WRIT

ING

OPINIO

N PIE

CES

IN K-

5

This presentation was created by Valarie Pryor and Sheri Palmo, Teacher Consultants for the National Writing Project, as part of the 2014 Santee Wateree Writing Project.

MISSION STATEMENT

The National Writing Project focuses the knowledge, expertise, and leadership of our nation’s educators on sustained efforts to improve writing and learning for all learners.

WHAT THE RESEARCH SAYS…

Research Principle 1There are fundamental qualities of all good writing, and students

write well when they learn these qualities as well as the specific qualities of different genres, or types, of writing.

Research Principle 2Using a writing process to teach the complex task of writing increases

student achievementResearch Principle 3Students benefit from teaching that offers direct instruction, guided

practice, and independent practice.Research Principle 4A successful curriculum provides differentiated instruction for

students of all ability levels and support for English language learners.

Research Principle 5To write well, writers need ample time to write every day, with clear

expectations for stamina and volume.Research Principle 6Writing and reading are joined processes, and students learn best

when writing and reading instruction are coordinated.Research Principle 7Children need clear goals and frequent feedback. They need to hear

ways their writing is getting better and to know what their next steps might be.

OBJECTIVES

• Review Expectations in Common Core Writing

• Gain Ideas for Teaching Opinion Writing

• Collaborate with Other Teachers of Writing

STANDARDS

Kindergarten

Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g. My favorite book is …).

First Grade

Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

STANDARDS

Second Grade

Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g. because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

Third Grade

Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or

text they are writing about, state an opinion, and create an organizational structure that lists reasons.

b. Provide reasons that support the opinion.

c. Use linking words and phrases (e.g. because, therefore, since, for example) to connect opinion and reasons.

d. Provide a concluding statement or section.

STANDARDS

Fourth Grade

Write opinion pieces on topics or texts, supporting a point of view with reasons and information.a. Introduce a topic or text

clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

b. Provide reasons that are supported by facts and details.

c. Link opinion and reasons using words and phrases (e.g. for instance, in order to, in addition).

d. Provide a concluding statement or section related to the opinion presented.

Fifth Grade

Write opinion pieces on topics or texts, supporting a point of view with reasons and information.a. Introduce a topic or text

clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

b. Provide logically ordered reasons that are supported by facts and details.

c. Link opinion and reasons using words, phrases, and clauses (e.g. consequently, specifically).

d. Provide a concluding statement or section related to the opinion presented.

STEPS TO FOLLOW

• Define opinion for students• Introduce opinion writing by

activating students’ thinking about a topic or book

• Model the language• Give students opportunities

to talk about their opinions• Provide prewriting activities

to prepare them for successful writing

• Provide structures for Opinion Writing

WHAT IS AN OPINION?

An opinion is the way you think or feel about something.I like

the slide the

best!

I like the

swings the

best!

YOU CAN AGREE OR DISAGREEWITH SOMEONE ELSE’S OPINION.

Because an opinion is what YOU think, it can’t really be wrong…especially if you have reasons for your opinion!

I like the slide the

best because it goes fast!

I like the swings the

best because they go

high in the air!

VOCABULARY FOR STATING AN OPINION

• I think• I feel• I like• I don’t like• My favorite part• My favorite thing• This was interesting• This was sad• The book is so….

Vocabulary for Supporting An Opinion

Vocabulary for Concluding an Opinion Statement

• Because…• When…• The reason…• One reason…

• I think…• I feel…• I suggest…• I would

recommend…

TURN AND TALK

1.Sit crisscross applesauce.

2.Eye to eye

3.One friend talks, one friend listens.

4.Switch.

* Remember to give your students plenty of opportunities to talk before they begin writing.

TOPICS FOR OPINIONS

• Mentor texts• Samples• Activity• Holidays• Graphs• Book reviews

GRAPHIC ORGANIZERS

Opinion

Reason Reason Reason

OPINION WRITING ACTIVITY

O.R.E.O.

• Opinion, tell how you feel about the subject

• Reasons, tell some reasons or information to support your opinion

• Examples, tell details or example that support your opinion.

• Opinion, restate your opinion (with Feeling)

REFERENCES

Calkins, L. (1994). The Art of Teaching Writing. Portsmouth: Heinemann

Dorfman, L. (2009). Nonfiction Mentor Texts . Portland: .

Fletcher, R., & Portalupi, J. (2001). Writing Workshop. Portsmouth: Heinemann.

Ray, K. (2009). Engaging Young Writers. Portsmouth: Heinemann