1. Welcome to the Washtenaw Writing Collaborative

2. Quickwrite: Jot down some ideas about a memorable writing moment you have had. Be ready to share.

3. Get to Know You Share: Your name The school you work at The subject you teach One thing you wrote that was memorable

4. Reflecting on themes: the collaborative in Washtenaw Writing Collaborative

5. Reflecting What did you think about? What did you do?

6. Overview of Washtenaw Writing Collaborative Over the next three days we will look into: What we do when we write The practices of successful writers How to help students attend to their metacognition and make thoughtful choices as writers

7. WWC Mission Statement As members of the Washtenaw Writing Collaborative, our mission is to understand writing in content areas in order to make explicit the processes and strategies needed to expand and improve student writing.

8. We believe… Teachers should maintain ownership for their students’ writing in their content area. An interdisciplinary approach is key to improving student writing. Content area teachers who understand their own writing processes are the best mentors for their student writers. Teachers are the best teachers of other teachers.

9. We believe… Educational practice should be balanced with theory and research. Students should have flexibility and choice when writing. Reading Apprenticeship provides a foundation for better writing instruction.

10. Four Sure Things Teachers Can Do to Improve Student Writing Mind the GAP: genre, audience, purpose. Use models and modeling. Increase opportunities for students to write. Give appropriate feedback.

11. Norms Start & end on time; respect time. Allow time to collaborate & practice. Use time constructively & stay on task. Stay & keep on task; limit side conversations. Be active participants & listeners. Build on other’s ideas. Monitor your air time; be brief & to the point. Be creative; it’s okay to experiment. Be respectful & accepting.

12. Quote Response In your table group, read and discuss your quotation. On the poster, write three bullet points from your discussion. Hang your poster on the wall.

13. Writing Quotes Gallery Walk Walk around the room and take time to read the quotes and responses. Add a response, question, or reaction of your own.

14. Break

15. Personal Writing History Quickwrite (brainstorm, freewrite, etc) about your experience as a writer. Be ready to share with a partner. Who or what supported your development as a writer? What obstacles have you faced as a writer? High points? Low points?

16. Writing Process Analysis Big ideas: Making the invisible process of writing visible. WPA is an inquiry into our own writing process; it is metacognitive. Writing processes are flexible; there is no single correct process.

17. Compose a formal email to the parent of a difficult student. Answer the questions on the back of the assignment. Your assignment:

18. Genre Audience Purpose

19. Lunch Break

21. What is the genre of the writing?

22. Four Corners Who is the audience? A. Self B. Teacher C. Peer D. Public

23. Four Corners What is the purpose of the writing? A. To inform B. To entertain C. To persuade D. To describe

24. Four Corners What process did the writer(s) use? A. One draft B. Multiple drafts (alone) C. Collaborative or with outside assistance D. Published

25. How could you use the 4 corners activity in your classroom?

26. In order to be a successful writer, we need to recognize that: Not all writing looks the same. Process is flexible.

27. So what does this mean for teaching writing? We have to teach writers to be flexible. We have to teach writers to mind the GAP (genre, audience, purpose). We have to teach the tools and habits of successful writers. We could never “cover” every genre every student will ever write in high school, in college, in life.

28. What is Genre? Genres are types of writing and other forms of expression Genres are both stable and dynamic.

29. How do successful writers approach writing tasks? They look at models! Immersion As they read, they ask authentic questions. Inquiry They look to experts for the help they need. Instruction They use what they know. Integration

30. Immersion: What are models you could find for this assignment? Inquiry: What are three important concerns or questions students may have about writing this assignment? Instruction: What is invisible that needs to be visible? What are two 10-minute lessons you could teach to help students be successful on this assignment? Integration: What is this assignment like? To what other kinds of writing can this assignment be connected? How can you activate prior knowledge and extend this to future writing?

31. Immersion Give students examples or “mentor texts.” –Consider your students. –Consider your purpose.

32. Inquiry: Ask Questions Ask questions about the models we’ve seen. –Why did the author make the choices he/she did? Example: Why does Eve not use dollar signs? How do they decide on their categories?

33. Instruction A mini-lesson the whole class will need in order to understand this genre Small group One-on-one suggestions

34. Integration Help students make connections –Previous writing experiences –Writing skills already acquired

35. Your Group Assignment If you were going to open a restaurant, what type of restaurant would it be? Create a menu for that restaurant.

36. Menu Immersion Look at samples: McDonald’s

37. Menu Immersion Zingerman’s

38. Menu Immersion Dessert menu at Eve

39. Menu Immersion Look at samples: Applebee’s

40. Menu Immersion Look at samples:Ali Baba

41. Look at the menus on your table. What can we add to our list of characteristics?

42. Create a Menu for Your Restaurant Immersion: Draw on the examples. Inquiry: Think about why the authors made the choices they made in the models. Instruction:Call us over if you need us. Integration:Draw on your past experiences and writing skills.

43. HOW DID THIS PROCESS SUPPORT YOUR WRITING?

44. Break

45. 4Is Walk through Think about an assignment for your class What examples or models can/do you immerse your students in? What questions do you anticipate will be raised by your students as they inquire into the genre? What lessons do you suspect you will have to instruct your students in? What experiences and skills can students integrate to create their final product?

46. Lesson Planning Using the 4Is Think about writing you will be assigning in the next month. Complete the “Lesson Planning” handout in your binder for tomorrow.

47. Immersion: What are models you could find for this assignment? Inquiry: What are three important concerns or questions students may have about writing this assignment? Instruction: What is invisible that needs to be visible? What are two 10-minute lessons you could teach to help students be successful on this assignment? Integration: What is this assignment like? To what other kinds of writing can this assignment be connected? How can you activate prior knowledge and extend this to future writing?

48. End of the Day Wrap-Up End of the day survey Gots and Needs Homework reminder: Come up with the writing assignment you would give to students See you tomorrow at 8:30!