Presentation on theme: "Creating Rigorous and Joyous Writing Workshops"— Presentation transcript:
1Creating Rigorous and Joyous Writing Workshops A Close look at organizing and planning for work that makes a differenceHosted By Bergenfield, nJ SchoolsPresented by Ginny lockwoodJanuary 2011
2Our Day TogetherReflect on our current practices in writing instructionDiscuss the “basics” of successful writing workshopsClarify and come to better understand the purpose and importance of each phase of the writing processLook closely at how national standards translate into monthly, weekly and daily writing instructionEngage in the writing process ourselves
3There is a striking difference between simply guiding young writers through the writing process and, conversely, helping them to feel the qualities of living the life of a purposeful and effective writer.That difference lies in a well organized and well structured Writing Workshop.
4In Writing Workshops, writers… Become fully invested in their writing workWrite freely and write A LOTFully understand the purpose of each phase of the writing processCome to know the writing styles of othersDevelop comfort in giving and receiving constructive feedbackWrite with authenticity and purpose
5Cambourne’s Conditions of Learning ImmersionDemonstrationExpectationResponsibilityUseApproximationResponseMust be accompanied by engagementProbability of engagement increases when these conditions are presentThese things require TIME and CHOICE
6The Writing Process Collect Entries Choose an Idea Develop the Idea DraftReviseEditPublishWithin the writer’s notebookOutside of the writer’s notebook, on paper kept in a drafting folderRead a This I Believe piece. Read Pizza Dude together and talk about what this writer knows about expository writing
7Questions To Consider: Leaning into Process What do I know about this kind of writing?How might a writer of this kind of writing live in a writer’s notebook?Why might a writer of this kind of writing go public with what s/he writes?What is the impact of this kind of writing on the reader?Where are excellent examples of this kind of writing and how can they help?
8Teaching Toward Specific Outcomes Kind of Writing: _______________________How might I quickly define this kind of writing?What is the structure?What is the content?What makes it high quality (craft)?What makes it more easily readable?Construct Indicators of Understanding
9A note from a trusted voice… “Value” is at the root of the word “evaluation” and so what we evaluate needs to come from what we value as a writing community.-Katie RayA note from a trusted voice…
10Unit of Study: _________________ Collecting EntriesChoosingDevelopingDraftingRevisingEditingPublishingNumber of DaysPossible Mini-Lessons
12A Day in Writing Workshop Mini-LessonIndependent work timeChildren work independently adding daily mini-lessons to ongoing repertoireTeacher confers with individual writers or meets with small groupsShareConsistency of routine allows for a great variety of content!
13Flexibility Within Boundaries Writing workshop is a structured time utilizing consistent daily teaching methodsWithin these structures, children benefit from lots of room for exploration and discovery within the parameters of the curriculumWe teach the HOW, not the WHAT
14Setting up Writing Environments Meeting area where students gather for lessons and share sessionsWell organized and well stocked writing centerVariety of paperVariety of writing utensilsVariety of revision toolsWriting notebooks and drafting folders organized for most efficient accessMentor texts available to students
15A note from a trusted voice… “The writing you get out of your students can only as be as good as the classroom literature that surrounds it.” -Ralph FletcherA note from a trusted voice…
16Possible Titles for Charts Early in the Year What do strong/respectful writers do during Writing Workshop?Strategies for generating ideas:Writers are never finished so when we think we are done we can:Things writers ask themselves when rereading their work:(Any chart you feel will help to support the work you are doing!)Must be authentically co-created!
17Try-it-Together 2: Choosing My Choice for a Personal Narrative - 1st Grade FlashbackConvey strong emotionEngage readers’ emotionsShare something personally significant
18Parts of a Well Structured Lesson ConnectionTeach (I do)DemonstrationExplanation with strong exampleActive Engagement (We do)Link (You do)Do a lesson here. Insert a demo text? Or bring.
19Lessons that Transfer to Independence Rather than asking who remembers what you did yesterday, tell them what you want them to think about as you start teachingDemonstrate and name the workStay focused…avoid the “teachable moment”Fewer voices contributing during the “Teach” partAll writers busy during the “Active Engagement” partAnd above all…avoid “Highlight and Hope” lessons!
20Variety in “Active Engagement” Part of Lessons After you teach and before they leave the lesson, writers actively engage in “trying on” the lesson and can:Try what was taughtOn a shared pieceOn children’s own pieces in their notebooks or foldersComment on what seems hard about itDiscuss how to do it betterNotice and name differences between two demonstrations (of differing quality)Critique and question the demonstrationAdvise on how to improve a demonstration
21Try-it-Together 3: Developing Try two different timelinesFree-write reflecting on significanceSetting or Character elaborationSift to find significant dialoguePartnerships to stretch our ideas
22Making the Most of Share Time Students who have done well with the day’s teaching pointStudents who have done well in a different or unexpected wayStudents who typically struggle, and who have had a breakthroughStudents who have done the very thing you plan to teach tomorrowStudents who want help from the communitynoon
23Understanding the Standards Children are expected to…Write in a variety of genreRevise and edit their workPublish their workUse technologyWe are still waiting to hear on final approval of Idaho’s adoption of CCSSI
24Sample Curricular Calendars Fourth GradeSeptemberLaunching Writing WorkshopOctoberPersonal NarrativeRaising the Quality of Narrative WritingNovemberLiterary EssayDecemberPersonal EssayFictionJan/FebFeature ArticlesHistorical FictionFeb/MarchSocial Action EssayAprilPoetryPunctuation StudyMayMemoirJuneReflecting-Ind. ProjectsStop and talk with your grade groups about what this could mean for your year and your studentsJot down some ideas for units you could try with some colleagues and share these out
25Try-it-Together 4: Drafting Basic B,M,M,M,ETimelineZoom in on significant partBetter Beginning-Int./Ext. Dialogue-Descriptive Detail-StatementPartner feedback and final decisionsBetter EndingChoose the one most strongly conveys desired moodWe won’t do all of these now but this is an order that can workWorks means it flows well and builds in importance
26Units of Study and Six(+One) Traits Comprehension Strategies and Reading UnitsWriting Traits andWriting UnitsStrategies are taught in isolation brieflyStrategies are revisited across the yearStrategies support the work of all Units of StudyTraits are taught in isolationTraits are revisited across the yearTraits support the work of all Units of Study
27Try-it-Together 5: Revising TraitReread piece with possibilities in mindUse partner and/or mentor to support the revision
28Planning in the Upper Grade Writing Process Collecting EntriesChoosingDevelopingDraftingRevisingEditingPublishingNumber of DaysPossible Mini-Lessons
29Next Steps…What predictable issues will you face as you take on this work?What is one way your understanding of Writing Workshop was clarified such that your teaching will be different in the coming year?What is one area in which you would like more support or knowledge?Was there anything today that stands out as particularly helpful or transformative to your understanding?