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A CLOSE LOOK AT ORGANIZING AND PLANNING FOR WORK THAT MAKES A DIFFERENCE
HOSTED BY BERGENFIELD, NJ SCHOOLS
PRESENTED BY GINNY LOCKWOOD
Creating Rigorous and Joyous
Writing Workshops
January 2011
Our Day Together
Reflect on our current practices in writing instruction
Discuss the “basics” of successful writing workshops
Clarify and come to better understand the purpose and importance of each phase of the writing process
Look closely at how national standards translate into monthly, weekly and daily writing instruction
Engage in the writing process ourselves
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There is a striking difference between simply guiding young writers through the writing process and, conversely, helping them to feel the qualities of living the life of a purposeful and effective writer.
That difference lies in a well organized and well structured Writing Workshop.
3
In Writing Workshops, writers…
• Become fully invested in their writing work
• Write freely and write A LOT
• Fully understand the purpose of each phase of the writing process
• Come to know the writing styles of others
• Develop comfort in giving and receiving constructive feedback
• Write with authenticity and purpose
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Cambourne’s Conditions of Learning
Immersion
Demonstration
Expectation
Responsibility
Use
Approximation
Response
Must be accompanied by engagement
Probability of engagement increases when these conditions are present
5
The Writing Process
Collect Entries
Choose an Idea
Develop the Idea
Draft
Revise
Edit
Publish
Within the writer’s notebook
Outside of the writer’s notebook, on paper kept in a drafting folder
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Questions To Consider: Leaning into Process
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What do I know about this kind of writing?How might a writer of this kind of writing
live in a writer’s notebook?Why might a writer of this kind of writing go
public with what s/he writes?What is the impact of this kind of writing on
the reader?Where are excellent examples of this kind of
writing and how can they help?
Teaching Toward Specific Outcomes8
Kind of Writing: _______________________ How might I quickly define this kind of writing? What is the structure? What is the content? What makes it high quality (craft)? What makes it more easily readable?
Construct Indicators of Understanding
A note from a trusted voice…
“Value” is at the root of the
word “evaluation” and so what we evaluate needs to come from what we value as a writing community.
-Katie Ray
9
Unit of Study: _________________10
Collecting Entries
Choosing Developing
Drafting Revising Editing Publishing
Number of Days
Possible Mini-
Lessons
Try-it-Together 1: Collecting11
A Day in Writing Workshop
Mini-LessonIndependent work time
Children work independently adding daily mini-lessons to ongoing repertoire
Teacher confers with individual writers or meets with small groups
Share
Consistency of routine allows for a great variety of content!
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Flexibility Within Boundaries13
Writing workshop is a structured time utilizing consistent daily teaching methods
Within these structures, children benefit from lots of room for exploration and discovery within the parameters of the curriculum
We teach the HOW, not the WHAT
Setting up Writing Environments
Meeting area where students gather for lessons and share sessions
Well organized and well stocked writing center Variety of paper Variety of writing utensils Variety of revision tools
Writing notebooks and drafting folders organized for most efficient access
Mentor texts available to students
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A note from a trusted voice…
“The writing you get out of your students can only as be as good as the classroom literature that surrounds it.”
-Ralph Fletcher
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Possible Titles for Charts Early in the Year
What do strong/respectful writers do during Writing Workshop?
Strategies for generating ideas:
Writers are never finished so when we think we are done we can:
Things writers ask themselves when rereading their work:
(Any chart you feel will help to support the work you are doing!)
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Try-it-Together 2: Choosing17
Parts of a Well Structured Lesson
Connection
Teach (I do)DemonstrationExplanation with strong example
Active Engagement (We do)
Link (You do)
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Lessons that Transfer to Independence
Rather than asking who remembers what you did yesterday, tell them what you want them to think about as you start teaching
Demonstrate and name the work
Stay focused…avoid the “teachable moment”
Fewer voices contributing during the “Teach” part
All writers busy during the “Active Engagement” part
And above all…avoid “Highlight and Hope” lessons!
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Variety in “Active Engagement” Part of Lessons
After you teach and before they leave the lesson, writers actively engage in “trying on” the lesson and can:
Try what was taught On a shared piece On children’s own pieces in their notebooks or folders
Comment on what seems hard about itDiscuss how to do it betterNotice and name differences between two
demonstrations (of differing quality)Critique and question the demonstrationAdvise on how to improve a demonstration
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Try-it-Together 3: Developing21
Making the Most of Share Time
Students who have done well with the day’s teaching point
Students who have done well in a different or unexpected way
Students who typically struggle, and who have had a breakthrough
Students who have done the very thing you plan to teach tomorrow
Students who want help from the community
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Understanding the Standards
Children are expected to…
Write in a variety of genre
Revise and edit their work
Publish their work
Use technology
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Sample Curricular Calendars24
Try-it-Together 4: Drafting25
Comprehension Strategies and Reading Units
Comprehension Strategies and Reading Units
Writing Traits andWriting Units
Writing Traits andWriting Units
Strategies are taught in isolation briefly
Strategies are revisited across the year
Strategies support the work of all Units of Study
Traits are taught in isolation
Traits are revisited across the year
Traits support the work of all Units of Study
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Units of Study and Six(+One) Traits
Try-it-Together 5: Revising27
Planning in the Upper Grade Writing Process
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Collecting Entries
Choosing Developing
Drafting Revising Editing Publishing
Number of Days
Possible Mini-
Lessons
Next Steps…
What predictable issues will you face as you take on this work?
What is one way your understanding of Writing Workshop was clarified such that your teaching will be different in the coming year?
What is one area in which you would like more support or knowledge?
Was there anything today that stands out as particularly helpful or transformative to your understanding?
29