word Wall (begun in Unit 1, Lesson 1)
• Character Reaction Reflections note-catcher (new; one per student and one to display)
• Character Reaction Reflections note-catcher (example, for teacher reference)
• Esperanza Rising (from Unit 1, Lesson 2; one per student)
• Domain-Specific Word Wall (begun in Unit 1, Lesson 3)
• Working to Become Ethical People anchor chart (begun in Unit 1, Lesson 2)
• Independent Reading: Sample Plans ( see the Tools page ; for teacher reference)

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.

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