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Pisd summer writing institute 2013 day 1
Pisd summer writing institute 2013 day 1
Pisd summer writing institute 2013 day 1
Pisd summer writing institute 2013 day 1
Pisd summer writing institute 2013 day 1
Pisd summer writing institute 2013 day 1
Pisd summer writing institute 2013 day 1
Pisd summer writing institute 2013 day 1
Pisd summer writing institute 2013 day 1
Pisd summer writing institute 2013 day 1
Pisd summer writing institute 2013 day 1
Pisd summer writing institute 2013 day 1
Pisd summer writing institute 2013 day 1
Pisd summer writing institute 2013 day 1
Pisd summer writing institute 2013 day 1
Pisd summer writing institute 2013 day 1
Pisd summer writing institute 2013 day 1
Pisd summer writing institute 2013 day 1
Pisd summer writing institute 2013 day 1
Pisd summer writing institute 2013 day 1
Pisd summer writing institute 2013 day 1
Pisd summer writing institute 2013 day 1
Pisd summer writing institute 2013 day 1
Pisd summer writing institute 2013 day 1
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Pisd summer writing institute 2013 day 1

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  • Group 1: p. 168-170; Group 2: p. 170-172; Group 3: p. 173-176; Group 4: p. 176-178; Group 5: p. 179-180; Group 6: p. 180-184
  • Distribute notebooks
  • Mini-lesson: Developing a topic from Writing Territories
  • Transcript

    • 1. PISD SUMMER WRITING INSTITUTE JULY 31ST, 2013 Good morning! • Sign in. • Log in to a computer. • Open Internet Explorer, and go to goo.gl/s4nqfc to begin your welcome assignment. View slides for this presentation at goo.gl/E6x2Jv
    • 2. GOALS AND BARRIERS On the PINK sticky notes, write the big goals you have for student writers in your class.
    • 3. GOALS AND BARRIERS On the PINK sticky notes, write the big goals you have for student writers in your class. On the YELLOW sticky notes, write the barriers that stand in your (and your students’) way of reaching those goals.
    • 4. OUTCOMES In this 3-day session, participants will:  Understand how the Writing Workshop structure can help middle and high school students become better writers.  Plan units, mini-lessons, procedures, and strategies to be implemented in their own classrooms.  Use the Workshop structure to take a piece of their own writing through the writing process.
    • 5. SCHEDULE Day 1: July 31st Day 2: August 1st Day 3: August 2nd • What is Workshop? • Setting up notebooks • Model Lesson/Time to write • Workshop routines and procedures • Genre studies • Planning time • Mini-lessons • Model Lesson/Time to write • Conferring • Assessment and Evaluation • Student panel • Publishing our writing • Debrief
    • 6. What comes to mind when you hear the term, Writing Workshop? Text 145600, followed by your answer, to 37607 Online poll created with www.polleverywhere.com
    • 7. WHAT IS WRITING WORKSHOP?  Read Chapter 1, “The Writing Workshop.”  Which of your ideas did you see affirmed in this chapter?  What new ideas did you see in this chapter?
    • 8. WRITING WORKSHOP IS… Organized, rigorous, and purposeful Generative Differentiated WRITING WORKSHOP IS NOT… A free-for-all Derivative Uniform .
    • 9. WRITING WORKSHOP: MIDDLE SCHOOL MODEL  What a 50 minute class looks like:  Mini-lesson  Whole class teaching  10 minutes  Work time  Students engaged in writing  Individualized teaching/conferring  30 minutes  Share/self assessment/reflection  10 minutes Mini- lesson Work time Share
    • 10. WRITING WORKSHOP: HIGH SCHOOL MODEL  What a 90 minute class looks like: Minilesson 10 minutes Write 25 minutes Share 10 minutes Minilesson 10 minutes Read & respond 25 minutes Share 10 minutes
    • 11. VIDEO http://www.youtube.com/watch?v=l0cejtxxoNo
    • 12. DURING THE BREAK… Do you have comments, questions, concerns, or feedback about… • Writing Workshop? • This presentation? • The presenter’s impeccable fashion sense? If so, go to: goo.gl/M5mki
    • 13. WHY NOTEBOOKS?  As you read your section: 1. One to two sentence summary of your section: what does the author say about notebooks? 2. One application for your teaching. 3. One question you would ask the author, or that lingers in your mind.
    • 14. WHY NOTEBOOKS? Take a moment to look through the student notebooks at your tables.  What do you see students doing in their notebooks?  What topics are students writing about?  What types of writing do you notice?  What surprises, interests, or confuses you?
    • 15. LAUNCHING OUR NOTEBOOKS  Writing to think vs. writing to publish  Writing Territories
    • 16. LET’S EAT!  We will start the afternoon session at 1:00 PM.  Bring your notebook with you during lunch.
    • 17. SCHEDULE Day 1: July 31st Day 2: August 1st Day 3: August 2nd • What is Workshop? • Setting up notebooks • Model Lesson/Time to write • Workshop routines and procedures • Genre studies • Planning time • Mini-lessons • Model Lesson/Time to write • Conferring • Assessment and Evaluation • Student panel • Publishing our writing • Debrief
    • 18. WRITING WORKSHOP: MODEL LESSON Mini-lesson (10 minutes) Work time (30 minutes) Share (10 minutes)
    • 19. DURING THE BREAK… Do you have comments, questions, concerns, or feedback about… • Writing Workshop? • This presentation? • The presenter’s feeble attempts at self-deprecating humor? If so, go to: goo.gl/M5mki
    • 20. CLASSROOM REFLECTION  What do you think a Writing Workshop would look like in your classroom, with your students?  Which aspects of the Workshop structure would benefit your students?  What problems and challenges do you foresee?
    • 21. MAKING WORKSHOP THE NORM “It is crucial for students to have frequent, predictable time set aside for them to write . . . When students know they’ll have a specific time to return to a piece of writing in progress, they think about that work when they are away from their desks.” - Ralph Fletcher and JoAnn Portalupi,
    • 22. MANAGING WRITING WORKSHOP: THE FIRST 3 WEEKS (AND BEYOND) TIME  Schedule for the week  Schedule for each class period  Why we spend so much time writing and reading SPACE  How the classroom is arranged  Where and how to store your notebook  Keeping your work area neat  When/where to get materials (stapler, hole puncher, colored pencils, etc.) USING THE NOTEBOOK  Numbering pages, skipping lines  Leaving left-side pages blank  Taking drafts out of the notebook  Word processing on the computer  How to get started writing WORKING WITH OTHERS  Volume and whispering  How to have a writing conference  How to share your work with a partner or small group  How to listen when someone is sharing
    • 23. HOMEWORK  We will have time tomorrow to plan for the first few bundles. Bring any texts or other materials you would like to have to plan for your first genre unit of the year. 6th & 7th grade: Memoir/Personal Narrative English I and II: Short Fiction/Literary Analysis Continue to live the life of a writer. Bring your notebook home with you and write down thoughts, musings, or topics you can come back to later.

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