9A Fifth Grader’s PlaceIt’s a Place Why am I keeping this notebook? Because it’s a place where I can keep track of my life. It’s a place where I can observe closely And where I can store little pieces of strength. It’s a place where I can keep the elements of Life (lightning, fire, ice, time and space) and Writing (poetry, words, eyes). It’s a place where tales weave. All in all It’s a place for ME.
10Lucy’s Stance: Where students . . . Can be efficient on paper.Can get better as writers.Jot notes during the minilesson.Try something immediately.Invest in processes and strategies.Keep track of goals and progress toward goals (in final section of notebook).
11Defined “a metaphor for the place where you work on your writing” A workbench—place to use your tools“the great garage sale of junk” from which insights and ideas develop“rich compost kept by a wide-awake writer”Source: A Guide to the Common Core Writing Workshop
12Lester Laminack “Dancing on the edge of arrogance is Lester Laminack “Dancing on the edge of arrogance is grading someone’s writing when you’ve never written yourself.”
13Start with StrategiesAuthor Jack Gantos says, “When you look at a blank piece of paper on your desk . . ., it’s really hard to get started. All that perfect white space is intimidating. It’s begging you to improve upon it. And it’s hard, because every time you put that pencil down on the page you sort of mess it up.”Entry points make it okay for writers to mess up the page and get the memories and words flowing onto the page.Personal Narrative Unit, Grade 6, p. 23
18Anchor Standards Support the Process NumberStandardCCRA.W.5Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.CCRA.W.10Write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.“The Demonstrate, Scaffold, Release to Write Approach”
19Learning Progression for Writing Process LP Handout
20The Writing Process Rehearsal or Prewriting Planning and Drafting RevisingEditingPublishingCelebratingKit Source: A Guide to the Common Core Writing Workshop
21Rehearsal Vary approach by genre and focus: Literary (read with questions in mind)Narrative (think of a person, place, or thing)Teach strategies for generating ideas.Weigh possible structures:Narrative: mentally replay event and capture initial action or dialogueInformational: tour guide of topics with overview to help readers anticipate where tour will leadCan become writing recycled from revision.
22Return to Notebook: Another Strategy Take a “moment” (pic/words) from your map and now create a timeline.
24Drafting Is an “early” product. Is less strategic. Is “playing in clay, not inscribing in marble.”Makes for powerful writing when “full of one’s subject and keeping one’s eye on that subject.”Is a trial effort and when written quickly, fosters a writer’s willingness to revise.
27Revision Is an “improved” product. Means to “resee and reconsider” through various lenses.Look at writer’s goals.Study mentor texts for qualities to bring into writing.Can lead to deeper and more thoughtful understanding of content (“What am I trying to say?”).Revision Video Link:
29Rest of Writing Process EditingPublishingCelebratingIs a “final” product.Is done along the way via minilessons, mid-workshop teachings, conferencing, share sessions, and homework assignments.Calls for decision making by teacher.Am I a copy editor making all corrections?PRO: easier for others to read.CON: not a reflection of writer’s independence and can create “blurred lines” for teacher about growth of student’s ability to correct writing.Make public by spotlighting such as Gallery Walk or Small Group Fridays (students as teaching experts).Use precise and specific compliments.
30Words of Wisdom by Kelly Gallagher Turn and Talk What’s the value in going through the writing process? Is there value in having unfinished pieces?“Students should be writing four times more than we can grade. If we can grade everything kids are writing, they aren’t writing enough. Not even close.”Words of Wisdom by Kelly Gallagher
31REMEMBER“. . .you and your colleagues need to teach writing long before you have become experts at doing so. The ability to grasp what a writer is trying to do and to see how to help the writer do that work better represents the epitome of effective writing instruction. But this work is not easy, and developing the expertise to do this well takes time.”Writing Pathways (grades 6-8), Chapter 7, p. 71
33Why Assessment is Effective? “The approach to assessment in Writing Pathways will support both you and your students in taking a reflective stance, creating consistent occasions for looking backward, looking forward, goal-setting, and deliberate practice. “Writing Pathways, Grades K-5, p. 10
34Writing Pathways: Assessment Tools “a powerfully practical resource” 9 chapters (6-8) and 13 chapters (K-5) about the Assessment System (very important guidance)Assessment RubricsWriting ChecklistsLeveled Student Writing Samples (per and across grade levels)Annotated Writing Across the ProgressionsOn-Demand Assessment Prompts (located behind each learning progression)Learning Progressions
35“It helps to know that judgments and diagnoses do not come out of the clear blue sky.Instead both come from knowing that there arelearning progressions that undergird awriter’s development. When you give feedback,your goal is to teach the writer, not the writing.Before you can give that feedback, you need toplace the writer’s current work and skill setsomewhere on a learning progression.”Writing Pathways (6-8), Chapter 7
36Use Assessment Tools to Move Beyond “good” and “great” feedback
37Conferencing Principles Follow architecture of a conference.ResearchDecideTeachLinkResearch student’s work (questions and goals).Be strategic with compliments.Help students see checklists as source of goals to improve writing.Use all assessment tools as resources:Learning ProgressionsChecklistsAnnotated WritingLeveled Student Writing
38Learning Progressions What is new at each level? Growing Elaboration Skills in Narrative WritingGrade 1Grade 2Grade 3Grade 4Grade 5The writer put the picture from his mind onto the page. He had details in pictures and words.The writer tried to bring hercharacters to life with details, talk and actions.The writer worked to show what washappening to (and in) his characters.The writer added more to the heart ofher story, including not only actions anddialogue but also thoughts and feelings.The writer developed characters, setting,and plot throughout this story, especiallythe heart of the story. To do this, sheused a blend of description, action,dialogue, and thinking.
40Annotated Writing What exactly does this look like? In Writing Pathways, refer to Grade 3 sample, p. 216.Look at the annotation boxes in the margins.What annotation addresses elaboration?
41Leveled Student Writing What exactly does this look like? In Writing Pathways, refer to Sample 1, page 206 (grade 3)Read the student writing.Review the element of elaboration on the Learning Progression chart.Now, with that in mind, find examples of effective elaboration.
42Learning Progression VIDEO CLIPS Clear Goals in Informational Writing (Grades K-2)Themes about Literature (Grades 3-5)Lift Levels of Summaries of Information(Grades 3-5)
43Turn and Talk How did the teacher use the learning progression with students effectively and thoughtfully?
44Conferencing Recap Research Decide Teach Link Observe, interview, and read student’s writing.Determine what student has done and is trying to do.Pursue more than one line of questioning to obtain info.Gets to the “what” and “how.”Teach toward growth and independence.Start by naming a writing strength.Decide on a teaching method.Teach and coach, adjusting support.Name what the writer has done.Repeat the teaching point.Remember: Writer leaves wanting to write.
45Ways to Keep Conference Records Page for “class-at-a-glance” on clipboard.Sheet of goals/observations from learning progressions.Prewritten list of compliments and teaching points.Notebooks divided into sections by child.Sticky notes moved to notebooks.Wall-sized grid visible to students.Final section of students’ writer’s notebook (a Lucy preference).AND YOURS?A Guide to the Common Core Writing Workshop,Primary Grades, pp and Intermediate Grades, p. 58
46Conferencing Prompts Where are you in the writing process? Tell me a little about you are work.Have you been trying to/rereading to…(getting to the new stuff)?Show me what you are working on and the plans you have for today.How is it going?What are you working on as a writer?What are some of the other things you plan to do with this piece of writing today?Where are you as far as _____(process, goals, and/or student work)?A Guide to the Common Core Writing WorkshopIntermediate Grades, ppYellow Prompts Handout
47Conferencing with If…Then…Curriculum Scenario Examples Part Two: Differentiating Instruction for Individual and Small Groups, Grade 3, p. 74
48LP Activity Using the Learning Progression to Confer Key Question: When looking at student work, what lens are you using?Partner Activity: With a partner, focus on the element of elaboration as you read the student sample.Identify possible teaching points for conferring.
49Reminder: During the decision phase, select your teaching method. 1. Demonstration“Watch me do this…”(Model step-by-step process)2. Explanation & Example“Let me show you the work another writer did…”3. Guided Practice“Get started doing this…”(strategy walk-through)4. Inquiry“How did this writer do this?”(echo writing)Green Conference Handout
50Let’s Watch Small Group Conferencing with Kate Roberts Pink Video Handout
51CONFERRING COMPONENTS (research and decide already done) What did you notice?CONFERRING COMPONENTS(research and decide already done)TEACHLINKPink Video Handout
52Using the Learning Progression to Confer Question: When looking at student work, what lens are you using?STEPS1. Pick an element on the learning progression.2. Decide where student’s writing falls on thetrajectory.3. Use a T-Chart to list a couple of complimentsand teaching points.
53T-Chart Compliments Teaching Points 1. 2. 1. 2. Use the T-Chart to guide your thinking in how to give better feedback.ComplimentsTeaching Points188.8.131.52.
54Use one of your sample papers to apply the three-step process! Time to ...… with a partnerUse one of your sample papers to apply the three-step process!
55APPLY THE THREE STEP PROCESS 1. Pick an element on the learning progression.2. Decide where student’s writing falls on thetrajectory.3. Use a T-Chart to list a couple of complimentsand teaching points.ComplimentsTeaching Points1.2.
56… with a partner RETURN to ... 1. Decide who is the student and who is the teacher.Decide on the teaching method.Now role play conferring with the sample paper.
57Round Two: Quad Conferring Activity Join another pair of colleagues.Select a different sample student paper.Complete the three-step process:Choose an element on the learning progression for conferring.Decide where the student’s writing falls on the progression.Create a T-Chart of C’s and T’s.Then role play conferring (2 observers, teacher, student)
58As a quad, practice like pros Decide which two of the group are the observers,who is the teacher, and who is the student.Now role play conferring again using the sample paper.
59RESEARCH Decide Teach Link Turn and Talk What did you observe about the architecture of the conference?RESEARCHDecideTeachLink
60Remember: The Learning Progression A Security Blanket for Conferring
61RECAP Small Group Conferencing Tips Talk less (1-2 minutes) so students practice more (5-6 minutes).Move from student to student coaching into their work.Be direct and brief about why the students have been called together.Teach toward goal and avoid being sidetracked by other possible goals.Make sure referenced mentor text is familiar to students.Encourage writers to use “new” strategy repeatedly.Writing Pathways (Grades 6-8), Chapter 7, p.85
62Where do we go from here?Topics: Norming, Conferencing, Learning ProgressionsWhen: March 5, 2015