1. Reading and Writing Connections

2. Focus Questions What are the components for an effective writing program? What is writer’s workshop, and how can it help students become skilled and motivated writers? How can teaching the 6+1 traits of effective writing provide a common vocabulary for both narrative and expository writing? What are the main components of writing fluency?

3. Class challenge Tell about a time that you went on a trip. Perhaps it was a field trip or a family vacation. Be sure to brainstorm, write a rough draft, and a final copy.

4. Troubleshooting— Why Writing May Be a Dreaded Chore No confidence No ideas Too many ideas Unfamiliar organizational patterns No interest in writing

5. Inspiring Students to Write Ideas for helping students become engaged writers who write for authentic purposes: Dialogue journals Narrative pieces that are longer and more in- depth than the ordinary story writing assignment Writing poetry through the use of literacy scaffolds Writing informational text

6. An Effective Writing Program in Grades 4–8 Schedule plenty of time for writing Teach the writing process as a way to write Use writer’s workshop as a structure for writing Provide feedback on students’ writing through peer and teacher conferences Use the “Six +1 Traits” to explain good writing in ways students can understand

7. Stages of the Writing Process 1. Planning/prewriting 2. Composing/drafting 3. Revising 4. Editing 5. Publishing

8. Basic Structure and Parts of a Writer’s Workshop Structure: Takes place 2 or 3 times a week Often alternates with reader’s workshops or literature circles Involves rotating through different writing stations Parts: Minilessons State-of-the-class conferences Writing and conferencing Group sharing

9. Planning/Prewriting Stage Exploring and organizing ideas to write about: Two-column method (list of likes/dislikes) List of topics attached to the inside of a writing folder Graphic organizers Brainstorming Clustering

10. Example of Brainstorming Students’ Writing Ideas Zoo trip

11. Composing/Drafting Stage Develop topics and translate ideas into written form Mark key concepts developed during brainstorming

12. Zoo trip lions elephants Train ride Picnic lunch reptiles tigers chimpanzees chaperones Third graders bus sandwiches apples cookies Ice cream

13. FIRST DRAFTS OR ROUGH DRAFTS From the graphic organizers and brainstorming maps the students can pull which ideas he or she deems most important. The student can then use these ideas to begin writing. Students may find difficulty getting started in this stage of writing. If the student has done complete brainstorming, then they should be able to begin elaborating on the topic.

14. Last school year we went on our third grade field trip to the zoo. there we saw many different kinds of animals, explored lots of learning activities, and had a picnic lunch. What we saw ? Lions Chimpanzees birds What we did? rode the train sea lions show Petting zoo What we ate? Sandwiches Ice cream cookies Last year we had a field trip to the zoo. We saw lots of amazing animals, participated in fun activities, and enjoyed many different kinds of foods. I hope every year we have a field trip as nice as that one.

15. Rough Draft Last school year we went on our third grade field trip to the zoo. There we saw many different kinds of animals, explored lots of learning activities, and had a picnic lunch. Our first stop was the lions. We had never seen such large animals in the cat family. They were so scary. The chimpanzees made us laugh as they played on the rope swings. The birds were also so special. I did not know that there were that many different breeds of birds just right at our zoo. In third grade we had a field trip to the zoo. We saw lots of amazing animals, participated in fun activities, and enjoyed many different kinds of foods. I hope every year we have a field trip as nice as that one.

16. Last school year we went on our third grade field trip to the zoo. There we saw many different kinds of animals, explored lots of learning activities, and had a picnic lunch. Our first stop was the lions. We had never seen such large animals in the cat family. They were so scary. The chimpanzees made us laugh as they played on the rope swings. The birds were also so special. I did not know that there were that many different breeds of birds just right at our zoo. Second paragraph Third paragraph In third grade we had a field trip to the zoo. We saw lots of amazing animals, participated in fun activities, and enjoyed many different kinds of foods. I hope every year we have a field trip as nice as that one.

17. Let their writing guide your instruction As a writing teacher you may not know which things to work on with your students to improve writing. Use their writing samples to guide your instruction. Teach using mini lessons. These are 5-10 minute lessons targeting a skill that is needed based on their writing. Show a new skill to the class and give examples of how to incorporate it into their writing. Challenge students to use the new skill in the revising stage.

18. Possible Mini lesson Topics Let your student’s writing guide your instruction. Appropriate vocabulary and strategies for finding words How to determine when a paragraph is needed How to select specific mood words The conventions for a business letter Procedures for writer’s workshop How to select a topic Examples of imagery from familiar literature

19. Revising Stage Involves: Re-examining content, word choice, and organization Rethinking style Methods: Response guides (compliments and questions) Peer editing (PQP—praise, question, and polish)

20. Editing Phase The piece of writing is the student’s original work so the student should be the one to edit his or her piece of writing. You may provide hints and corrections on a separate page or sticky notes. Never use a red pen!!! Provide a checklist for them to use in editing.

21. Editing Stage— Example Editing Checklist

22. Writing and Conferencing Characteristics: Should be brief Focus is on a piece of writing the student is doing Each day is different The teacher is a co-collaborator rather than an authority. Students should take an active role by asking questions.

23. 6 + 1 Trait Writing Guide to Revision

24. Publishing Stage Forms of sharing and disseminating writing: Actual book format Classroom bulletin board School showcases Class or school newspaper Magazines Websites for students’ work For example, http://www.frodosnotebook.com/http://www.frodosnotebook.com/

25. Reasons for Group Sharing or Author’s Chair Gives students an opportunity to impress an audience Allows peer editors to see how their ideas had an effect on the piece Builds a sense of community Makes literacy public Shows interconnectedness between reading and writing

26. Using Technology in Classroom Writing Websites: Used for further research and understanding of a topic Used to publish writing Word processing programs: Used for generating ideas, prewriting, brainstorming, free associating, revising, and editing Used to produce a professional-looking piece of writing

27. Using Literacy Scaffolds for Writing Poetry  Provide a scaffold based on the work of a poet whom students admire  Read examples of other work using the scaffold  Guide students through the scaffold and the conventions the poet/poem employs  Brainstorm words or phrases to use in the new poem  Write a group poem on the chosen topic, using the scaffold and brainstormed words/phrases  Have students write their own poems, and then revise, edit, and share them

28. Writing Extended Narrative Text Gives students a feeling of accomplishment and pride Challenges them to produce a complex set of characters who evolve Helps them write something similar to an adult novel in scope and size

29. Writing Informational Text Explains an idea, object, or process Presents material whose purpose is to explain or inform and to tell readers something they may not already know Can be easier than narrative text to find topics to write about

30. Elements of Expository Writing Thesis statement Topic sentence Transition phrases Examples, evidence, and explanations Conclusion

31. Homework/Writing challenge Write a personal narrative. Tell about the best birthday you ever had. Use the model we discussed today to brainstorm, map out your writing, and create a rough draft. Be prepared to share and peer edit with your face partner at the next class meeting. I will give you time now to get started brainstorming while I walk around and assist you.