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Welcoming our littlest writers to workshop. beautiful beginnings. Facilitated by Angela Stockman Winter 2014. OUTCOMES. Portraits of our littlest writers Nesting: creating a welcoming workshop environment Routines, rituals, and room to grow Crafting a quality curricula - PowerPoint PPT Presentation
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Welcoming our littlest writers to workshop
beautiful beginnings
Facilitated by Angela StockmanWinter 2014
OUTCOMES▪ Portraits of our littlest writers▪ Nesting: creating a welcoming workshop environment▪ Routines, rituals, and room to grow▪ Crafting a quality curricula▪ Creating a vision of the writers you hope to produce▪ Defining our needs and sketching an action plan
Portraits of Our Littlest Writers
Sharing Stories of Promise and Strength
What is good writing? What does it mean to become
a writer?
How does learning happen?
Photo by Silvia Tolisano
What I’m learning…..WE ACT AND WRITE WITH COURAGE
WE SEEK UNDERSTANDING BEFORE DOING
WE PERSEVERE
WE COLLABORATE
WE SHARE OUR EXPERTISE
WE GIVE OF OURSELVES AND ACT WITH KINDNESS
WE REFLECT ON WHERE WE’VE BEEN, WHERE WE ARE GOING, AND HOW WE PLAN TO GET THERE
WE KNOW THAT WRITING IS OFTEN A SLOW PROCESS
WE TRY TO DEVELOP BETTER AND BETTER AND BETTER STRATEGIES FOR IMPROVING OUR OWN WORK AND HELPING OTHERS
Nesting: Creating a Welcoming Workshop Environment
▪ A special space for intimate, shared learningFlip chart, markers, white board(s), Elmo, mentor text boxes, carpet(s), couches, bean bag
chairs▪ Varied spaces for independent writing
Desks, nooks, carpets, bean bag chairs, corners, window seats, tents, forts, outdoor spaces▪ Spaces for conferring with peers and teachers
Conferring corners, separate rooms, teacher spaces, back tables▪ Print rich walls, halls, and classroom libraries
Room for anchor charts, celebrations of works in process, publishing, word walls, mentor texts of all kinds, interactive bulletin boards, libraries of mentor texts organized by trait, process or dispositions▪ Spaces for Supplies
Notebook creation, maintenance, and organization, paper, writing utensils, crafting supplies, tech tools, paper rolls, Post- Its, write on/wipe off boards, chalkboard access, staplers, in/out bins, folders, editing and feedback tools and tip sheets
Getting to Know Your Writers!
Assessing what Matters: Readiness, Ability, Interests
Getting writing right:what does this even look like?
Thinking about WRITING CURRICULA
ALIGNMENT
REPRESENTATION
CULTURE
SUSTAINABILITY
• STANDARDS MATTER, BUT WHAT IS YOUR GREATER VISION?
• WHO DOES YOUR WORK EFFECT THE MOST? ARE YOU ACCESSING THEIR VOICES AS YOU PLAN?
• WHAT MATTERS?• HOW CAN YOU ENSURE THAT YOU
BUILD SOMETHING THAT LASTS BEYOND THIS YEAR?
• WHAT VALUES, BEHAVIORS, SOCIAL SKILLS, HABITS, DISPOSITIONS DO YOU HOPE TO CULTIVATE?
Thinking about WRITING INSTRUCTION
• Most writing workshop days look a little like this:
•Mini-lessons (5-15 minutes)• Independent Writing (20-30 minutes)•Conferring (during independent writing)•Celebration (5-10 minutes)
• TOTAL WRITING WORKSHOP TIME: 30-55 minutes
▪ Are BRIEF▪ Arm writers with one SPECIFIC and PRACTICAL strategy that helps
them establish routines, develop craft, process, or dispositions▪ Make wide and varied use of rich, interesting mentor texts ▪ Uncover pathways for learners to “write like” these beloved authors▪ Enable learners to see the teacher as a writer, view their works in
progress, and listen to their very real stories of struggle and triumph over writing challenges
▪ Often result in the creation of anchor charts, which contain the learning of the lesson over time
▪ Are often designed in response to needs that emerge from student writing as they draft and confer with teachers
GREAT MINI-LESSONS
Assessment:From the Latin verb assidere, meaning “to sit beside.”
THINKING ABOUT ASSESSMENT TYPES AND PURPOSES
Assessment FOR Learning▪ Drafts of written works across
different modes/genres▪ Notebook tinkering▪ Reflections on learning, growth,
problems confronted and solved, dispositions
▪ Drafting, feedback, revision, editing, and publishing skills
▪ Digital writing and learning skills
Assessment OF Learning▪ Final copies of written works
across different modes/genres▪ Culminating tasks—final
revisions▪ Timed, on-demand writing
tasks▪ Benchmarks▪ NYS Assessments
WHAT MATTERS MOST WHEN IT COMES TO IMPROVING WRITING PERFORMANCE?
▪ Clear targets: standards/craft/process/dispositions▪ Multiple models and mentor texts that define
quality▪ Practice▪ Immediate, criteria-specific feedback that aligns
to target▪ Strategy coaching, aligned to target▪ Multiple revisions
shaping Your Writing Framework and nurturing your Professional Practice
• Assessment
• Professional Inquiry
• Reflection
• Instruction
• Curriculum
CraftProcess
Dispositions
Mini-LessonWriting
ConferringCelebratio
n Purpose
Definition of QualityFeedback
Multiple Models
ReflectionRevision
Assessing Needs and Strategic Planning
But what about performance?
http://www.flickr.com/photos/sean002/2510540027/
TAKING A TEST
BECOMING A WRITER
Which would YOU choose?http://www.flickr.com/photos/somemixedstuff/2403249501/
WHICH
DO YOU
CHOOSE?
THE MOST IMPORTANT
WRITINGINSTRUMEN
TTO
PUTIN
THEIRHANDS?
BALANCE
BUILDSBETTERWRITER
S
Community Fellows Strive to Embody Certain
Dispositions
Which Support the
Writer's Process
Allowing for the Development of
Writer's Craft
•Courage and Initiative •Understanding•Perseverance•Reflection•Expertise•Cooperation and Collaboration
•Prewriting•Drafting•Peer-Review•Editing•Revising•Publishing
• Compelling Ideas• Engaging Voice• Effective Word Choice• Clear Organization• Fluent Sentences• Proper Use of Conventions
Writer’s Work
Writing is a RECURSIVE process
THE WRITING PROCESS
PrewritingDrafting
Peer-ReviewEditing
Publication
Which parts of the process show up most
in your classroom? Least?
Writing is a Process
Considering MODES and PURPOSECOMMON TEXT TYPES
(MODES)
Narrative TextInformational Text
Persuasive TextClaims
Procedural TextPoetic
FunctionalHybrid
COMMON PURPOSES FOR WRITING
To EntertainTo Inform
To DescribeTo Advocate
To ThinkTo Connect/Collaborate
To Build Collective Intelligence
PREWRITING
Strategies for Support:
PromptsArtifactsPicturesMusicVideo
MovementEquations
RAFTSConversation
Web Tools
Traits to Focus on During Pre-Writing:
IDEASVOICE
▪ Invite or inspire pre-writing activities.
▪ Come from our experiences, our connections, and our previous understandings.
▪ May be generated from artifacts, photographs, movement, music, conversation, guided brainstorming and more…..
▪ Require good writers to select appropriate MODES and to define their PURPOSES.
▪ Move readers from general to more refined topics.
▪ Inspire careful observation.
▪ Require independent use of higher level thought.
IDEAS
VOICE▪ The “sound” of the writer or the speaker.
▪ Tone that is appropriate to the task.
▪ Commitment to the piece—involvement.
▪ Attention to the topic.
Voice▪ Requires that writers shift the way they speak in response to MODE and
PURPOSE.
▪ Invites diversity and complexity.
▪ Built when students take RISKS.
▪ Thrives in a comfortable atmosphere.
▪ Suffers when we overemphasize formulaic processes or models.
Drafting
▪ The importance of understanding MODES and the
power of MENTOR TEXT.
▪ Approaching topics from varied
angles.
▪ Writing beside them.
Traits to Focus On As We Draft
IDEAS
VOICE
ORGANIZATION
Organization“Organization is what you do
before you do something so that when you do it it’s not all mixed up.”
Winnie the Pooh
http://blog.wired.com/geekdad/books/index.html
Organization▪ Requires that writers develop an INVITING lead for that provokes
questioning and curiosity.
▪ Inspires a body of work that attends to these questions and curiosities in a logical manner.
▪ Relies upon smooth transitions and the articulation of turning points and resolutions.
▪ Requires a conclusion that satisfies the questions and curiosities provoked by the lead and may inspire new ones. It does not, however, introduce new information.
ORGANIZATIONWHAT IT IS….
A lead that “hooks” reader and provokes questions.
A core that provides details in a logical manner and transitions between them smoothly.
An ending that satisfies the questions raised within the work.
HOW WE SUPPORT IT…
Models and mentor texts
Story boards
Graphic organizers
Exploring mentor texts
leads
endings
in-betweens
Beyond Peer-Conferencing:
Peer Review
ProcessesModeling With Fishbowl
Coaching With Push/PauseAssessmentEvaluation
Traits to Focus On During Peer-Review
IDEAS
VOICE
ORGANIZATION
WORD CHOICE
SENTENCE FLUENCY
WORD CHOICE
“The race in writing is not to the swift, but to the original.”
----William Zinsser
Word Choice▪ Original words
▪ Precise words
▪ Engaging words
▪ Varied words
▪ Attention to dialect and formality
Sentence fluency▪ Fluent sentences appeal to the ear and the
eye.
▪ They vary in length and structure.
▪ They convey character, emotion, and reveal voice.
▪ Rhythm, rhyme, and repetition of vowel and consonant sounds effect fluency.
EDITING
How are YOU strong as an
editor?
Differentiating the peer-editing
process.
Traits to Focus On As We Edit IDEAS
VOICE
ORGANIZATION
WORD CHOICE
SENTENCE FLUENCY
CONVENTIONS
CONVENTIONS: THE LAST CONVERSATION
▪ Attending to conventions happens at the END of the writing process.
▪ Effective writers understand why editing is necessary. Strong writers know that editing isn’t merely about “fixing up” writing.
▪ Edits are intentional, effective, and do not strip the work of voice, ideas, or fluency. They BUILD it.
PUBLISHING
What does this mean to you?
How is the definition shifting?
What opportunities are available?
Approaching InstructionTeach Craft Inside the Process: One at a Time
– Activate Background Knowledge Artifacts, Music, Video, Movement, Manipulatives
– Define the Trait– Model With Mentor Text– Anchor With Rubric– Provide Guided Practice– Formatively Assess/Reteach
Fold Into the Process
Link Back to the Dispositions
Find the Assessment
ReferencesGray, Theresa (2006). Slideshare. Writing Frameworks. Retrieved January 21,
2009 from: http://www.slideshare.net/TGray/writing-frameworks
Martin-Kniep, Giselle O. Communities That Lead, Learn, and Last: Building and Sustaining Educational Expertise. California: Jossey-Bass, 2008.
National Board for Professional Teacher Standards. “What Teachers Should Know and Be Able to Do: The Five Core Propositions.” Retrieved Aug. 21, 2008 from http://www.nbpts.org/the_standards/the_five_core_propositions
Stockman, Angela (2008-2013). WNY Young Writers’ Summer Studio. Presented at 3062 Delaware Avenue, Kenmore NY 14217.