TEXT-TYPE STUDY

What is a text-type study? A text-type study is a lesson which focuses on a particular text structure and the feature elements that are common to that structure. This lesson structure guides students through each step of the writing process

When do I use a text-type study? Use a text type when you want to teach any of the following purposes for writing: describe, instruct(procedure), narrate, explain, persuade, or retell.

Also use a text-type study when you want to provide a very structured lesson with a high level of support for young writers.

What is the format of a text-type study? A text-type study generally follows this format (*** Access LESSON PLAN TEMPLATE for the text-type structure on the DOWNLOAD DASHBOARD):

1. Read or provide a sample mentor text (book/exemplar) that focuses on the type of text structure you wish to teach.
2. Pre-Assess: Ask students to do a quick draw or write something in that format, to assess support needs and guide your instruction moving forward.
3. Use modelled writing and shared writing (as outlined above):
   • Set the writing purpose.
   • Read aloud a second book that exemplifies the structure.
   • While reading, discuss the organization, text features, form, etc.. (Target certain I CAN statements from the COVER bulletin board set (available for download from the DASHBOARD) to focus your discussion about the mentor text.
   • Choose a whole-class topic and fill in a graphic organizer (***see the graphic organizers/planners provided on the DASHBOARD). Provide step-by-step instruction for filling in each part of the planner.
   • DRAFT: Use shared writing to write a whole-class text which follows the organization and uses the features of your specific text type structure.
   • Model revising the text together. Introduce or review certain I CAN statements from the REVISING section of the COVER bulletin board.
   • Model editing the text together. Introduce or review certain I CAN statements from the EDITING section of the COVER bulletin board.
   • Publish/Share - Make a final copy, add student illustrations, and evaluate the finished writing. Does it have all the elements to hold the reader's interest?
4. Guided and Independent writing: The following steps may be done in sections (e.g. follow the steps to write a good beginning) for more support or allow students to work through all of the sequences at their own pace if less support is needed.
   • CONTENT:Choose a topic with students for their individual texts.(e.g. I can add my own interesting ideas/words to a story)
   • Organization: Guide students in how to gather and organize information for the text. (Use graphic organizers provided or another that you like)
   • DRAFT: Students write their own text.
   • REVISE: additional mini-focus lessons on revising(refer and focus on the I CAN statements that have been taught from the COVER-REVISING bulletin board section.
   • EDIT: Students check own texts (grammar, spelling, punctuation. Provide additional mini-focus lessons on revising(refer and focus on the I CAN statements that have been taught from the COVER-EDITING bulletin board section.
   • PUBLISH AND SHARE individual writing pieces.
5. Self Evaluate and Assess: From the DOWNLOADS page create a rubric for the skills that were the main focus of instruction during this text-type instruction. Have students assess their work first using the checklist and COVER marking slips provided. Use the YOU MARK before I MARK strategy to have students check for ways to improve their writing before handing it in to be marked by the teacher. I suggest in the early stages have them only mark for one or two very targeted things related to their learning goals as determined by their pre-assessment. CELEBRATE their work!
6. Follow Up: Meet with students to provide specific positive feedback about what they did right and set "next step" goals for their writing.