Skinny Odes

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Skinny Odes

• Dr. Rebecca Kaminski
• Upstate Writing Project Director
• Clemson University
• Im not reading to them because its good for
  them Im reading to them because its good for
  me. K.W. Ray

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Overview

• Writing Strategy
• Literature Model
• Guided Imagery
• Skinny Odes
• Writing Time
• Peer Conferencing using PQP
• Authors Chair

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Writing Strategy

• The early researchers generally divided the
  writing process into three stages. Britton
  labeled them as
• conception,
• incubation, and
• production.
  Tompkins, Teaching Writing

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CONCEPTION

• All children need literature. Children who
  are authors need it even more. Graves,
  Teachers and Children at Work
• Read Aloud
• Giving Thanks
• by Jonathan London, paintings by Gregory Manchess

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INCUBATION

• many writing projects start from very small,
  very contained ideas, and often not even for plot
  lines or poetry or memoir-just ideas, just things
  a writer finds interesting but has no idea as to
  where they will lead. K.W.Ray, Wondrous
  Words

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• Guided Imagery
• Scaffolding a task is like providing a child
  with a set of training wheels.
• Piazza, Journeys

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• Guided Imagery
• not just thinking about events but imagining
  them as if they are taking place in the present.
• Zimmelman and Daniels, A Community of Writers

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PRODUCTION

• Odes
• Form of lyric poem of praise and celebration
• Skinny Odes
• Used by South American poet, Pablo Neruda
• Champion of the common people, the
  disenfranchised and the poor
• Wrote skinny odes to praise and appreciate common
  ordinary thing tables, socks, onions

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Format and phrases

• Skinny odes are SKINNY- very few words on each
  line
• Because they first appeared in a media that the
  common people had access to
• newspaper columns (long and skinny!)

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Neruda Samples

• Pablo Neruda is a master at spinning metaphors
  and similes. His poem Ode to Pair of
  Socks.has the effect of spinning a kaleidoscope
  around to see the beautiful and multifacted color
  variations.
• Georgia Heard, Awakening the Heart, p. 78-79.

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Writing odes

• Skinny paper
• Write in celebration of your object
• Use your web
• Insert ode phrases

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Response to writing

• Pair with a buddy
• Sit face to face, knee to knee
• Take turns reading your ode aloud, listen
  carefully
• Exchange drafts and use the highlighter to
  highlight your favorite phrases
• Return the highlighted drafts

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• guided imagery to be one of the most powerful
  prewriting techniques available. Why? Because
  after using this unique device, people often
  produce writing filled with exquisite details,
  surprising connections, and insights that
  wouldnt be present otherwise.
• Zimmelman and Daniels, A Community of Writers

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Student Samples
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Grade Level Conferences

• Decide who will be the teacher and who will be
  the student
• Select one student ode to read
• As the teacher, practice Fletchers conferencing
  tips, offer praise and select one thing to
  teach
• Discuss how this strategy and the conferencing
  suggestions can be used at your grade level
• Report back to whole group

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Fletchers Conference Fundamentals

• Listen!
• Be present as a reader
• Understand the writer
• Follow the students energy
• Build on strengths
• Teach ONE thing
• Teach the writer, not the writing.
• Lucy Caulkins
• From Fletcher and Portalupi. (2001). Writing
  Workshop. pp. 48-52.

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• At its best, this process is a recursive one
  because writers move back and forth among the
  stages, considering, reconsidering, and revising
  their work until they are satisfied.
• Lehr, "Why School Administrators Should Be
  Model Writers," Arthur E. Phi Delta Kappan June
  2001 pp. 762-64.

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Fall Books of Thanks

• Chill in the Air by John Frank, illustrated by
  Mike Reed
• Fall Is Here! I Love It! by Elaine W. Good,
  illustrated by Susie Shenk Wenger
• Hello, Harvest Moon by Ralph Fletcher,
  illustrated by Kate Kiesler
• In November by Cynthia Rylant, illustrated by
  Jill Kastner
• Twilight Comes Twice by Ralph Fletcher,
  illustrated by kate Kiesler

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Qualities of Best Practice in Teaching
WritingFrom Best Practice by Steven Zemelman,
Harvey Daniels, and Arthur Hyde

• All children can and should write.
• Teachers must help students find real purposes to
  write.
• Students need to take ownership and
  responsibility.
• Effective writing programs involve the complete
  writing process.
• Teachers can help students get started.
• Teachers help students draft and revise.
• Grammar and mechanics are best learned in the
  context of actual writing.
• Students need real audiences and a classroom
  context of shared learning.
• Writing should extend throughout the curriculum.
• Effective teachers use evaluation constructively
  and efficiently.