Perfecting the Writing Perfecting the Writing Workshop in Your Workshop in Your

Classroom Classroom

Leon County SchoolsOffice of Curriculum Services

December 11, 2012

Today’s AgendaToday’s Agenda

Writing Workshop in the ClassroomPlanning Instruction from Writes Upon

RequestTransitioning from FCAT 2.0 Writing to

Common Core ELA StandardsNext Steps

Writing Towards HomeWriting Towards Home

Personal Writing Still Has a Place Personal Writing Still Has a Place in our Schoolsin our Schools

“I, myself, write to change my life, to make it come out the way I want it to. But other people write for other reasons: to see more closely what it is they are thinking about, what they may be afraid of. Sometimes writers write to solve a problem, to answer their own question. All these reasons are good reasons. And that is the most important thing I'll ever tell you. Maybe it is the most important thing you'll ever hear. Ever.”

― Patricia MacLachlan, Word After Word After Word

Writing Next Report from Writing Next Report from CarnegieCarnegiepages 3-5pages 3-5

pages 15-21pages 15-21

Writing WorkshopWriting Workshop

Building a successful writing community requires:

A reliable, consistent, and sufficient block of time for daily writing-at least 45 minutes*Physical environment conducive to sustained writing experience-desk arrangement: groups or partners, writing resources (dictionaries, thesauruses, pencils, highlighters etc.) easily accessibleA set of rehearsed writing workshop procedures involving materials, movement, and writing process components-writer’s workshop schedule, strong classroom management routinesA continuing curriculum of content and skills---the tools of writing all writer’s use-writing process, traits of writing, grade level standards and benchmarksUse of writer’s vocabularySelf evaluation procedures for all writers-progress monitoring schedule, revising/editing rubrics/strategies, mentor texts/anchor papers Efficient record keeping- Writer’s Notebook, papers scored with feedback in timely fashion so that students can revise and edit those papers, goal setting, charts

Monday Tuesday Wednesday Thursday Friday*Students will work in the prewriting stage and be able to read prompt, analyze prompt and decide purpose for writing. *They will brainstorm ideas before planning through oral discussion, shared writing experiences, listening to literature, or watching video clips. Purpose is to build background experiences and increase topic related vocabulary.*Students will share ideas orally so that any problems with ideas (too similar-one is a detail of the other) can be clarified.

*Students will be able to move from the prewriting stage to the drafting stage. *Teacher will model writing introduction. *Students will draft introduction. *Teacher will model writing first reason supporting paragraph. *Students will draft first reason supporting paragraph.*Teacher will hold conferences with students while students are drafting- attempting to read each student’s progress.*Students that wander off task easily will sit within close proximity to teacher to avoid off task behavior.* Students will share their supportive paragraph with a partner, small group, or the whole class.

*Students continue drafting their first reason supporting paragraph. *Review their plan for the second reason supporting paragraph and begin drafting it. *They will continue on to the conclusion only if they have supported both reasons completely.*Students will share their supportive paragraph with a partner, small group, or the whole class.

*Students will revise for word choice and quality of support. *Teacher will share samples of writing.*Students will analyze sample for strong vocabulary.*They will then delete and add vocabulary to their essay as necessary.*Teacher will model what an anecdote or personal memory looks like-Students will add at least one to their writing for elaborative support.*More conferencing will continue while students are revising for word choice and adding their anecdote.*Students will share one part of their paper that they made a revision to either for word choice or elaboration.

*Students will edit their paper for punctuation errors, capitalization errors, spelling and basic organization.*Teacher will model editing marks they will focus on.* Students will rewrite paper if this is a writing sample that is going to be displayed.*All students will share their completed essay with a partner, small group, or the whole class to celebrate their success.*All writing-from prewriting to final copy will be kept in student’s Writer’s Notebook.*All writing samples will be scored using the state rubric and 2012-most recent Calibration Set.

Organization of the Writing Workshop

Mini-Lesson: 5-10 minutes Monday, Wednesday and Friday

5-20 minutes Tuesday and ThursdayFocus target lesson, modeled writing, read aloud to illustrate target skill

Independent Writing: 10-20 minutes Monday, Wednesday and Friday

15-25 minutes Tuesday and ThursdayDuring the writing session, students are actively writing with or without your guidance .

Students:Prewriting independently or in groupsWriting a practice pieceDrafting an ongoing pieceDrafting a new piecePeer conferencingRevising with a focusEditing using a checklistConferencing with teacherConferencing with a partner

Teacher:Roving to encourage, guide, and helpConferencing with studentsConducting small group focus lesson or conference

Sharing Component: 5-10 minutes Monday, Wednesday and Friday

5-15 minutes Tuesday and ThursdayAuthor’s Chair-1-4 students present writing to class or small group and ask for classmates to Bless (give specific praise); Press (offer constructive criticism with solutions to improve); or Address (concentrate and give feedback on a specified area of focus).Peer sharing- Every writer shares with a buddy before putting writing away.

Instructional Support Instructional Support for the Writing Workshopfor the Writing Workshop

Annotated Writing Workshop Lesson Plan:

Introduction for TeacherHookPrewritingRevisingEditing

Using Writes Upon Request to Drive Instruction

Using Writes Upon Request Using Writes Upon Request to Plan Instructionto Plan Instruction

Study high scoring papers to see what the students do well in their writing.

Study 2’s, 3’s, and 4’s to see what the student writers do not know how to do that the high scoring students do well.

Plan course of action for your class and individual students.

5 and 5.5 papers5 and 5.5 papers

Read the student paper out loud in your group. Individually, annotate the parts of the paper that

show student strengths in writing.As a group, make a list of what this student does

well that is earning him or her a high score.Study “Common Language of FCAT 2.0 Scoring”

to see if you have covered all of the student’s strengths.

4.0 Paper4.0 PaperRead the student paper out loud in your group.Individually annotate the parts of the paper that

show student strengths in writing.As a group:

◦ Make a list of what this student was unable to do that the previous writer did well.

◦List what you would you do to work with this student.

3.5 Paper3.5 Paper

Read the student paper out loud in your group.Individually annotate specific places in the paper

where the student could have included missing elements that were in the 4.0 paper.

As a group:◦Make a list of what this student was unable to

do that the writer of the 4.0 did well.◦Explain the difference between this paper and

the 4.0 paper.◦List what you would you do to work with this

student.

3.0 Paper3.0 Paper

As a group, read the student paper out loud in your group.

Individually, annotate specific places in the paper where the student could have included missing elements that were in the 4.0 paper.

As a group:◦Make a list of what this student was unable to do

that the writer of the 4.0 did well.◦Explain the difference between this paper and the

4.0 paper.◦List what you would you do to work with this

student.

2.5 and 2.0 Papers2.5 and 2.0 Papers

As a group, read the student paper out loud in your group.

Individually, annotate specific places in the paper where the student could have included missing elements that were in the 4.0 paper.

As a group:◦Make a list of what this student was unable to

do that the writer of the 4.0 did well.◦List what you would you do to work with this

student.

Whole-class InstructionWhole-class Instruction

Assuming your entire class had similar results to these students, how would this impact your whole-class instruction for writing?

Writing and Reading Connection

Writing and Reading ConnectionWriting and Reading Connection2nd Quarter

Weeks 1 & 2(Week of October 29th )(Week of November 5th)

Weeks 3 & 4(Week of November 12th)(Week of November 19th )

Week 5(Week of November 26th )

  Writing Workshop   

 

Think about why you think it is important to be a good reader. Write to explain why you think it is important to be a good reader.

Think about the effects of having homework on the weekend. Write to convince teachers whether students should have homework on the weekend.

Writes Upon Request Preparation

Prentice Hall Literature Book Connection  

Emancipation by Russell Freedman p. 600 Brown vs. Board of Education by Walter Dean Myers p. 605

Supplement-Great Books Roundtable Sample Unit Level 2Harrison Bergeron

Who can replace a man? By Brain Aldissp. 248

Achieve3000 Article Connection An American Hero Too much Homework? NO way!

Are you ready, Schools?(Please assign and give feedback on the setting the purpose and thought question this week)

Vocabulary*

Predominantly DeliberatingOppressed 

Affluence RecoiledDegrading 

Distinction RespectivelyDeficiency 

Bell Work Focus Area

Vocabulary  

Vocabulary  

Vocabulary  

Homework Reinforcement of previously taught skills Reinforcement of previously taught skills Reinforcement of previously taught skills

Writing and Reading Connection:Writing and Reading Connection:A Sample LessonA Sample Lesson

Writing and Reading Connection:Writing and Reading Connection:A Sample LessonA Sample Lesson

“How do you think industrialization impacted the lives of early Americans?”

Take the next 5-7 minutes to create a response.

From From Hard Times Hard Times by Charles Dickensby Charles Dickens

“It was a town of red brick, or of brick that would have been red if the smoke and ashes had allowed it…it was a town of machinery and tall chimneys, out of which interminable serpents of smoke trailed themselves forever and ever…It contained several large streets all very like one another, and many small streets still more like one another, inhabited by people equally like one another, who all went in and out at the same hours, with the same sound upon the same pavements, to do the same work, and to whom every day was the same as yesterday and tomorrow, and every year the counterpart of the last and the next.”

From From Hard Times Hard Times by Charles Dickensby Charles Dickens

“It was a town of red brick, or of brick that would have been red if the smoke and ashes had allowed it…it was a town of machinery and tall chimneys, out of which interminable serpents of smoke trailed themselves forever and ever.

What does it mean to terminate something? What does the prefix “in” mean? How does the suffix “able” affect the meaning of the

word? How do the words “forever and ever” help you

understand the meaning?

From From Hard Times Hard Times by Charles Dickensby Charles Dickens

“It contained several large streets all very like one another, and many small streets still more like one another, inhabited by people equally like one another.”

What is a habitat? What does the prefix “in” mean in this word? What does it mean to inhabit?

From From Hard Times Hard Times by Charles Dickensby Charles Dickens

“….every day was the same as yesterday and tomorrow, and every year the counterpart of the last and the next.”

What clues in this sentence helps us understand the meaning of the word “counterpart”?

What is the Text Structure?What is the Text Structure?

Narrative Descriptive Problem-Solution Comparative Cause-Effect Sequence Question-Answer Cyclical

Identify clues to the text structure in the text.

What is the Text Structure?What is the Text Structure?

Narrative Descriptive Problem-Solution Comparative Cause-Effect Sequence Question-Answer Cyclical

Identify clues to the text structure in the text.

Text MarkingText Marking

Write the letter “T” over any words in the text describing the town in the passage.

Write the letter “P” over any words describing the people in the passage.

Challenging Text-based QuestionsChallenging Text-based Questions

Work with a partner in creating challenging text-based-questions based on the passage and text markings.

Text-based WritingText-based Writing

What is the author’s view of industrialization? Use evidence from the passage to support your position.

Author’s ChairAuthor’s Chair •Bless - The listener tells the writer what he or she did well, providing specific examples.

•Address – The writer asks the listener to provide specific feedback on one element of the writing.

•Press – The listener provides the author constructive feedback on improving the draft.

Analysis of Text-Based WritingAnalysis of Text-Based Writing

•Let’s first take a look at the evaluation tool based on FCAT 2.0 Writing.

•Together let’s evaluate the first student paper.

Student Paper #1Student Paper #1

In this passage, the author is attempting to illustrate the negative impact of industrialization in a town. Even in the title, Hard Times, he expresses that industrialization has brought about some difficulties in life in this community. He begins this passage by detailing how the smoke from chimneys has hidden the beauty of the rich brick buildings that once lined the streets. He shows the prevalence of the smoke by using descriptions such as “interminable serpents of smoke (trailing) forever and ever.” This image portrays the “town of machinery” as one which is draped in smoke from the factories. He transitions from this factory city to the homogenous lives of the people with a description of the city streets which all look the same. Like the factory lined streets, the people have become uniform with little differences in their lives. In other words, all the people look the same and do the same things over and over. The writer is clearly trying to show that factories have ruined the city and resulted in a mundane and uninteresting existence for its people whose lives revolve around the “town of machinery.”

Student Paper #2Student Paper #2

The author doesn’t like industrialization because it is smoky with a lot of ashes. There is a lot of machinery and tall chimneys, smoke is coming out of buildings like snakes and it is every where. All the streets look the same, the people work the same hours and make the same sounds when they walk on the pavement. They all do the same thing every day and every year. He does not like industrialization.

Student Paper #3Student Paper #3

The author thinks industrialization is bad. He says there is a lot of smoke and ashes with tall chimneys. He says the smoke is like snakes coming out of the chimneys. Smoke is not good for people, it can give you cancer and make you sick, so the author thinks the smoke is bad. All the streets are the same with a lot of people who are doing the same thing all the time, he doesn’t like industrialization. All the streets look the same. There is a lot of machinery in the town.

Feedback on Student WritingFeedback on Student Writing

•Sufficient•Timely•Focused•Appropriate•Acted upon

Feedback on Student WritingFeedback on Student Writing

•Student Conferences•Marginal/Global Comments•Opportunities for Revision•Goal Setting•Others?

Thank you for Thank you for your active and your active and positive positive participation.participation.

Before leaving, Before leaving, please complete please complete an exit slip. an exit slip.

Thank you!Thank you!