1. Step Inside the Intermediate Writing Workshop Scan this code with your smart phone to read more on our companion blog! Sarah Calderone, Jessica Gouker, Rebecca Hageman, & Susan Verdi http://cesauthors.blogspot.com/?zx=64f2ccbed3fe981b http://cesauthors.blogspot.com/?zx=64f2ccbed3fe981b

2. Three Non-Negotiables for Students Time Predictable Structure Independence

3. The Essentials of Time O Three days per week/ one hour each day (Fletcher) O 45-60 minutes daily (Calkins)

4. Students need predictable structure. O Minilesson O Sustained Writing/Conferring & Guided Writing Groups O Sharing & Reflection “It is significant to realize the most creative environments in our society are not the ever-changing ones.... They are deliberately kept predictable, so the unpredictable can happen.” (Calkins 1983)

5. Students need independence. O Knowledge of rules and expectations O Access to materials O Topic choice O Strategy instruction

6. The Writer’s Notebook

7. Launching The Writer’s Notebook O Lessons: O History of a Name O Heart Maps O All the Places to Love & Looking at Your Place O Outdoor Café with Twilight Comes Twice O Lists O Imagine a Night O Fierce Wonderings

8. MD Common Core Framework for Writing O W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (SC, 5) O W6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. O W7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic http://www.mdk12.org/share/frameworks/CCSC_Writing_gr3-5.pdf

9. O W2.a Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension O W2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. O W2.e Provide a concluding statement or section related to the information or explanation presented. (SC, 5) http://www.mdk12.org/share/frameworks/CCSC_Writing_gr3-5.pdf MD Common Core Framework for Writing

10. Kicking Off the Unit with Local Feature Editors!

11. Teaching from an Inquiry Stance Gathering Texts Setting the Stage Immersion Close Study Writing Under the Influence Study Driven (Ray, pg. 19)

12. Gathering Texts for Feature Article Study O No Matter the Weather, They Will Eat Anything No Matter the Weather, They Will Eat Anything O Glimpses Into Urbana’s Classrooms: Mr. OhEithir Glimpses Into Urbana’s Classrooms W9.b Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text)

13. Setting the Stage & Immersion in Feature Articles W9.b Apply grade 5 Reading standards to informational texts

14. Setting the Stage & Immersion in Feature Articles W9.b Apply grade 5 Reading standards to informational texts

15. Setting the Stage & Immersion in Feature Articles W9.b Apply grade 5 Reading standards to informational texts

16. Setting the Stage & Immersion in Feature Articles W9.b Apply grade 5 Reading standards to informational texts

17. Close Study of Feature Articles W9.b Apply grade 5 Reading standards to informational texts

18. Close Study of Feature Articles

19. Writing Under the Influence of the Feature Article Study

22. Apply the prewriting stage of the writing process: gather information on a topic; synthesize information from within and across sources (See MD SLM 4-5 2A1, as needed.)

23. Writing Under the Influence of the Feature Article Study Apply the prewriting stage of the writing process: gather information on a topic; synthesize information from within and across sources (See MD SLM 4-5 2A1, as needed.)

24. Writing Under the Influence of the Feature Article Study Apply the prewriting stage of the writing process: gather information on a topic; synthesize information from within and across sources (See MD SLM 4-5 2A1, as needed.)

25. Answering Research Questions with Information from Multiple Sources W2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

26. Using a 4 Square to Organize Data W2.a Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension

27. Using a 4 Square to Organize Data

28. Drafting

29. Revising Apply the revision and editing stages of the writing process. (See CCSS 5 W5, W6.)

30. Revising Apply the revision and editing stages of the writing process. (See CCSS 5 W5, W6.)

31. Editing Apply the revision and editing stages of the writing process. (See CCSS 5 W5, W6.)

32. Draft an introduction that orients the reader to the topic, establishes a controlling idea or thesis and handles copyrighted material appropriately. (See CCSS 5 W4, W6; MD SLM 4-5, 3C2.)

33. Draft the body by applying a logical organizational pattern of reasons supported by facts and details. (See CCSS 5 W4, W6.)

34. W2.e Provide a concluding statement or section related to the information or explanation presented. (SC, 5)

35. Reflecting on the Process & the Product

37. Publishing! Prepare the final product for presentation and/or publication, including using word processing technology, applying cursive handwriting skills neatly and legibly when handwriting is preferable or technology is unavailable, & delivering oral presentations (See CCSS 5 W6; CCSS 5 SL4, 5, 6; MD SLM 4- 5 5A1.)

38. O Post a comment on our blog if you are interested in receiving electronic copies of the organizers used in this unit! Include your preferred e-mail address. http://cesauthors.blogspot.com/?zx=64f2ccbed3fe981b

39. Sources O A Writer’s Notebook: Unlocking the Writer Within You (Fletcher) O Day by Day: Refining Writing Workshop Through 180 Days of Reflective Practice (Ayres & Shubitz) O Lessons From A Child (Calkins) O Notebook Know-How: Strategies for the Writer’s Notebook (Buckner) O Study Driven: A Framework for Planning Units of Study in the Writing Workshop (Katie Wood Ray) O The Writing Workshop (Fletcher & Portalupi) O http://www.mdk12.org/share/frameworks/CCSC_ Writing_gr3-5.pdf http://www.mdk12.org/share/frameworks/CCSC_ Writing_gr3-5.pdf