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Incorporating writer’s workshop into the elementary classroom
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Incorporating writer’s workshop into the elementary classroom


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  • Content Share = Retell and ask questions about writing, Suggest revisions or rehearsal ideasCraft share = Craft techniques, reread writing, share craft with partnerProcess share = Get writing process ideasProgress share = share and reflect on writing progress, set new goals
  • The Relatives Came by Cynthia Rylant
  • Transcript

    • 1. Incorporating Writer’s Workshop into the Elementary Classroom
      Erik Wittmer
      5th Grade Teacher
      Park Hills Elementary
    • 2. Setting The Foundation
      What is your definition of Writer’s Workshop?
      What is your opinion about Writer's Workshop?
      What questions do you have about Writer’s Workshop?
    • 3. What is Writer's Workshop according to Erik?
      DAILY, structured time
      Teacher provides explicit instruction
      Students select their own topics to write about
      Students are encouraged to be risk takers as they develop their own individual writing style
      A community to share and learn from one another
    • 4. Framework for Writer’s Workshop
      The Mini-Lesson
      (5-10 minutes)
      Independent Writing
      (20-30 minutes)
      • 2-3 Students
      (5 Minutes)
    • 12. Components of Mini-Lessons
      Pulling students together
      Setting the tone
      “Show and Tell” the objective
      Get students involved
      5 -10 Minutes
    • 13. Components of Independent Writing
      Initially just write for extended period of time
      Free writing
      Play with writing
      Staring off into space
      Drafting a writing project
      20 -30 Minutes
    • 14. Writer’s Stamina with Katie Ray Wood
    • 15. Components of Sharing
      Simple Response Share
      Survey Share
      Focused Share
      Student-as-teacher share
      Content Share
      Craft Share
      Process Share
      Progress Share
    • 16. Talk Time
      Turn to a Partner and Talk about the Different Components in a Writer’s Workshop
      Be sure to include the time frames
    • 17. Why Writer’s Notebooks
      Practice Writing
      Generate Text
      Find Ideas
      Practice grammar
      Become a stronger writer
    • 18. Structure of Writer’s Notebooks
    • 19. Decorating the Notebook
    • 20. Eliminate “I don’t know what to write about”
      History of a Name
      Writing from a list
      Top 10, Worst 5
      Scary Stories
      I Wonder/Question
      Daily page
      Write off Literature
    • 21. More Ideas
      Topic Blast
      What Bugs Me
      Good Ideas/Bad Ideas
    • 22. Preschooler Talks about his notebook
    • 23. Talk Time
      Turn to a Partner and Talk Writer’s Notebooks
      What are you going to do to promote daily writing?
    • 24. More Ideas for Writer’s Notebooks
    • 25. Primary Classroom Poster for Ideas
    • 26. What’s In? What’s Out?
      In the Notebook
      Daily Entries
      Strategies for launching the notebook.
      Finding Patterns
      Rereading and marking patterns in writing.
      Collecting Around A Topic
      Strategies for thinking about a topic.
      Revision Strategies
      Trying different things for a draft.
      Editing, Grammar Notes
      Class notes on grammar and editing skills.
      Out of the Notebook
      The whole piece is written out on yellow legal-pad paper.
      Revisions the author wants to use are added or deleted from the piece.
      Editing the actual piece before writing the final copy is done right on the draft.
      Final Copy
      Final copies of writing pieces are done on white paper or another published format.
    • 27. Teachers as Writers
    • 28. Goals: What We Hope To See Students Developing Over Time In Their Notebooks…
      A sense of self as writers and personal writing processes that work for them.
      Ways of reading the world like writers.
      Collecting ideas with variety, volume and thoughtfulness.
      Each student possesses personal writing processes that work for him/her.
      Boxes and bullets
      Stream of consciousness writing
      Katie Wood Ray, Wondrous Words, 215
    • 29. Goals, continued…
      A sense of thoughtful, deliberate purpose about their work as writers, and a willingness to linger with those purposes.
      Following an idea through to publication.
      “Living with” a topic over time.
      Katie Wood Ray, Wondrous Words, 215
    • 30. Goals, continued…
      Becoming members of a responsive, literate community.
      Working with “editors.”
      Family Members
      Katie Wood Ray, Wondrous Words, 213
    • 31. Goals, continued…
      Ways of reading texts like writers (for both structure and ways with words).
      Developing a sense of craft, genre and form.
      Studying a variety of genres.
      Studying one writer’s body of work.
      Author Studies
      Writer’s Craft Studies
      Katie Wood Ray, Wondrous Words, 216
    • 32. Goals, continued…
      A sense of audience.
      Understanding of how to prepare writing to share with the “world.”
      Learning about publishing opportunities for young writers.
      Focusing on what happens during the publishing process.
      Katie Wood Ray, Wondrous Words, 216
    • 33. Mini -Lessons
      Active Engagement
    • 34. Connection
      Students learn why today’s lesson is
      so important and how it relates to their prior work
      Opens the mini-lesson
      Teacher repeats previous day’s teaching
      Teacher names today’s teaching point
    • 35. Teaching
      Children are taught a new skill and strategy
      that they can use often when they write:
      Tell/State the teaching point and explain when and why a writer might use it
      Show (method of delivery)Demonstration (modeled or shared writing)
      Explicitly tell and show an example
      Inquiry (notice techniques authors use)
      Guided practice (scaffolding)
    • 36. Active Engagement
      Children briefly use the strategy taught
      while the teacher is there to provide support:
      Tell: Repeat the teaching point to get students ready for what they will practice
      Coach: (practice)Can be practiced by having students try a quick example in a writing notebook
      Can verbally try it with “Turn and Talk” strategy
      Can practice this strategy using a piece of mentor text
    • 37. Link
      This is not a closing but a launch!
      Make the transition from the mini-
      Lesson to independent writing:
      Restate the teaching point into clear language that students will remember
      Get students excited to try what they learned, if it applies
      Remind students that this teaching point can be used in the future, when needed
    • 38. Kindergarten Mini -Lesson
    • 39. Talk Time
      Turn to a Partner and Talk Mini-Lessons
      What are the four main parts of these short, powerful lessons?
    • 40. Selecting the Focus of the Lesson
      Mini-lesson may be based on:
      Procedures during Writer’s Workshop
      Writing process
      Traits of good writing
      Resources to assist with planning:
      PA State Standards
      Observing students’ work while roaming the room and conversing
      Collecting student writing to evaluate
    • 41. Independent Writing Time
      Students write on their own to:
      Practice skills and strategies previously taught
      Develop understanding of multiple genres of writing/reading
      Gain writing fluency and stamina
      Share their experiences through topic choice
    • 42. Guided Writing
      Students write and attempt to apply what has been previously demonstrated and practiced
      Teacher guides, responds, and extends the students’ thinking
      Groups of 2-6 students with similar needs based on data and observations
    • 43. Conversing
      Decide and Teach
    • 44. Research
      Determine what the child is beginning to do well and what you want to teach them to do better by:
      Reading the student’s work
      Asking open-ended questions
      “How’s it going?”
      “Can you tell me what you are working on as a writer today?”
    • 45. Research Continued
      Consider what you already know about the writer using conference notes
      Research the same skill and/or strategy until you know the writer can use it independently
    • 46. Compliment
      React like a reader:
      “Wow! Your details really helped me to picture what was happening!”
      Clearly state the skill and strategy used and show where they used it
      Explain why it is important to continue using it
    • 47. Decide and Teach
      Of all the things that I could teach this child, what is the one thing likely to make the most difference on this piece and in future pieces?
    • 48. Decide and Teach Cont…
      “How will I teach this to the child?”State the skill and/or strategy
      Explain when and why to use it
      Show how to successfully use it
      Coach as they practice it in their own writing
      Comments and questions to ask:
      I have one suggestion to make.
      Can I show you one thing?
      Can you try?
    • 49. Link
      Repeat the teaching point
      Name what the child has done
      Remind him that this skill and/or strategy can be used in the future, as needed
    • 50. Components of Sharing
      Based on conferences and guided writing groups, the teacher stops writers to quickly share:
      A need of the majority of students
      An extension of the mini-lesson, revisit something taught earlier in the year, or a new concept
      Something great seen in a student’s piece that she wants to strategically point out
    • 51. Sharing Cont.
      Points to remember:
      The share always includes teaching: State the skill and/or strategy
      Explain when and why to use it
      Show what it looks like to successfully use the strategy
      Use student work as much as possible or a teacher created piece
    • 52. Types of Shares
      Simple Response Share
      Survey Share
      Focused Share
      Student-as-teacher share
      Content Share
      Craft Share
      Process Share
      Progress Share
    • 53. Other Types of Shares
      Fish Bowl
      Author’s Chair
      RAGS – Read Around Groups
    • 54. 1st Grade Class Buddy Sharing
    • 55. 5th Grade Celebrations = Sharing
    • 56. Talk Time
      Think about all the different types of shares that were presented. Do you use one that wasn’t mentioned?
      How important is this portion of writer’s workshop?
    • 57. Ticket Out the Door
      3 – New Ideas you can use next year within your writing community
      2- Sharing ideas that were new to you
      1 – Something you would like to see covered tomorrow
    • 58. Setting Up the Process
      Peer Conferencing
      Completed Papers
      Writer's Notebook
      Mini - Lessons
      Status of the Class
    • 59. Status of the Class
      Before/After Mini – Lesson
      Easy way to check in with every student
      Lets them know you are “watching” each one of them
      Can be one of the following:
      3 x 5 cards
      Anything that shows the writing process
    • 60. Materials
      3 Hold Punch
      Colored Pencils
      Any material that can help to make the students move papers on
    • 61. Peer Conferencing
      Student giving advice to Student
      Not about anything but writing
      Alternative ways?
    • 62. Day # 2
      Think about all that we covered yesterday.
      What are you still unclear on or need help clarifying?
      Writer’s Notebooks
      Stages of Writer’s Workshop
      Most important part?
      Conversations instead of conferencing
      Different type of sharing
      Units of Study
    • 63. Agenda
      Mentor Text
      Sample Lessons using Mentor text with 6 Traits in Mind
      Find some of your own Mentor text
      6 Traits and How the language can be used
      Setting up the entire workshop
      ABCD of writing (Kelly Gallagher and Amy Tarbell)
      Graphic Organizers
    • 64. Conversation
    • 65. Routines and ExpectationsRoutines give students something to count on, a place to hang knowledge, a place to share and explore every day.
      Done through mini – lessons
      Takes at least three to four weeks
      May need to repeat lessons
      Moving from desks to writing areas
      Moving around during writing
      Status of the Class
      Publishing papers
    • 66. Model Lesson on Routines
      Moving from mini- lesson to writing
      When I say, “Go ahead and write” you have 1 minute to get in the zone
      When you hear this signal, that means it is time to be writing
      Let’s try it now.
      Same goes for when writer’s workshop is over.
      Play music to key students to wrap it up and come to the sharing area
    • 67. Setting up the Routines
    • 68. Why Mentor Text?
      Mentor text are pieces of literature that students can relate to
      Mentor text are pieces of literature that are studied and imitated
      Mentor text provide students with powerful connections
      Mentor text help students take risks and try new strategies
      Mentor text are the literature that students can relate to and can read independently
      Provided by Rose Cappelli and Lynne Dorfman, 6/28/11
    • 69. Katie Ray on using Mentor Text
      “I often think that when I watch a really good teacher of writing, it’s almost like there are life-size cardboard cutouts of authors all around the room. Jane Olen is standing by the chalkboard and Eloise Greenfield is just by the door to welcome students as they enter… With a room full of authors to help us, teaching writing doesn’t have to be so lonely.”
    • 70. Choosing a Mentor Text
      You must connect with the book and love it
      Subject matter
      How does it serve your student’s needs and connect with your curriculum
      Can students relate and/or read alone
    • 71. Choosing a Mentor Text Continued
      Balance of genre
      Fiction, nonfiction, memoir, and poetry
      Just like most things in writer’s workshop, it comes down to a personal decision
    • 72. Introducing Mentor Text
      First time through complete as read aloud:
      Appreciate the story and characters
      Message, rhythm
      Second time through using eyes of writer
      Teach to read like writers when using mentor text
      Demonstrate reading-writing connection
    • 73. What Do We Learn by Using Mentor Text
      Craft of writing
      They there are places from which writers gather ideas
      Help students find ideas
      Breathe courage into their writing by helping them take risks
    • 74. Your Turn Lesson
      Shared/Guided Writing
      Independent Writing
    • 75. Modeled Lesson
      Hook -When I was Five by Author Howard
      Purpose – Taking Big Idea and Making into one you KNOW
      Brainstorm –What can you add to your writing territories/seeds now that we read this story?
      Model – Inverted Triangle
      Shared/Guided Writing – Students try triangle
      Independent Writing- Continue
      Reflection - How did this strategy work for you as a writer?
    • 76. Reflection + Talk Time
      What was going through your mind as this lesson was being taught?
      How do you see yourself using a lesson format like this?
      Different and bit longer than mini-lesson
      Talk to your table about the positives and negatives you would see doing something like this in our classroom
    • 77. Modeled Lesson
      Hook –Lily’s Purple Purse by Kevin Henkes
      Purpose – Adding Details through questioning
      Brainstorm –Recent things you did at night, on the weekend
      Model – Share my list
      Shared/Guided Writing – Bring two students to front of room and have a discussion
      Independent Writing- Question marks in their writing
      Reflection – How did this strategy work for you as a writer?
    • 78. Other Ideas for The Writer’s Notebook
      Memory Chain using Letter to the Lake
      Every Picture Tells a Story = Gallery Walk
    • 79. Setting the Stage Reading Like a Writer
      Notice something about the craft
      Talk about it and make a theory about why a writer might use this craft
      Give it a name
      Have you seen this craft in other books?
      Try to imagine how you could use this craft in your own writing
    • 80. The Relatives Came by Cynthia Rylant
      • Structure = Circle
      • 81. Ways with Words =
      • 82. Commas a lot
      • 83. Puts periods in places that aren’t sentences
      • 84. “Funny” words like hugging time
      • 85. She uses dashes
      • 86. She repeats words (hugging, breathing)
    • Notice something about the craft
      Often general statements i.e – “Puts pictures in my mind
      Need to get right on top of either the words, the way the words are put together (including punctuation and marks)
      Structure of the text to help envision the craft of their own writing
    • 87. Talk about it and make a theory about why a writer might use this craft
      A writer’s conversation about why the author might have done what they did.
      Specific questions about the craft
      Think about the why
    • 88. Name
      Give it a class name
      Doesn’t need to be from a grammar book
      As long as students remember it within the walls of the classroom
      If the craft has a name, call it by that particular name
    • 89. Other Text
      Have you noticed this craft in another text
      Becomes easier as we understand this process
      Try to have set so other text have similar craft early on
    • 90. Envision using the craft
      Don’t force it so students must use it
      Envision it so they can use the technique in the future
      What would it sound and look like in a writing piece
      “So, if I am writing and I want to ____ , then I can use this technique.
    • 91. Reflections
      Very important
      Used throughout the process
      Students see themselves as writers
      Helps develop the revision process
      Memory Chain
      Inverted Triangle
    • 92. Craft Lesson on Talking Bubbles
      Hook –Magic Tree House Series by Joanne Cole
      Purpose – Add discussions into stories
      Brainstorm –What are some conversations we might hear at the family dinner table?
      Model – Draw picture of Aidan and Brielle informing about their trip to Dutch Wonderland
      Shared/Guided Writing – Students look at their stories
      Independent Writing- Try it out with speech bubble
      Reflection - How did this strategy work for you as a writer?
    • 93. 6 Traits of Writing
      Sentence Fluency
      Word Choice
    • 94. The Language of 6 Traits
      Take writers where they are and move them forward one step at a time
      Matches specific needs and abilities
      Appropriate scoring guide is key to successful teaching
    • 95. Examples of what students can say during revisions or to start a conversations?
      Does my writing make sense?
      Does my writing show that I understand my topic?
      Is my writing interesting?
      Do I start off strong
      Are all my details in the best possible order?
      Are similar thoughts grouped together
    • 96. Examples of what students can say during revisions or to start a conversations?
      Can the reader here me in the writing?
      Can the reader tell I care about this idea?
      Is the voice I’ve chosen right for my audience?
      Word Choice
      Do the words I’ve chosen sound and feel just right?
      Have I painted a picture with words?
    • 97. Examples of what students can say during revisions or to start a conversations?
      Sentence Fluency
      Does my writing sound good when I read it aloud?
      Do my words and phrases flow together?
      Have I included sentences of varying lengths and with different beginnings?
    • 98. Examples of what students can say during editing or to start a conversations?
      Is the punctuation correct and does it guide the reader through the text?
      Did I capitalize all the right words?
      Is my spelling accurate – especially for words I read and write a lot?
      Did I follow grammar rules to make my writing clear and readable?
      Did I indent paragraphs in all the right places?
    • 99. Student Example
      What trait are you working on?
      Focus on just that skill
      Keeps you grounded in focusing in on one area rather than the entire paper
      Universal scoring guides are consistent
    • 100. Publishing Projects
      How often
      Sticky Notes
      At different times
    • 101. Mentor Sentences
      “All Students need to become sentence stalkers , finding them in the literature and the world.” Jeff Anderson, pg 17
      Short phrases and a quick process within the mini - lesson
      “What do you notice?”
      “What do you like about the sentence?”
      Wall Charts become the norm
    • 102. Express Lane Edits
      Short and to the point
      Use students 1st draft
      Come up with a list of grammar rules that have been taught
      Focus on one or two
      Students take those and edit their paper
      Model, Model and Model some more
    • 103. ABCD For Writing Prompts
      Helps attach a writing prompt
      Needs to be modeled, guided
      A = Attach the prompt
      B- Brainstorm ideas
      C- Choose the order of the response
      D – Detect errors
    • 104. My Mentor Text
    • 105. My Mentor Text Continued