Building the Writing Workshop the “Write Way” 3rd-5th Catawba County Schools Lora Drum Kathy Keane

Today’s Objectives: Participants will leave this session with the knowledge and tools to effectively implement the writing workshop model. The components of the Lucy Calkins (Units of Study) will be the focus, along with multiple hands-on activities and strategies for building a solid foundation for writing instruction. Participants will walk away with a “tool box” of items to use for journaling, modeling, sharing, and conferencing with students. 4/20/2017

Writing is all around us… 4/20/2017

Goals of the Writing Workshop To help students see writing as a way of telling about things To develop students’ fluency in writing To provide opportunities for students to learn to use grammar and mechanics in the context of their own writing To help students learn about specific forms (genres) of writing during focused instruction to ensure that struggling writers are supported in order to maintain their motivation and self-confidence 4/20/2017

I Have, Who Has… Activity Review of the components of Lucy Calkins writing Workshop 4/20/2017

Getting Yourself Ready… Ensure that all students have a writer’s notebook Start your own writer’s notebook Have a 2 pocket folder for each student Have note/letter ready to send to parents Suggestion: cover notebooks with clear contact paper or tape 4/20/2017

Tools for Writing Workshop Writer’s notebooks (suggestion: MEAD composition books) Writer’s Toolboxes (basket/ tote that holds materials for writing: pencils, pens, highlighters, tape, glue sticks, scissors, Post-it notepads, markers, etc.) 2 pocket folders Writing Mini-Offices 4/20/2017

Writer’s Notebooks http://www.learner.org/resources/series205.html Program 1: start at 1:18, Teacher 1- modeling writing skip to 8:53 Teacher 3- modeling poem 4/20/2017

Writer’s Notebook Entries “Gathering Ideas” Poetry Family stories that we know Writing generated from conversations we've had or have heard Lists of people or place names of interest Entries about things we care about Things we wonder about Celebrations or victories Dreams http://quest.carnegiefoundation.org/~dpointer/jennifermyers/workshopapproach.htm Writer’s Workshop Introduction Mini Lesson by Jennifer Myers 4/20/2017

Getting Your Class Ready… Getting Your Room Ready Establish a meeting area Arrange your room so that students can work in small groups Have “toolboxes” for each group 4/20/2017

Writer’s Toolbox 4/20/2017

Basic Writing Workshop Format: Call to Workshop Connections Teaching Active Engagement Linking Writing and Conferring Mid-Point Teaching Point Sharing http://www.learner.org/resources/series205.html Program 4: Mini-lesson- Introducing the Writing Workshop 4/20/2017

Connection Links what has been done to what is expected to be learned in the present lesson May serve as a quick review of previous learning Explicitly name what will be taught/learned The connection links what has been done before to what is expected in the present lesson. It provides the young writer with the purpose for the skill or objective being taught. 4/20/2017

Writing Workshop So what do each of these components look like… Mini-lesson (10 minutes) Students Writing/Teacher Conferencing (20-30 minutes) Sharing (5-10 minutes) So what do each of these components look like… 4/20/2017

Teaching (Mini-lesson) Has a Clear Objective - Teaching Point States the Purpose Explicitly Teacher Models – Demonstrate May Provide Guided Practice Explains and Gives Examples The mini-lesson last no more than 10 minutes. Younger children may need less time than older children. This is direct teaching to the whole class on a specific topic. It regularly occurs in a specific spot. It follows a similar format each time. The teacher states and restates her objective using the vocabulary that she will use throughout the year. The teacher may use modeling, demonstrations, guided practice, or explanations with examples 4/20/2017

Mini-Lessons Teacher models the process of writing for students Teacher writes in front of the class and thinks out loud about what she/he is doing as a writer Teacher models making decisions, making mistakes, how she/he puts words on the page Students are gathered together to observe, and make any notes in their writing notebook 4/20/2017

benefit many members of the class. Mini Lesson: 10-15 Minutes The mini-lesson is where you can make a suggestion to the whole class...raise a concern, explore an issue, model a technique, reinforce a strategy. First the students are engaged in their own important work. Then ask yourself, "What is the one thing I can suggest or demonstrate that might help most?"   A mini-lesson generally lasts 5-10 minutes. You should try to choose a teaching point that you feel would benefit many members of the class. 4/20/2017

Basics for Constructing the Perfect Mini-Lesson Choose a method of writing in front of students using chart paper, an overhead projector, or Schoolpad depending on the purpose (chart paper can be used to post as reminders) Students need to be gathered in a space separate from regular instruction Must be focused on one particular concept, skill, or technique Look at curriculum and students’ writing to determine focus of mini-lessons 4/20/2017

Procedures Conventions Craft Types of Mini-Lessons Balance of Each Type is Important! 4/20/2017

Procedures Type of lesson used to set the structure and expectations during writing workshop For each procedure you want students to follow, use a mini-lesson to model and teach the expectation/process Important to have clear expectations and then demonstrate those to your students Any time you feel a procedure needs fine-tuning or complete change, use a mini-lesson to model that change Page 68- Minilesson Ideas for Management- Guiding Readers and Writers by Irene C. Fountas & Gay Su Pinnell 4/20/2017

Conventions Key is to find a way to model using mechanics/grammar and editing mechanics in your writing rather than simply “telling” students about mechanics Get away from practice of having students practice mechanics in unrelated writing tasks Model using mechanics in your own modeled writing. Page 70 Minilesson ideas on Conventions Guiding Readers and Writers by Irene C. Fountas & Gay Su Pinnell 4/20/2017

Craft Craft of writing deals with content: How do you write a strong lead? How do you write a powerful conclusion? How do you narrow your focus? Use children’s literature as mentor texts for modeling p. 72-73 Minilesson Ideas:The Writer’s Craft Guiding Readers and Writers by Irene C. Fountas & Gay Su Pinnell http://www.learner.org/resources/series205.html Program 7: Teaching the Writing Craft- start at 19:04 mini lesson strong leads 4/20/2017

Examples of Mini- Lessons Content Focus Getting an idea -making lists -things you love -writing from emotion -experiences -moments in time Adding detail Adds responses/telling the inside story Choice of words/ descriptive language Replacing tired words Great beginnings Wow endings One moment in time Observations "I wonder" writings Something ordinary Staying on focus Working with a seed idea Developing a plan for writing Finding your voice Genre studies: -poetry -informational reports -letters -autobiographies -biographies -picture books -persuasive -How-to books Conventions Focus Use appropriate spacing Spelling phonetically Spell "High Frequency" words correctly Spell using analogies Capitalize I, names Capitalize beginnings of sentences Ending punctuation marks Quotation marks Commas Use of "and" Using appropriate grammar Using paragraphs Recognizing and correcting run-on sentences Sample chart created during a Mini-Lesson 4/20/2017

Active Engagement At the end of the mini-lesson students are given the opportunity to try-out the lesson through sharing with a partner At times students may watch other students trying something out This is where turn and talk procedures must be clearly expected. 4/20/2017

Link Before sending student off to write independently, restate the teaching point and encourage students to use the skill taught in the mini-lesson in their ongoing work for the day. Using phrases like “Writers today and everyday you can use______.” helps focus students’ attention on using that skill during the writing time. 4/20/2017

Writing Time Students write Teacher confers with individual students or small groups Student writing time increases as students develop their stamina. The teacher starts the launching unit teaching students how to be independent during writing time. After the first mini-lesson on developing independence, she may revisit what students do during this time. An anchor chart posted serves as a reminder. The teacher must decide what she needs to put in this chart, depending upon her procedures. 4/20/2017

Students Writing Students spend their time somewhere in the writing process: planning, drafting, revising, editing, or publishing Students spend most of their time on topics of their choice Students do not publish everything they write Students work as writers work using the materials writers need 4/20/2017

Independent Writing/Collecting Entries After the mini lesson, students work in their Writer's Notebook to collect entries that may later become published pieces of writing.  The total writing time lasts for about 35-40 minutes, but during that time some students may be involved in conferences with the teacher or with their peers. Students choose entries in their notebooks to take into "draft form."  It is these carefully selected pieces of writing that will be taken through the process of editing and revising so that they can be published and shared with others.  All entries in the Writer's Notebook do not become published prices of writing.  All published writing is added to each student's Writing Portfolio, and some pieces can be put into student created books. 4/20/2017

Student Writing 4/20/2017

(Mid-workshop teaching point) Sometimes you will find it necessary to stop and teach/re-teach a concept/skill during the writing workshop- this will be necessary when you are seeing several children struggling with the same issues 4/20/2017

Conferring The teacher may meet with students individually. The teacher may meet with small groups of students with similar needs The teacher takes the time to record her compliment and teaching points 4/20/2017

Teacher Conferring The teacher conducts individual conferences to differentiate the instruction and provide multilevel support for the students. Conferences are held every time writing occurs. A conference provides a weekly opportunity to assess student progress and make appropriate instructional decisions. Conferences are conversations, not interrogations. 4/20/2017

Conferring Teaching Points The teacher looks for what the student knows. The teacher looks for what the student needs to know next The teacher asks herself what is the most important thing that she can teach this student next? The teacher must decide how she is going to teach the child The teacher aids the student(s) learning by saying,”I am going to teach you something. I am going to teach you how to____” During the conference she will repeat several times what she is teaching. Conferences are conversations, not interrogations! 4/20/2017

Types of Conferences Roving Conferences Individual Student/Teacher Conferences Teacher Scheduled Small Group Conferences Peer Conferences Teacher Drop-In Conferences Conferences are conversations not interrogations! 4/20/2017

Roving Conference This is usually used as the students are beginning their writing. The teacher circulates around the classroom as the students are organizing their work. This is a quick session – about two minutes – in which the teacher asks the students simple questions, assists in a variety of ways and makes note of any difficulties that may be used as a focus for mini-lessons. As a teacher talks with a student, the know some of the other students maybe listening and learning from the conversation. 4/20/2017

Individual Student/Teacher Conference Teacher Conferencing is conducted after the mini-lesson, while the students are working on their individual pieces. Conferences can be formal or informal and can be conducted in a special spot or at their table. Use open-ended questions and allow plenty of time for students to think before they answer. The goal is to get them to tell you their thinking. Do not worry about punctuation and spelling at this time unless you are conducting a conventions conference. It is important to ask questions that lead students to discover what they have to say and want to communicate, and that encourage them to talk about their work. The teacher can, for example, ask: Are you pleased with your writing? Who are you writing this for? Why did you choose this topic? Where are you now in your draft? Do the sentences make sense? Does your writing say what you want it to say? Are there any details that you could add which would make this clearer? What do you think you will do next? Where do you see this writing going? What is the most important/interesting part? Are the beginning and ending effective? What title would you give this piece? Have students reread parts and talk honestly about the story. If a conference is going well the student's energy for writing increases. You might want to complete an Individual writing conference record and have the student take notes as well. The student should leave the conference wanting to write. 4/20/2017

Small Group Conferencing This may also occur during the writing process and may focus on the introduction, modeling or reinforcement of a specific writing skill, to a group of students based on their needs. It also gives them the opportunity to observe how the teacher helps others improve their writing and then be able to do the same when they peer-conference. 4/20/2017

Peer Conferencing P (Praise) What do you like about my paper? Q (Question) What questions do you have about my paper? P (Polish) What specific improvements could I make? Here students independently listen and give feedback to their fellow student writers. Using what they have learned in the teacher- student individual conferences, the peer will comment on various pre-determined aspects of writing. In peer conferences, students need to know how to maintain a helpful and supportive relationship. Teachers need to take time to model good responses and set some ground rules such as the following: Be positive. Respond to what the writer is trying to say and what the writer does well. Be helpful. Do your best to make comments that will be useful to the writer. Be specific. Talk about specific words, phrases, or paragraphs The tone of the response should be positive. It should emphasize what is going well and how to make things even better. 4/20/2017

Conferencing Guidelines Keep the conference short (3-5 minutes) Get the student talking Listen carefully to what the writer is trying to say Assess the writer’s confusions, confusions, strengths, next steps Affirm and reinforce what the writer has done well (praise, offer suggestions, provide resources) Provide scaffolding Establish goals with the writer’s input http://www.learner.org/resources/series205.html Program 12: Peer Conferences start :58, then skip to 5:23 (mini lesson: eye to eye/knee to knee) 4/20/2017

Sharing Students return to same place that they were for the mini-lesson. The teacher may decide to restate the teaching point of the mini-lesson and share examples of student work. The teacher may decide to introduce a new writing behavior that was observed. Students are given opportunities to share their work During this time the teacher may decide to have students turn and talk. 4/20/2017

Sharing “We write to be read.” – Atwell, 2002 Many students will write just for the opportunity to share with classmates. Sharing time is a critical component of the writing workshop. Students share parts of their writing pieces in progress or read their latest published works. 4/20/2017

Sharing At the end of writing workshop everyday, students are brought back together for a 5-10 minute group share and reflection.    Sometimes a writer might share to ask for help or receive feedback from his or her classmates ("I like my story, but I can't think of a good title.").  The author might also want to share part of an entry of which he or she is especially proud. During many group shares, each student gets a turn to share a small part of an entry, especially if you have asked students to try a particular new skill during the day's mini-lesson.  4/20/2017

End of Workshop Share Author’s Chair 4/20/2017

Sharing At the end of writing workshop everyday, students are brought back together for a 5-10 minute group share and reflection.  When students sign up to share or are asked to share, they take a seat in the coveted "Author's Chair."  Sometimes a writer might come to the author's chair to ask for help or receive feedback from his or her classmates ("I like my story, but I can't think of a good title.").  The author might also want to share part of an entry of which he or she is especially proud. During “many” group shares, each student gets a turn to share a small part of an entry, especially if you have asked students to try a particular new skill during the day's mini-lesson. 4/20/2017

Publishing Partner Sharing Out of the Classroom Author’s Chair Publishing Party Young Author’s Day Parent Tea 4/20/2017

PORTFOLIO IDEAS The final product becomes part of the students' Writing Portfolios. 1 Final Product will be selected to be included in each student’s portfolio each nine weeks. Each nine weeks’ final product for the portfolio should be from a different writing genre. 4/20/2017

4/20/2017

Other considerations… Establish non-negotiables Establish procedures for movement Decide on signal Use writing workshop language consistently Set the length and time for daily writing 4/20/2017

4/20/2017

4/20/2017

4/20/2017

4/20/2017

4/20/2017

4/20/2017

4/20/2017

4/20/2017

4/20/2017

4/20/2017

As you arrive back from lunch… Please use your writer’s notebook to write a list of “Heart Topics”- those things that you consider dear to your heart, things that you care about and know about 4/20/2017

Mini-office and writer’s notebook 4/20/2017

Thematic Word Wall 4/20/2017

Thematic Word Banks 4/20/2017

Word Bags Purpose: To prevent overuse of words and to encourage accelerated vocabulary. Place a word on the bag and have the students fill the bag with synonyms as they come across words in their reading. marvelous Good spectacular fabulous 4/20/2017

Word Closets 4/20/2017

Word Bank 4/20/2017

Link Chains Purpose: Sequencing Events Accelerated Vocabulary Run Purpose: Sequencing Events Accelerated Vocabulary (synonyms, antonyms) Life Cycles Contractions dart dash scamper trot 4/20/2017

Picture Word Inductive Model Emily Calhoun 4/20/2017

Writing Products Third Fourth Fifth Personal/ Imaginative Narratives Journal Entries Short Report Friendly Letters Poems Directions Instructions Learning Logs Diary Entries Notes Autobiography Research Reports Business Letters: Letters of request Letters of complaint Letters to the editor Biography Interviews News Articles Essays Memoir 4/20/2017

Writing Across the Curriculum http://www.learner.org/resources/series205.html Program 15 4/20/2017

4/20/2017