Superintendent’s Conference Day The Writer’s Workshop: Creating Accomplished Writers
Of all the things I could do to help my students as writers, learners, and people, what might be the most important?
The Art of Teaching Writing by: Lucy Calkins (1994)
Some Background Information 2008 Grade 6 ELA Results (295 students) Current 7 th Graders 21 (7%) 207 (70%) 54 (22%) 3 (1%) Level 4 Level 3 Level 2 Level 1 2008 Grade 5 ELA Results (284 students) Current 6 th Graders 15 (5.1%) 232 (82.6%) 35 (11.5%) 2 (.8%) Level 4 Level 3 Level 2 Level 1
More Background Information 260 (66%) 316 (80%) 295 (77%) Total Number of tested students and percentage of those students who scored at a level 3 or above (2008 ELA) 130 (72%) 174 (86%) 139 (81%) Girls 130 (60%) 142 (75%) 156 (74%) Boys Grade 8 Grade 7 Grade 6
Elements of a Writing Workshop
Writer’s Talk (optional)
Evaluation - Share Writing
Gives background information about an author
Focus on author’s thoughts/ideas about writing
Read a short excerpt from an author’s work
Give students a quote from the author
Focus on one aspect of writing instruction (guidelines, writer’s craft, conventions)
Lessons are 7-12 minutes in duration
Objective should state what writers do and why they do it
Example : Writers _____ in order to _________.
Independent Work Time
Students write independently based on the day’s minlesson
Students can work on a new piece of writing or revise a previously written piece
Teacher takes time to confer with student writers
Vital to the success of a writing workshop
Gives students the opportunity to share their writing with their peers
Allows students to hear other ideas
Allows the teacher to assess the level of lesson comprehension
Roles Within the Workshop
Share your own writing and ideas
Confer w/ students
Gather print resources
Participate in minilessons
Confer w/ teacher
What should they write?
Please refer to pg. 76 of your packet
Sample “Map of Writing”
With your team, list what genres you believe are essential and appropriate for sixth graders to work on
-consider what you have done in the past
-consider what the NYS ELA requires students to understand
What should they write?
In cross-team groups, compare your genre lists and try to come up with a consensus “writing map” of genres for sixth grade.
Where to go from Here
In your packets :
Page 68: Management Lesson Ideas
Page 70: Conventions Lesson Ideas
Page 72-73: Craft Lesson Ideas
Please respond to the following questions :
What is one thing discussed today that might affect change in your classroom?
What is one thing we talked about today that you still have questions about? Is there anything discussed today that you have concerns about? Why?