Writing workshop presentation


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Writing workshop presentation

  1. 1. It’s Always the “Write” Time! Writing Workshop Artwork © GraphicGarden.com A Presentation for the National Reading Recovery Conference Columbus, Ohio February 5, 2007 Sandi Ednie, Second Grade Teacher at Elwood Haynes School Kathi Hoover, First Grade Teacher & Literacy Coordinator at Elwood Haynes School Carol Lutz, Instructional Facilitator at Darrough Chapel School & Lead Teacher for Supplemental Kindergarten Kokomo-Center Township Consolidated School Corporation Kokomo, Indiana It’s Always the “Write” Time for Teachers as Writers Sharing Our Books 􀀄Teachers as Writers = Teachers of Writing 􀀄Teachers use their own writing as mentor text
  2. 2. Sharing Our Thinking 􀀄Modeled Writing 􀀄Think Alouds 􀀄Shared Writing 􀀄Interactive Writing Our Writing Mentors 􀀄Katie Wood Ray, author 􀀄Lucy Calkins, author provider and mentor 􀀄Tammy Younts, our professional development 􀀄Jeff Williams, Literacy Coach in Solon, Ohio 􀀄Lisa Cleveland, author 􀀄Stephanie Parsons, author 􀀄Jan Richardson, presenter
  3. 3. It’s Always the “Write” Time for Getting Started with Writing Workshop Writing Workshop Format 􀀄Mini-lesson (5-10 minutes) – focus is on procedures, process, or craft 􀀄Independent writing (30–45 minutes) 􀀄Individual student conferences 􀀄Peer conferences as needed 􀀄Sharing (5-10 minutes) a We have found the following 􀀄Correction tape for Interactive Writing 􀀄Chart Paper 􀀄 Chart Markers 􀀄Date stamp with stamp pad 􀀄Staple remover (magnetic staple remover from Staples) 􀀄Stapler (the soft touch stapler from Staples is super easy for kids to use) 􀀄“Milk Crates” in which to put hanging files for student work 􀀄Trays in which to put different types of “bare” books (make books that are both portrait and landscape, lined and unlined) 􀀄Writing Workshop pocket folder for each student 􀀄Illustrating tubs filled with colored pencils and marker 􀀄Unit of Study folders for the teacher to insert lesson plans and ideas for the particular unit What Matters Most 􀀄Time – make writing a priority in your schedule. 􀀄Stamina – children should be able to write for a sustained period. 􀀄Expectations – children need to know that they need to stick with it and finish a piece of writing. 􀀄You have to know something about a subject to write about it. 􀀄We are always teaching about something. 􀀄Sharing student books from former students is a powerful way to illustrate craft. 􀀄The way we teach writing to a group of 1st or 2nd grade students will depend upon they way they were taught writing in the previous grade.
  4. 4. Kindergarten 􀀄Write every day! 􀀄Write at the same time every day.
  5. 5. 􀀄Model writing every day. 􀀄For a comprehensive writing program, include: Interactive Writing, Shared Writing, Modeled Writing, and Independent Writing. 􀀄Begin with Predictable Charts and Interactive Writing. 􀀄Compile the sentences from the predictable charts into class books that are illustrated by the author of the sentence. These books provide the foundation for “Making Stuff”. 􀀄Practice telling stories – a child can’t write a story if he/she can’t tell a story. 􀀄Ending the Writing Workshop: This recommendation comes from Hubbard’s Cupboard, a popular website for kindergarten literacy activities. This song is the signal for the end of Writing Workshop and is sung like a rap: “We’re kinder kids and we can write. We’re learning our letters and words (all right!) We like to write and we like to share So we’re taking our notebooks to our notebook nook!” http://www.hubbardscupboard.org/writing-workshop.html. First Grade 􀀄Write every day! 􀀄Teach and review procedures for the workshop – how and where do we get supplies, where can I sit, what should the noise level in the room be, where can I go for help, what do I do if I need the teacher, how do I spell a word I don’t know? 􀀄Include Interactive writing, Shared Writing, Modeled Writing, and Independent Writing in your writing program. 􀀄Begin each unit of study with sharing a book you have written, then one could be written together as a class using interactive and shared writing. 􀀄Have the books you use as mentor text available for students to reread. 􀀄Share-time is the most important part of the workshop! This time gives students the opportunity to share their smart thinking and time for the teacher to highlight and reinforce strategies they are using. Second Grade 􀀄Write every day. 􀀄Writing Workshop in our class lasts about 50 minutes daily and includes: Read Aloud, Mini-Lesson, Writing Time, Conferencing, Share Time 􀀄Author Studies are important. We have studied Jan Brett, Cynthia Rylant, Mem Fox, and Donald Crews. It’s Always the “Write” Time for Reading Like A Writer
  6. 6. No one thing we have studied about writing has made more of an impact in our thinking than learning to read like a writer. Our writing mentor, Katie Wood Ray, has opened our eyes and minds and helped us look at children's books in a whole new way. When ever we
  7. 7. go to a bookstore or book fair and look at books, we can't help but "notice" the author's intentional craft. Reading like a writer develops the craft of writing. When we notice what another author has done intentionally for us the reader, we have a whole new window into the thinking this author wanted to share. By studying authors (published and student authors), we can show children how to use the craft techniques of others in their own writing. Stress “NOTICING”! Here are just a few things you may begin to notice as you read: The Power of Three- three words used in a row to create emphasis. A Repeating Line- a phrase or sentence that repeats itself throughout a book. Big and Bold- text written in bold, capital letters to express an idea. We teach kids that when we see big, bold text we should read with a big, bold voice. Illustrations- illustrations are an important part of the story when creating picture books. Illustrators like Jan Brett have made unique illustrations her trademark. Her “frames” on each page are another way she uses to tell the story. Interesting Punctuation-We started noticing ellipses through our punctuation study. Using…to stretch out an idea, to help the reader know there’s something more to come intentional writing. read like writers: 􀀄We use b 􀀄We purchased a Mentor Text Series for the school book room from BookSource along with individual titles purchased from other book companies. We discovered the Reading Rockets Website (www.readin 􀀄We use Author videos (corporation video library) that focus on the lives o they get their ideas. We utilize these videos in our Author Studies: Brainstorm anchor charts 􀀄A Student topic sheet or ide 􀀄We emphasize “standing on another author’s shoulders” (including other stu our students are writing. g like a writer is about look did intentionally, not what the story is about. Katie Wood Ray
  8. 8. Artwork © GraphicGarden.com
  9. 9. It’s Always the “Write” Time for Units of Study In our schools and in the words of Katie Wood Ray, our primary classes are “A Happy Place Where We Make Stuff”! (About the Author, p. 1) We have included a sampling of the units of study that we are teaching this year in our primary classrooms. Our decisions are based upon our students’ needs as determined by performance assessments, state standards, students’ interests, and our own interests as teachers. We may teach different units next year based upon these same factors plus our new understandings as we grow in our development as teachers of writing. Our students’ past experiences will also be important to consider as more of our teachers begin implementing Writing Workshop. Sample curriculum planning documents are available at the end of this handout. At the end of each unit of study, we expect to see at least one piece of writing that is a product of this unit. Kindergarten 􀀄Where Writers Get Ideas 􀀄How To Read Like a Writer 􀀄Class Books including predictable charts made into books 􀀄Pattern Books (I Can, I Like, etc.) 􀀄Counting Books and Color Books 􀀄“All About” books 􀀄“How To” books 􀀄Author Studies First Grade 􀀄Where Writers Get Ideas 􀀄How To Read Like a Writer (include text structure, illustrations, etc.) 􀀄“How To” books 􀀄Illustrations 􀀄Memoir 􀀄Non-fiction Question and Answer 􀀄Pattern books include Counting Books 􀀄Poetry 􀀄Author Studies Second Grade 􀀄Reading Like Writers 􀀄Structuring Text in Interesting Ways 􀀄Illustrations 􀀄Memoir 􀀄SeeSaw Text – back and forth pattern, then and now, comparison
  10. 10. 􀀄Literary Non-fiction 􀀄Author Studies 􀀄Poetry 􀀄Punctuation Study
  11. 11. 􀀄Test Taking Study Our understandings about some of the units of study 􀀄Where Writers Get Ideas 􀀄Writers get ideas from things they know and things they care about. 􀀄Students need to be reminded that writers cannot write about things with which they have no experience. 􀀄Pattern Books 􀀄Pattern books can include: counting books, color books, pop-up books, and lift the flap books. 􀀄Pattern books have predictable structure with repeating lines. 􀀄In studying pattern books, include labeling, back and forth patterns. 􀀄Because it is so simple, teach this unit early in the year. 􀀄Many pattern books work like lists instead of stories. 􀀄Counting books are an easy starting place for kindergarten. 􀀄“How To” books 􀀄“How To” books are easily modeled in Interactive Writing in first grade 􀀄Memoir 􀀄A memoir is a story about something that happened to the writer. 􀀄A Memoir is a story about memories. 􀀄It can be written as a sequence of events over time. 􀀄Non-fiction Question and Answer 􀀄Can be taught early in the year with first graders 􀀄Should probably last about 3 weeks 􀀄Be intentional about structure 􀀄Structuring Text in Interesting Ways 􀀄Beginning writers are helped by providing mentor texts that demonstrate ways to structure text. 􀀄Books with beginnings and endings that match provide a great way to begin this unit. Repeating phrases are also a very simple text structure for young children to identify. 􀀄􀀄A question with a series of answers is another. 􀀄Others include text that moves through a time per ustrations 􀀄Noticin make their text more interesting. Students should understand that reader understand the story. Text – back and forth pattern, 􀀄The SeeSaw pattern is fun to teach and easy for kids to comprehe 􀀄It is also an easy pattern for them to produce in their writing.
  12. 12. rary Nonfiction 􀀄Literary non 􀀄They teach some facts in an interesting way. 􀀄Some of the things that kids can be encouraged borders that contain pictures and labels, using boxes to list facts, or labeling pictures. king Study
  13. 13. 􀀄Katie Wood R regular writing workshop “work” and teach prompt writing. ation Study 􀀄A punctuation reader knows how to read the text. We encourage our young writers to rsonal Narrative 􀀄It is easiest to 􀀄4 week unit 􀀄A personal na 􀀄Stephanie Parsons, in her book, first Grade Writers, relates the technique of teaching the students to tell a story across 3 (later 5) fingers (1st Grade Writers, p. 83). This was a technique that she learned at the Teachers College Reading & Writing Project. She says that it helps students visualize the story through time. The format is: Tell the story, touching successive fingers (start with thumb) at each turning point in the story - 1where we were (setting scene), 2) the problem, 3) and finally how it worked out. Remind students to tell a story that matters to them and to think about where th begins and ends. They need a plan! 􀀄Kindergarten students can write book 􀀄For kindergarten and first grade studen should be available for the students to use during independent reading and writing times. First and second grade students can write for 45 minutes. 􀀄Students are very upset if Writing Workshop is left out of t 􀀄“How To” books are too hard for early kindergarten 􀀄Seesaw text unit of study can be taught early in th 􀀄Making an Alphabet book is great for a class book, but it usually takes muc complete in his/her own independent writing. The children’s “Noticings” are amazing! Usi 􀀄Many of the mini-lessons and understandings in the units are taught using litera texts. Author studies are important because our children learn to “stand on an author’s shoulders”, as Katie Wood Ray and Lisa Cleveland would say. Some of our students’ mentor authors include: Cynthia Rylant, Donald Crews, Jan Brett, and Mem Fox. Katie Wood Ray recommends that you always refer to your mentor authors by name. Titles of children’s literature that we have used as 􀀄Many titles can be used for more than one teaching point and more than one unit of study.
  14. 14. 􀀄It is very important that the literature has been shared previously as a read-aloud. 􀀄Specific craft techniques are shared through literature during mini-lessons. 􀀄We keep “Unit of Study” folders in which we keep our teaching ideas. We ins the mentor texts we used and note the source (personal library, school library, public library, the teacher next door, or the bookroom) so that we can easily locate the text the next year.
  15. 15. Artwork © GraphicGarden.com
  16. 16. It’s Always the “Write” Time for Sharing Our Writing Share-time is held during the last 5-10 minutes of Writing Workshop. It is an opportunity to acknowledge student effort and celebrate success! We have learned that choosing 1-2 students each day who are trying out craft and convention strategies we have talked about in class, works best. Powerful teaching moments often present themselves during this time. Modeling by thinking aloud provides your students with the language they need to effectively think and talk about their own writing and the writing of others. Student Authors Sharing Their Books 􀀄Provides opportunities to present to a group 􀀄Share where their idea came from 􀀄Explain their intentional strategies 􀀄Give credit to writing mentors (authors of mentor text) Student Readers Sharing Their Thinking 􀀄Learning to ask thoughtful questions 􀀄Learning to give thoughtful suggestions 􀀄Sharing praise with their friends Teachers Using Powerful Teaching Moments se of strategies by student writers 􀀄Highlighting the intentional u 􀀄Model thoughtful questioning 􀀄Model thoughtful sugg
  17. 17. It’s Always the “Write” Time for A Mentor Text These lists were compiled from the books listed in the bibliography or from our own resources in our classrooms and school libraries. The appropriate grade level is a judgement call on the part of the teacher and the needs of the students. Many of the books can be used in any of the primary grades. This list will be constantly updated by individual teachers. Grade Level Title Author Reading Like A Writer Unit of Study K-2 The Great Gracie Chase Rylant, Cynthia In My New Yellow Shirt Spinelli, Eileen Mud Ray, Mary Lyn Mothers Are Like That Carrick, Carol Launching Writers' Workshop Unit of Study – where writers get ideas K-1 Dear Mr. Blueberry James, Simon Listening Walk Showers, Paul What Do Authors Do? Christelow, Eileen Mud Ray, Mary Lyn “Let’s Get a Pup!” said Kate Graham, Bob Tulip Sees America Rylant, Cynthia The Relatives Came Rylant, Cynthia All The Colors of the Earth Hamanaka, Sheila 2 Author: A True Story Lester, Helen The Day Eddie Met the Author Borden, Louise How Writers Work Fletcher, Ralph If You Were A Writer Nixon, Joan Lowry Knots on a Counting Rope Archembault, John Nothing Ever Happens on 90th Street Schotter, Roni Tulip Sees America Rylant, Cynthia Three Days on a River in a Red Canoe Williams, Vera You Have to Write Wong, Jante Zoom Banyui, Istvan Mice and Beans Ryan, Pam Munoz Two Mrs. Gibsons Igus Toyomi Pattern Books Unit of Study K-2 Our Granny Cowley, Joy
  18. 18. When I Was Little Curtis, Jamie Lee A Party Cowley, Joy When I Was Five Howard, Arthur When I Was Young in the Mountains Rylant, Cynthia Birthday Presents Rylant, Cynthia If You Meet a Dragon Cowley, Joy Earrings Viorst, Judith