Global Share Of Writers WorkshopPresentation Transcript
Global Share in Writers Workshop Presented by Sarah Thompson North Star of Texas Writing Project
Flip back through your writers notebook and find a piece that you’ve been working on or finished that you haven’t shared yet, whether it be in Author’s Chair or your Response Group.
Take a moment and think about why you haven’t. What factors led to that decision?
Share reflections with your tablemate.
Share reflections with the group.
Workshop Dilemma #1
“ Not enough time for Author’s Chair.”
“ I don’t get enough feedback in my group.”
“ Miss T. doesn’t always have time to read my Daily Pages.”
“ I have an idea about what I want to write, but I want to see what my friend thinks.”
“ Sometimes these kids just don’t get my writing.”
Solution Attempt #1
71% of students with online access use social networking tools on a weekly basis (Richardson 2008)
49% of my Fourth Grade students used MySpace last year
There are 57 million blogs that get almost 1.7 million posts a day. (Richardson 2008)
Other Blog examples…
“ Hearing our words helps us to both see and hear the rhythms of our writing. It gives us the opportunity to test the reactions of audience and to explore whether we have lived up to our intentions.” (Lamott 1995)
“ It is a place where we learn together and where we support each other in that learning in important ways.” (Wood Ray 2001)
Am I really ready for my students’ writing to be published for the world to see?
Are they capable of offering and receiving constructive criticism from friends and strangers?
“ Some writing is too personal or revealing to be shared, but we want our kids to have the experience of seeing their words fly beyond the confines of their notebooks . We want them to see that writing does real work in the real world . (Fletcher 2001)”
Solution Attempt #2
Our Class Mission Statement
We, the Thompson Texans, work to be successful so that we are prepared for fifth grade. To do this, we study, listen, cooperate, and work hard to achieve our goals. By following all school rules, we are learning to become responsible citizens. Thompson Texans show respect to everyone to be the best that we can be!
Why are we here? What do we have to do well together? How will we do it?
The North Star Blog
Etiquette versus Blogetiquette
List as many good manner rules as you can think of.
Are there different rules for different situations?
How does this connect to writing? The Internet?
Let’s create some etiquette rules for our blog.
Our Blog Guidelines
Use standard classroom register.
Focus on the positive. Think about your critical friends.
If you want feedback, you have to be willing to give feedback.
Say what you need!
Participation isn’t mandatory, but is welcomed for the site to be a success.
Don’t share personal information. Keep it professional. Represent the program!
My Class Examples
Don’t be a LURKER! Give feedback.
Use the CAPS LOCK for SMAPHO details. Any other time might mean your yelling!
Leave only positive comments or constructive criticism. Think about the feedback you would like to receive.
Never include personal information about your whereabouts.
If you can’t talk about it at school, don’t talk about it on the blog.
Be original. No two people will have the same version of the same story. We each write in unique ways.
Only log-in as yourself and keep your info. Private.
You may think you’re being helpful, but others may not. So please do not edit or delete someone else’s work.
Student Samples and Feedback
This is a true story One day a kid went to school.He had alot of friends. His last name is spelled like this, G.a.y.e. That splles Gaye. All his friends were making fun of is last name. They keep saying that it is spelled without the e. He found out about it on 12-17-07. Now he figured out that if someone is mean to you ignore them or tell the teacher. So on that day he thought for the rest ofthe day. Then he found out what he was going to do, is what he does best. It is ignoreing. So he did at the end of the day but it didnt't help people to stop making fun of his last name. So he just took advice from his mom .
POSTED BY STAGAY AT 3:11 PM 6 COMMENTS
Hey don't worry about those knuckleheads. If you don't respond to them you won't give them anything else to pick on you about. I remember when I was picked on for my glasses. Keep your chin up.
Who cares what other people say it is your last name and you should be proud of it.
I'm sorry that had happened to that person. He must have felt terrible about that. Going to the teacher was a good idea. so maybe they would stop!
Hope that never happens again
Patrick Kelley - Richland High School chemistry said...
A great story. I laughed through the whole thing. I got scared for Mr. E for a little bit, but when he got his presents, I think that it all turned out ok. Forty four years old, is that old or not....I am not quite sure. Great job. I enjoyed your stories.
Mrs. Cypert's 4th grade class said...
Your story had lots of voice!! It was webbed together well and stayed on topic. I would give you a 4!!!
Wow!!! Here is some true writing talent. Keep up the good work and one of you could be the next great author!!!
Peggy Bell said...
Those are absolutely delightful. Excellent use of suspense! As another blogger said, these stories had a lot of voice, and I think that's marvelous. I really enjoyed the challenge faced by switching out the good and bad and still finding ways to put positive spins on the story; that shows a lot of creativity and ingenuity.
Mr. E's Birthday Stories
One day, Mr. E went to school with his three children. That day was his 44 th birthday and the teachers and students wore blue to surprise him. When he saw the teachers in their Chelsea attire, he fainted to the floor with a PLOP! Oh that‛s bad! No, that‛s good! He opened his eyes to the angry, snarling faces of the players from the FC Barcelona team. He realized he was in an England Futbol Stadium. Oh, that‛s good! No, that‛s bad! Mr. E was not dressed appropriately for a game. His suit and tie made him stick out like a sore thumb. He didn‛t have time to think as the ball was coming his way. Oh, that‛s bad! No, that‛s good! As the ball flew through the air, he jumped up and headed the ball into the goal. A loud SCREAM came from the audience. Oh, that‛sgood! No, that‛s bad! He quickly saw that he had scored a goal for the opposing team. His coach was yelling like a raving Tasmanian devil and his teammates ran to tackle him. Oh, that‛s bad. No, that‛s good! As he was trampled to the ground, his head hit the side of the goalpost. His eyelids fluttered open and he was face to face with Mr. D. Oh, that‛s good! No, that‛s bad! The sight of Mr. D caused him to scream like a little girl! The students and teachers laughed and began to sing the Chelsea Anthem. His birthday celebration had just begun. Everyone had 44 items to give him on his special day! Oh, that‛s good. No, that‛s GREAT!
This made me think about..
I wonder why…
Your writing made me think we should…
I wish I understood why…
This is important because…
I can connect to this…
This makes me think of…
I didn’t understand…but you could try…
Across curriculum (Science and Math examples)
On-line Filing Cabinet
Any other ideas?
(20) Writing/evaluation. The student evaluates his/her own writing and the writings of others. The student is expected to:
(A) apply criteria to evaluate writing (4-8);
(B) respond in constructive ways to others' writings (4-8);
(C) evaluate how well his/her own writing achieves its purposes (4-8);
(D) analyze published examples as models for writing (4-8); and
(E) review a collection of written works to determine its strengths and weaknesses and to set goals as a writer (4-8).
(22) Writing/connections. The student interacts with writers inside and outside the classroom in ways that reflect the practical uses of writing. The student is expected to:
(A) collaborate with other writers to compose, organize, and revise various types of texts, including letters, news, records, and forms (4-8); and
(B) correspond with peers or others via e-mail or conventional mail (4-8).
(7) Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to:
(A) use software programs with audio, video, and graphics to enhance learning experiences;
(B) use appropriate software to express ideas and solve problems including the use of word processing, graphics, databases, spreadsheets, simulations, and multimedia
(8) Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student is expected to:
(A) use communication tools to participate in group projects;
(C) participate with electronic communities as a learner, initiator, contributor, or mentor.
(11) Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to:
(A) publish information in a variety of media including, but not limited to, printed copy, monitor display, Internet documents, and video
Fletcher, R., & Portalupi, J. (2001). Writing Workshop: The Essential Guide . Chicago: Heinemann.
Laminack, L., & Ray, K. (2001). The Writing Workshop: Working Through the Hard Parts (And They're All Hard Parts) . urbana, il: Natl Council Of Teachers.
Lamott, A. (1995). Bird by Bird: Some Instructions on Writing and Life . New York: Anchor.
Richardson, W. (2008). Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms . California: Corwin Press Inc.,U.S..