Using Writer’s Workshop to Connect Reading, Writing, and Content Annette Conley Jennifer Haws Virginia Beach Reading Specialists

Our Goals Goal 1 to connect reading instruction with authentic writing opportunities. Goal 2 To create purposeful, confident, diverse writers.

Presentation Outline Purpose for Writing Building Writing Passion A Model for Text Genre/Structure/Type Connecting Reading and Writing Text Examples and Graphic Organizers Organizing a Writing Classroom (The Writing Process and Writer’s Workshop)

“In Virginia, in addition to the third-grade social studies and science tests, a fifth-grade writing test will be eliminated next year, as will two U.S. history tests.” year/2014/04/05/eea18666-bb46-11e3-9a05-c739f29ccb08_story.html Responding to Reading

Good News or Bad? Write so that it “sticks” in your mind or in the mind of your readers. Write your opinion on a “sticky” note – support your opinion with evidence Is it good news or bad that there will not be a 5 th grade SOL English Direct Writing Prompt Assessment this year?

Sharing and Reflection What kind of writing did we just do? It was on a “sticky” note – does that count? What did you notice about yourself as a writer? Was this a writing lesson? What is writing instruction?

Writing Instruction Writing instruction has little to do with kits and worksheets. It’s messier – and more joyous than that. Jeff Anderson Resource Article – What Writing Is and Isn’t Source: Educational Leadership April 2014

Here’s What Writing IS: A Transaction A Skill That Can Be Learned An Igniter of Passion and Freedom

Here’s What Writing is NOT: Test preparation Memorizing Parts of Speech Separate from Reading

Where Should We Begin? Purpose Let’s Look at the Standards

Writing SOLS K.12 The student will write to communicate ideas for a variety of purposes The student will write to communicate ideas for a variety of purposes The student will write stories, letters, and simple explanations. 3.9 The student will write for a variety of purposes The student will write a short report.

Writing SOLS 4.3 The student will learn how media messages are constructed and for what purposes. 4.7 The student will write cohesively for a variety of purposes. 4.9 The student will demonstrate comprehension of information resources to research a topic. 5.3 The student will learn how media messages are constructed and for what purposes. 5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade.

Reading Kindergarten The student will demonstrate an understanding that print conveys meaning. Grades K – 5 Students will read and demonstrate comprehension.

Content Science – Kindergarten – 5 th Use the language of science to communicate understanding. Social Studies The student will describe The student will explain The student will compare The student will read

Writing Develops reading comprehension and allows students to demonstrate it. Through writing, students can describe, compare, explain, and communicate understanding Resource: Writing about Reading

Passion for writing?

Keep it Authentic “Without the content of what to say students will not know what to write when the time comes. “ “The quality of conversation directly influences the quality of student writing.” Landmark and Touchstone texts Janet Angelillo Writing about Reading

Understanding Genre Sort Umbrella – Expository vs. Narrative Need to Understand the Structure Goal is for students to understand: What structure is best to address the content?

How do we develop PASSION? Reading Modeling Writing with students Writer’s Workshop Authenticity Choice Connecting writing to reading, content, their world, audiences

Informational Writing That’s our focus Taking the information in and demonstrating understanding through writing. Students need to read and write to understand text structures and author’s purpose.

Text Structures in Nonfiction Expository Compare/Contrast Cause/Effect Main idea/Descriptive Sequence/Chronological Order Problem/Solution Narrative

Connecting Reading and Writing Step 1: Introduce the genres Step 2: Read, read, read Step 3: Make a chart to outline key elements of the genre based on sample texts Step 4: Use graphic organizers to scaffold reading and organize thinking Step 5: Have students use the graphic organizers to write. Step 6: Write and share

Finding Resources Passages: ReadWorks Wegivebooks.org Printables.scholastic.com Graphic Organizers VDOE website

Understanding Workshop Resources Organized into folders Walk-through How to find it on-line???

Five-Step Early Writing Strategy 1.THINK – Generate ideas about which to write. – Select a topic. 2.DRAW – Create a picture that conveys ideas/thoughts. 3.WRITE – Write about the picture drawn. 4.WRITE NAME ON PAPER 5.DATE PAPER

What is Writer’s Workshop? Model for instruction (mini-lesson + time for students to write) Students learn the genres by writing using the various text structures Levels of writing – Sticky notes – Graphic organizers – Quick writes – Process writing

Writer’s Workshop Basics Use reading notebooks or charts to track writing ideas. Reminders Students will work at different rates. Teachers must establish expectations to ensure students are on task. All writing does not have to follow all 5 steps

Power Writing Steps Pre-writing (Brainstorm) Organize (Graphic Organizers) Writing Edit + Revise Re-writing

Getting Organized POWER Writing Folders Tracking Charts Mini-Lessons Conferencing Publishing

Final Words Start with the “End in Mind” What are your writing goals for: – Your classroom as a whole? – Your students individually? – Your grade level? – Yourself?

Resources National Council of Teacher’s of English Writing Instruction Position Statement itingbeliefs itingbeliefs What Writing Is and Isn’t digital.com/educationalleadership/201404#pg 13

Resources – Great Books The No-Nonsense Guide to Teaching Writing by Judy Davis and Sharon Hill The Writing Thief – Using Mentor Texts to Teach the Craft of Writing by Ruth Culham About the Authors by Katie Wood Ray

Contact us Annette Conley Jennifer Haws

Disclaimer Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.