1. Nancie Atwell Prof. Myrna Monllor Jiménez Prof. Helen Avilés Abreu

2. Nancie Atwell Teaches seventh and eighth grade writing, reading, history Teaches seventh and eighth grade writing, reading, history Has received awards for distinguished research in the teaching of English Has received awards for distinguished research in the teaching of English National Council of Teachers of English National Council of Teachers of English David H. Russell Award David H. Russell Award MLA Mina P. Shaughnessy Prize MLA Mina P. Shaughnessy Prize

3. Her Books

4. Atwell’s Seven Principles of Teaching Writers need regular chunks of time to write. Writers need regular chunks of time to write. Writers need their own topics. Writers need their own topics. Writers need response during the composing process. Writers need response during the composing process. Writers learn mechanics in context. Writers learn mechanics in context. Writers need to know adults who write. Writers need to read Writing teachers must become writers and researchers Seven Principles That Guide Teaching and Student Learning in the Atwell Curriculum http://home.moravian.edu/public/educ/Shosh/MPLFS.html

5. The Writing Workshop Provides immediate response Provides immediate response Never writes comments on students’ papers Never writes comments on students’ papers Writers work and finish papers at their own pace Writers work and finish papers at their own pace Goes to their desks for writing conferences Goes to their desks for writing conferences Listens to what they wrote, but doesn’t read the drafts Listens to what they wrote, but doesn’t read the drafts Reflects upon the reading (Listens for meaning) Reflects upon the reading (Listens for meaning) Summarize, paraphrase, restate Summarize, paraphrase, restate Gives the writer an opportunity to explore their options Gives the writer an opportunity to explore their options Doesn’t praise Doesn’t praise

6. Getting ready for writer’s workshop 1.Sets up different work sites 2.Puts out supplies and references clearly labeled 3. Designates conference corners/ affixes a pocket with paper for note taking 4.Prepares permanent writing folders 5.Prepares daily writing folders with three forms students are responsible for : Titles and dates of finished pieces My ideas for writing Things ___ can do as a writer 1.Mini-lesson (5-10 minutes) 2.Status-of-the-Class Conference 3.Write/Confer 4.Group Share (5-7 minutes)

7. Teacher’s Record Keeping Status-of-the Class Conference (Donald Graves) Status-of-the Class Conference (Donald Graves) Introduces writers’ options: draft, revise, topic, conference, Introduces writers’ options: draft, revise, topic, conference, respond, abandon respond, abandon Takes three minutes of the class time Takes three minutes of the class time Verbal contract Verbal contract Conference journal Conference journal 8 pages per student 8 pages per student Record of the skills taught through the mini-lessons, anecdotes of things that happened during conference, comments that will help the teacher as a researcher Record of the skills taught through the mini-lessons, anecdotes of things that happened during conference, comments that will help the teacher as a researcher

8. Example of Status-of- the- class 24 students

9. Writers’ Workshop Students write for 2/3 of the class Students write for 2/3 of the class Students may not erase so that they save it as a record of their thinking and how it has changed Students may not erase so that they save it as a record of their thinking and how it has changed Write on one side of the paper Write on one side of the paper Save everything Save everything Date and label everything Date and label everything Group share: sharing a technique that worked, a new piece of writing, a lesson learned, receiving different input Group share: sharing a technique that worked, a new piece of writing, a lesson learned, receiving different input

10. Evaluation Looks for growth in the following areas: Looks for growth in the following areas: Finding a subject Finding a subject Collecting specific information on that subject Collecting specific information on that subject Ordering that information Ordering that information Presenting that information with clarity and grace Presenting that information with clarity and grace Following the customs of spelling, mechanics, and usage. Following the customs of spelling, mechanics, and usage. Amount of time and effort spent on writing Amount of time and effort spent on writing Degree of risk-taking and initiative Degree of risk-taking and initiative

11. Sample Evaluation Criteria 20 pts.CONTENTSupplies appropriate and significant information 20 pts.CLARITYOrganizes and presents content to meet a reader’s needs 20 ptsMECHANICSSpelling, punctuation, margins, paragraphing, legibility 15 ptsFOCUSNarrow topics 15 ptsCOMMITMENTUses time productively, confers with self and proofreads 10 ptsRISK-TAKINGWilling to try new modes, topics, forms, techniques

12. Bibliography Atwell, Nancie. In the Middle: Writing, Reading, and Learning with Adolescents. Boyton/Cook Publishers, 1998. Atwell, Nancie. In the Middle: Writing, Reading, and Learning with Adolescents. Boyton/Cook Publishers, 1998.