1. June 2o, 2012

2. Writing Workshop Review: What did we learn last year?  Silent Discussion: What is writing workshop?  What are the components of writing workshop?  What are some of the things that went well for you last year in writing workshop?  What are some things that you would like to do better/different this year in writing workshop?  What do you need more assistance with in implementing writing workshop?  Chapter 8: “Changes” from Reflections of Elementary and Middle School Teachers

3. Reading Like a Writer  Read Chapter 2 of Live Writing by Ralph Fletcher  Do you read like a writer? Take 60 seconds….  Turn and Talk: How can we encourage our students to read like writers?

4. How Read Aloud Nourishes Writing  Read aloud builds community- builds relationships between students and teacher  Read aloud creates common experiences that the class shares together and can refer back to in later lessons  Read aloud allows us to learn about our students (we can then help them find topics to write about)  Read aloud fills the “storehouse” in their heads and builds the foundation needed to grow as readers and writers

5. How Independent Reading Nourishes Writing  Time spent reading books of choice fuels student writing  Students discover genres and authors they love  They choose to return to their favorites and through rereading deepen their knowledge of individual texts  Knowing your students’ tastes as readers can help you confer with them on their writing (help them use these as models)

6. How Independent Reading Nourishes Writing  Time spent reading books of choice fuels student writing  Students discover genres and authors they love  They choose to return to their favorites and through rereading deepen their knowledge of individual texts  Knowing your students’ tastes as readers can help you confer with them on their writing (help them use these as models)

7. How Book Discussions Nourish Writing  Use books to talk explicitly about good writing and the choices writers make to craft their texts  Studying author’s craft in reading workshop will make us better writers  Use books to demonstrate how authors can write about the same topic using different genres

8. How Book Discussions Nourish Writing  Writing asks students to make many decisions:  What will I write about?  How will I write about it?  What am I trying to accomplish/Who am I writing for?  How might I begin? How should I end?  Shall I be playful or serious?  Is this the best word to use?  “Students can’t make these choices in a vacuum. Literature fills that void.” --Fletcher and Portalupi, 2001

9. How Literature Fits in Teacher-Student Conferences  Teachers need to bring out the reader in the writer  The more you know about your students as readers, the better you can challenge them to think critically about their writing  “Writing without reading is like seesawing alone. Without someone on the other end of the teeter-totter, it’s impossible to get off the ground.” --Fletcher and Portalupi, 2001

10. How are reading and writing connected in the workshop model?  At different times during the year both reading and writing workshops are geared to focus on different genres  Students read and write in these genres, apprenticing themselves as readers and authors of fiction, non-fiction, poetry and more.

11. A Quick Snapshot of How Reading and Writing Workshop Fit Comprehension strategyWriter’s workshop genreMini-lesson focus ConnectionsPersonal narrativeVoice, leads QuestioningResearch/expositoryAccuracy, primary and secondary sources VisualizingDescriptiveLanguage systems InferringPersuasiveVoice, leads Determining importanceWriting on demandVoice SynthesizingMysteries, suspenseCharacter development

12. “Reading, Writing, Harvesting Hope” Chapter 1 from Notebook Connections by Aimee Buckner Strategies that Work pg. 5-11 Figure1.1Writer’s NotebookReader’s Notebook StrategiesStrategies help writers develop ideas for writing pieces. Strategies are used throughout the writing process to support the writer in completing a finished piece Strategies help readers focus their thinking— giving them choices for how to respond to a text. Strategies may be used over a period of time as a reader completes a text and may be reused with a new text. Entries-Entries are about a page long, giving the gist of a story or the writer’s thinking about a topic. - Writers purposefully explore a topic for writing using several entries in a row. -Writers use notebook entries to try out writer’s craft that may be used in a draft. -Writers eventually use the entries to create finished pieces of writing outside of the notebooks. -Entries may be as short as a few sentences or as long as a page. Entries may lead to a new line of thinking with the text. They are a place holder for ideas the reader wants to share with others or to further explore on his or her own. Patterns of thinking may appear through entries for a similar book or across texts. AssessmentAssessment is based on a preponderance of evidence over several entries. A rubric is used to guide this holistic approach.

13. Reading Like a Writer: From Notebook to Notebook pg.73  As a reader:  Stop yourself when you have read a really great part of a book  Go back and reread the same part two or three times  What do you notice the writer did to help you enjoy the piece as a reader?  Record this in your reader’s notebook as you read.  As a writer:  Try to use some of the techniques you notice when you write in your writer’s notebook.  Make a quick note to yourself about what you’re trying to do so we can talk about it later.

14. Favorite Authors and 3 Things to Know  Pgs. 80-81  Round Robin Share-Favorite Authors and Why

15. Read to Write Strategies from Notebook Know-How by Aimee Buckner  Read pgs. 55-57  Strategy 1-Grabber Leads  Strategy 2- Try 10  Strategy 3-Mapping the Text  Strategy 4-Poetry Pass  Strategy 5: Charting Authors’ Styles