1. Writing Units of Study Dr.Lori Poole January 13, 2017

2. Learning Targets I can name my beliefs about writing instruction.
I can unpack the Writing Units of Study kit for my grade level.
I can name and explain the components of a writing workshop model.
I can utilize the learning progression and grade level rubric to drive my instruction.

3. What are the essentials necessary for writing instruction?
Jot down your thoughts...
What are the essentials necessary for writing instruction?

4. Hmm...
“The emphasis will be on helping youngsters grow as writers rather than on helping them make particular pieces of writing exceptionally strong.”
~Lucy Calkins

5. Hmm...
“But if students’ work is well below the expected level, you will know this is where your teaching must begin. And while you have far to take your students, the good news is that at the end, you’ll be able to see exactly how far they’ve progressed and celebrate their visible progress.”
~Lucy Calkins

7. Purpose of the Units of Study

8. Research Principles

9. Research Principles

11. Overview of the Series

12. What Does My Kit Contain?

13. Overview of the Series

14. Overview of the Series

15. A Guide to the Writing Workshop

16. A Guide to the Common Core Writing Workshop
Unpacking the Box
A Guide to the Common Core Writing Workshop
Chapter 5: Provisioning a Writing Workshop (room arrangement and routines)
Chapter 6: Management Systems(minilesson, work time, conferring)
Chapter 7: Inside the Minilesson
Chapter 8: Differentiated Feedback (Conferring)
Intermediate Grades - Chapter 5: notebooks, folders, and paper

17. When a student enters your school, what promise do you make about the writing instruction he or she will receive?” - Lucy Calkins

18. A Guide to the Common Core Writing Workshop page 20-21
“Teaching writing is not about waiting for children to grow on their own.”
A Guide to the Common Core Writing Workshop page 20-21

19. Primary Grades Ch. 4: Necessities of Writing Instruction
What are the
“Bill of Rights”
that guide your work with students as writers?
Read aloud page 29 Primary

20. Essentials TIME Write for real purposes Write for meaning / choices
Explicit instruction
Go through writing process
Read as writers
Make goals / get feedback

21. Ch. 5: Provisioning a Writing Workshop
“To teach writing, you need to establish an environment and structure that will last throughout every day of your teaching.”
*What consistent structures
need to be in place?

22. The Environment For Writing Instruction
Meeting Area: A Space for Gathering
Work Areas: A Space for Writing and Conferring
The Writing Center
Materials
Setting Children Up with Writing Folders, Writing Utensils, & Writing Paper
Creating & Displaying Classroom Charts

23. 1st Grade Writing
All types of writing are valued. Clearly labeled with type of writing. Choice is apparent.
PS 158

24. 2nd Grade Writing
Checklist is used. Each piece of writing is labeled with a goal from the checklist.

25. 2nd Grade Writing
Checklist is used. Each piece of writing is labeled with a goal from the checklist. Mentor piece is labeled with expectations.

26. 3rd Grade Writing
Writing is not polished. Drafts are posted. All types of writing are valued.

27. Clearly labeled and visible anchor charts with student work as examples.

28. If ...Then...Curriculum

29. Unpacking the Box

31. Writing Pathways

32. Unpacking the Box
Learning Progressions = Help teachers plan next steps for all levels of writers
On-Demand Assessment = Pre / post assessment; place copy of pre-assessment at beginning of writing notebook
Rubrics = for teachers only
Checklists = for teachers and students to set goals and see expectations
Exemplar Pieces = Two writers who are successful in different ways

34. Work with your team to determine norms and calibrate scoring

36. Available in Writing Pathways Resource Book
Illustrated Checklists
Available in Writing Pathways Resource Book

38. Writing Prompts

39. Let’s dive into
Unit 1

40. Unit 1: Narrative Welcome to the Unit Overview (inside cover) Contents
Bend I, II, III
Sessions
Mini-lesson
Read Welcome to the Unit. Establish 3 priority goals for the unit. Record on Unit Plan. Read overview, TOC, Bend I, II, III.
The Mentor Text list is in the ELA -> Writing folder on Google Drive. Stacey has ordered most of the Mentor Text. We will continue to add to the list each year. LC recommends you stick with one text so that students know it well, and you are not spending time explaining what the story is about before using the text to model an example.

41. Understanding a Session

42. Mastering the Mini-lesson
Following the steps of a mini lesson helps to ensure the presence of a true writing workshop.
Connection
Teaching Point
Teaching
Active Engagement
Link
“Off You Go”

43. Connection (3 minutes)
This is the listen up phase of a lesson. This is a signal to students that what they’re about to hear is important.
* Refer back to previous learning (anchor chart)
* Name the teaching point that you are aiming to teach
For example: “Today I want to teach you….”
* Becomes the next bullet on your anchor chart, expanding on the previous lesson
* Allows time for students to make connections and recognize between their learning and their writing
* Ends with a clear teaching point
Connection to previous lesson
Setting the purpose

44. Teaching (5-6 minutes)
This is when the teacher works his/her way through a piece of writing from across a unit of study.
* Demonstration: Showing/telling
* Guided practice: an instructive practice they would not have had on their own
* Explanation with example: explicitly telling with an example
* Inquiry: questioning that often combines guided practice and demonstration
The teacher is modeling and writing in real time. Establish gradual release (think it, talk it, write it).

45. Active Engagement (3-5 minutes)
This is when children are given the opportunity to try what has been taught while you interject quick prompts that scaffold them through the steps or what you want them to do or lift the level of what they are doing.
* Turn and talk with a partner about a specific point in their writing
* Acting out a situation to enhance a specific point in their writing
* Turn and talk with a partner and tell your partner what you saw me do that you could do, too
* Students “try their hand” in what the teacher demonstrated
* Set children up to carry on the book talk with a partner using prompts to refer back to the story and apply to their own writing
Suggestion: Keep same partner for a unit. Teacher assigns partners based on level of writing or knowledge of the students (personalities/strengths/weaknesses).

46. Link (2-3 minutes)
This is when the teacher brings the mini-lesson all together. The teacher reminds the students of the goal of the day’s mini-lesson and how to apply the mini-lesson into their writing.
* Refer to an anchor chart (presumably the same one that was mentioned in the connection)
* Remind students that their work does not only focus on the day’s specific mini-lesson but on all strategies learned thus far
* Send-off with the teaching point in mind. “Remember you can try….”
Send students off to write independently for an extended amount of time. Teachers can observe students (Student Engagement Inventory) or use the time for conferring. Explain Mid-workshop teaching (catch and release).

47. Kindergarten Mini-lesson
Video of a Mini-Lesson
As you watch the video, focus on the architecture of the mini-lesson.
Kindergarten Mini-lesson
2nd Grade Mini-lesson
Share copy of “Architecture of a Mini-lesson” A Guide to Writing Workshop.

49. Read like a writer, write like a reader.
Mentor Texts
Read like a writer, write like a reader.

50. Heinemann Site Registration

52. Join TCRWP on Facebook!

53. Place your screenshot here
Join TCRWP on Twitter!

54. Encourage your school to buy the book!

55. Questions?
Comments?
Any concerns?

56. Dr. Lori Poole sipofliteracy@gmail.com lpoole@lexington1.net
Contact Information
Dr. Lori Poole