2 Pre-school and Kindergarten Writing WorkshopPre-school and Kindergarten
3 On the card, respond to the following: Give One to Get OneOn the card, respond to the following:Describe one instructional practice that supports quality writing in Preschool and Kindergarten?
4 Give One to Get OneTake your card and find a partner; share your information and then exchange cards.When you see the lights flash, find a new partner – You leave with your partner’s card!After the third exchange, return to your table group and share information on your last cardTable groups identify themes and patterns to share with full group
5 Strategy Note-Taking Guide Stop to consider….How might I apply a similar strategy in my classroom?What adaptations might I have to make to the activity for Pre-K or K students?Strategy Note-Taking Guide
6 Top Ten ListUsing the instructional practices from our note cards, let’s build a top ten list!
7 What does good writing look like in Preschool and Kindergarten? Think-Pair-Share
8 Strategy Note-Taking Guide Stop to consider….How might I apply a similar strategy in my classroom?What adaptations might I have to make to the activity for Pre-K or K students?Strategy Note-Taking Guide
9 Exploring the Developmental Writing Continuum There are several different stages children go through as they learn to write (stages vary depending on the source)Pre-EmergentEmergentDevelopingFluentProficientA students place on the continuum may vary depending on the cognitive task they are completing.
13 The Many Forms of Writing Scribbles to letters to words
14 But what does the Gold Standard Look Like? CCSS Student Exemplars and AnnotationHave groups look at the CCSS Kindergarten Exemplars and Annotations and discuss:What do you notice about these pieces of writing?What do you notice about the annotations?How do these exemplars compare to your students writing?
15 On Writing from the CCSS “To build a foundation for college and career readiness, students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying, and conveying real and imagined experiences and events. They learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular task and purpose. They develop the capacity to build knowledge on a subject through research projects and to respond analytically to literary and informational sources. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and extended time frames throughout the year.”
16 Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.Experience in all 3 types of writing is crucial!
17 Production and distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.Agenda item CThis slide is optional. (May want to hide) Participants may interact with their own copy of the original anchor standards.
18 Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.Agenda item CThis slide is optional. (May want to hide) Participants may interact with their own copy of the original anchor standards.
19 Anchor Standards are for all students K-12! Range of Writing10. Write 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.Anchor Standards are for all students K-12!Agenda item CThis slide is optional. (May want to hide) Participants may interact with their own copy of the original anchor standards.
21 How does GOLD align to the Common Core State Standards? In small groups – Writing Objectives alignment activityMatch the Gold Objectives for Development and Learning to the CCSS in small groups of 3-4
22 A Writer Teaches Writing 2003 Food for thought…"Teachers should write, first of all, because it is fun. It is a satisfying activity that extends both the brain and the soul. It stimulates the intellect, deepens the experience of living, and is good therapy. Teachers should write so they understand the process of writing from within. They should know the territory intellectually and emotionally: how you have to think to write how you feel when writing. Teachers of writing do not have to be great writers, but they should have frequent and recent experience in writing. If you experience the despair, the joy the failure, the success the work, the fun, the drudgery, the surprise of writing you will be able to understand the composing experiences of your students and therefore help them understand how they are learning to write."Donald MurrayA Writer Teaches Writing 2003
23 Product vs Process Writing Product-Centered Classroomstudents do the same tasks.all students complete the same present writing assignments.students usually work alone.writing is shared only when finished.when a piece is finished, students ask for the next task.failure is to be avoided. Emphasis is placed on getting it right the first time.questions like these are typical: Is this long enough? Is this what you want? Is this going to be graded?Process-Centered Classroomstudents work on different tasks at different ratesteachers encourage many short, interesting pieces of writing, any of which may lead to one or two longer pieces over time.small groups of students work together.writing is shared as it is created.one piece may lead to another on a new topic that is discovered during the writing.failure is an opportunity to stretch and growquestions like these are typical: Does this work? What else could I try? Will you help me find a better way to say this? What would happen if I changed it to show…?
24 Philosophy of Writing Teach the writer not the piece of writing Writing is telling what you see and what you think about it. It is both external in internalOnly teach what writers doWe learn about writing through describing writing not by having someone prescribing writing. For example, students will learn how to use similes more appropriately if they read many books with similes and are able to describe how and why an author uses similes than if they are prescribed similes.
25 What is Writing Workshop? An organizational structure that consists of teaching time, writing time, and sharing time.
26 Components of the Workshop Mini-LessonConnectionTeaching PointActive EngagementLinkIndependent writing timeConferringMid-Workshop Teaching PointAfter workshop share
27 Mini Lesson Topics generally fall into the following categories: Procedural - important information on how the workshop is run, how to get or use materials, or where to confer with a friend.Writing Process - choose, explore, organize at topic, etc.Qualities of good writing - understanding of literary techniquesEditing skillsA mini lesson is NOT meant to direct the course of action for the rest of the workshop - it is used only to introduce and review skills.
28 Architecture of the Mini Lesson ConnectionYesterday we were working on…Today I will teach you that…Because…TeachingLet me show you how I…Hmmm…I’m thinking…Did you see how I…Active EngagementNow it’s your turn. You (and your partner) are going to…I noticed…LinkI want you to remember…
30 Writing This is the CRUX of the workshop where children are: 15-45 Minutesrough draftingplanningrereadingproofreadingconferring with teacher or peer
31 Conferring Notice Name Nudge Agenda Item H Conferring 1. mini lecture on conferring based on Notice & Name (will focus on adding Nudge in next model lesson) 2. with permission share some of what happened in your conferences as model 3. Have participants reflect, “What can I notice and name about my own writing?” 4. Could also use video of student conference (See Resources for Conferring for facilitator background)
32 NoticeNotice what the writer is doing that you taught or what works for you as a reader.What are you trying to do as a writer in this piece? What have you done so far?Listen!Agenda Item H
33 NameName something you noticed in a way that’s general so the writer can use this strategy in other situations. I can see that you used. . . (name the strategy) that will be useful any time you… This part where you works for me as a reader. . . because....Agenda Item H
34 NudgeNudge the writer to do some part of this work even better, maybe reiterate a teaching point, maybe help him/her try another way to get to the same goal, another strategy related to the same skill. There’s a strategy writers use that may behelpful to you as you are _______.May I give you a tip?As the conference is coming to a close... So, tell me what you are going to do now as a writer on this piece?Agenda Item H
35 Sharing10-20 MinutesA SCHEDULED time for students to share their writing with the whole class.This is a time when:The teacher and classmates listen carefully to the "Author's" writingStudent share their thoughts with the "Author"The teacher directs (through modeling) students to act in a way that will help them when they are conferring with their peers one-on-oneTwo stars and a wishhttps://www.youtube.com/watch?v=Q8vPya2bRm4
36 Special Considerations TimeKids need regular, predictable time to write. They need time to establish purpose for their writing and time to achieve those purposes.SpaceWe need to consider the following when setting up the classroom space:ToolsProximity to other
37 SpaceMeeting Place – a place to gather for mini lessons and whole group sharing timeA Place for Materials and Tools – writers need access to their tools, which might include:Paper, pencils, notebooks, and computers for draftingFolders for keeping their work organizedScissors, tape, stapler for revisingDictionaries, thesauri, word lists, checklists, colored pens for editingTrade books for inspiration and techniqueMaterials and tools need a central location for storage – could be as simple as a table, a cart, or caddies in the center of their tablesCarefully arranged Desks or TablesAccess to comfortable spaces in the room – bean bag chairs, etc.Tables or Desks grouped for 4-6 children
38 Writing Workshop in Action What I see… What this makes me think…Show Ralph Fletcher Video 28 Minutes
39 MAISA Writing UnitsMAISA = Michigan Association of Intermediate School District AdministratorsA group of teachers and ELA consultants from around the State was charged with the task of writing units that were aligned to the CCRS.the group wrote and piloted writing unitsthe group will develop and pilot reading unitsthe reading units are being piloted around the state
40 Why use the MAISAS Units? Complete K-12 Writing CurriculumLessons, activities, and assessments connected to the standardsUses the Writing Workshop formatScripted – its all right there!Provides for horizontal alignment with a grade-level and vertical alignment across grade levels.
42 Can anyone use the Units? Yes!Check with your district to see if there is an implementation plan.Even Pre-School?YES!We would recommend taking a look at the first two units. There will be some amount of modification required to make all activities age appropriate.
43 You want a copy of one of the Units? OK! Give us a minute to print it for you!