Presentation on theme: "Lucy Calkins. Lucy Calkins : founder of the Teachers College Reading and Writing Project. one of the original architects of the “workshop” approach."— Presentation transcript:
Lucy Calkins : founder of the Teachers College Reading and Writing Project. one of the original architects of the “workshop” approach to teaching writing to children author of some 20 books, including the best-selling The Art of Teaching Writing (250,000 sold). currently the Professor of Curriculum and Teaching at Teachers College at Columbia University.
Chapter 1: An overview Chapter 2: Pathways for Writers Chapter 3: Planning Curriculum in a Primary Writing Workshop Chapter 4: Managing the Writing Workshop Chapter 5: Teaching Methods: Minilessons that Power Your Curriculum Chapter 6 Conferring with Young Writers Chapter 7 Supporting ELLs Chapter 8: The Literacy Instruction that Surrounds and Supports the Teaching of Writing Chapter 9 Assessment
Planning curriculum in a primary writing workshop Curriculum comes from: Ongoing structures Minilessons, conferences, writing folders, worktime…etc Changing units of study NEED TO PROVIDE BOTH-BALANCE * Collaborate with other teachers, create shared curricular calendars * Consider passions of each teacher as well as information about incoming students
Plan for children to write a lot Plan for the entire unit, with all its parts Plan what we’ll do for each part of the unit and what children will do Plan for continuity- in texts, metaphors, and language Plan to support ongoing writing goals as well as unit-specific goals Plan to instruct children in the use of a new writing tool in every unit Plan to end the unit with a celebration Plan to save some of every child’s writing and to start new pieces or kinds of writing with every unit
Importance of structure and systems “When we plan our writing instruction, we must plan not only the words out of our mouths-the minilessons and the conferences that will convey content about good writing- but also the structures and systems that can allow us to manage a crew of young writers”(Calkins,28).
Structure of Writing Workshops are predictable and consistent Attention to: The environment Managing each component of the Writing Workshop When there are management troubles
Rhythm of children’s movement Gather close around teacher- explicit instruction Disperse to work areas-teacher moves throughout space to confer with students or small groups Issue of space Ex: lowering tables to make room for more children to gather around
Develop a system for managing papers ex: writing folders Toolboxes for writing tools (on counters and tables) Date stamp, scissors, tape, pencils, pens, markers Writing centers System for dispensing paper and utensils is not crucial: “Children need to be able to independently access their ongoing texts and obtain more paper without a teacher spending time on this”(Calkins,34). Environmental print Word wall Enlarged list of children’s names
Does not recommend that young children (prior to third grade) write in spiral notebooks, journals, or diaries. Prefers inviting children to write all the kinds of writing they see in the world Encourage children to write on a variety of paper
“Time is the most precious resource we have…”(Calkins, 35). Align schedule to state, district, and school standards as well as to teacher’s values and children’s developmental needs and levels. Children at lower levels receive more time for dramatic play and blocks
“The Beginning of Each Day’s Writing Instruction” Starts with a signal for writers to get supplies out and gather CONSISTENT attention signal-whether its for writing or math Example: “Writers, let’s gather” Gather on carpet, usually sit in assigned spots Teach strategy “Turn and talk”
“Heart and soul of the Writing Workshop” Precious time is lost in transitions, teach children how to get started on their writing Teacher not always available for individual conferences- use retelling for instruction comprehension during minilesson Watch all children for a few minutes then address issues- work with all slow starters in a small group Use tables to encourage conversations among peers- “running commentaries” Designate signal to monitor noise level- PRACTICE Teacher holds writing conferences
Keep moving so conferences can be short and frequent Teach children to never interrupt when you are conferring Create systems of dealing with daily occurrences that don’t require your intervention Teach children to solve predictable problems on their own Create a place where children who need a conference can go to you for help Concentrate on teaching the writing process, not on making every child’s piece the best it can be Create the expectation of a lot of writing work getting done each workshop time Use strategy lessons when many children need the same conference
“Workshop Closure” Class may gather or students share with partners Teaching point in the share- highlights aspects that illustrate and extend the minilesson Ex: minilesson on using a carat, share student work where a student used a carat and crossed out a confusing part of their story Supports students’ writing and reinforces minilesson strategy
Diagnose the cause Time to observe, think, and secure help Anticipate that problems will inevitably occur Plan how to respond Rehearse for teaching to go wrong- ex: broken pencil interruptions
“Children learn to write from the work they do; therefore, establishing and managing a productive work environment is a critical aspect of good teaching”(Calkins, 44).
Calkins, Lucy. The Art of Teaching Writing. Portsmouth, NH: Heinemann, 1986. Print. Calkins, Lucy. The Nuts and Bolts of Teaching Writing. Portsmouth, NH: FirstHand, 2003. Print.