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Jennifer Evans 
Assistant Director ELA 
St.ClairCounty RESA 
Evans.jennifer@sccresa.org 
http://www.protopage.com/evans.je...
Mini-Lesson 
(10-15 min.) 
Independent 
Practice with 
Conferring 
(30-40 min.) 
Sharing 
( 5-10 min.)
Connection 
with 
Yesterday’s lesson 
Ongoing unit of 
study 
Mentor Text / 
Student work 
An experience 
Teaching 
Point ...
30-40 Minutes 
Students work independently while the teacher 
meets with small groups or individual students 
•Conferring ...
“What are you working 
on as a Writer?” 
Find “Teaching Point”
From: Writing 
Workshop The 
Essential Guide 
by Ralph 
Fletcher and 
JoAnn Portalupi 
p. 96
• He knows to include dialogue 
inside quotation marks 
• He uses commas to set off a name 
in the middle of a sentence 
•...
• He knows that proper names need capital 
letters, but he’s inconsistent in applying this 
rule. 
• He also seems confuse...
• Since he has partial knowledge of the rules of 
capitalization, it makes sense to start there. (Show 
him how you decide...
5-10 Minutes 
 Notice 
 Question 
 Personal Connection 
 Compliment and Suggestion (glow & grow) 
Partner 
Small 
Grou...
Working together as a 
team, make a list of 
the essential 
standards you expect 
your students to learn 
by the end of th...
“Assigning writing 
is easy. Teaching 
writing is really 
hard.” 
“We need to teach our 
students to read like 
writers an...
Look at 
Writing 
Workshop 
Teacher 
Reflection 
Continuum. 
Discuss 
what each 
box means 
with your 
team to 
acquire a ...
Day 1: 
Review/Introduce 
the concept 
Day 2: Model 
Choice Lesson 
Mini 
lesson 
Conferring 
Sharing 
Day 3: 
Observe/sup...
October 21 Scoring Clinic at Staff Meeting
 Reading Strategies Flipbook
Writer’s workshop small group presentation
Writer’s workshop small group presentation
Writer’s workshop small group presentation
Writer’s workshop small group presentation
Writer’s workshop small group presentation
Writer’s workshop small group presentation
Writer’s workshop small group presentation
Writer’s workshop small group presentation
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Writer’s workshop small group presentation

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Writer’s workshop small group presentation

  1. 1. Jennifer Evans Assistant Director ELA St.ClairCounty RESA Evans.jennifer@sccresa.org http://www.protopage.com/evans.jennifer#Untitled/Home
  2. 2. Mini-Lesson (10-15 min.) Independent Practice with Conferring (30-40 min.) Sharing ( 5-10 min.)
  3. 3. Connection with Yesterday’s lesson Ongoing unit of study Mentor Text / Student work An experience Teaching Point Explicit Instruction Model Create anchor charts Active Engagement Try out the new strategy Watch / Participate in demonstration – Shared Writing Plan work out loud Link To ongoing work Practice To – With – By Model
  4. 4. 30-40 Minutes Students work independently while the teacher meets with small groups or individual students •Conferring Talking Cards Possible mid-workshop teaching point • Occur naturally when the teacher notices something that needs clarification or further explanation to help students as they write
  5. 5. “What are you working on as a Writer?” Find “Teaching Point”
  6. 6. From: Writing Workshop The Essential Guide by Ralph Fletcher and JoAnn Portalupi p. 96
  7. 7. • He knows to include dialogue inside quotation marks • He uses commas to set off a name in the middle of a sentence • He knows how to write simple sentences • He understands that proper names require capital letters First, notice the skills the student uses correctly:
  8. 8. • He knows that proper names need capital letters, but he’s inconsistent in applying this rule. • He also seems confused when a name stretches across more than one or two words (ie. Pear of Aces is written “Pear of aces”) • He understands that dialogue needs quotation marks, but he doesn’t understand how to use the comma to identify who is speaking. • It appears he isn’t aware of paragraphing at all, either in terms of dialogue or as an organizational tool in writing. Second, think about what his errors teach us:
  9. 9. • Since he has partial knowledge of the rules of capitalization, it makes sense to start there. (Show him how you decide which letters need to be capitalized when a name includes a collection of words. You’ll be talking about titles as well since the same rules apply.) • He is also ready to learn about combining two short sentences. (Show him how he could do this with a number of places in this piece he could apply this skill.) • Because he shows an understanding of comma use in a sentence, he’s probably ready to expand his knowledge of other ways commas can be used. Next, select one or two skills to teach him when you confer. What shall it be?
  10. 10. 5-10 Minutes  Notice  Question  Personal Connection  Compliment and Suggestion (glow & grow) Partner Small Group Whole Group
  11. 11. Working together as a team, make a list of the essential standards you expect your students to learn by the end of the year or by the end of each unit. Create a checklist to monitor progress and for student use. (examples appendix K and L) Determine how your team will accommodate the various skill levels in your classes.
  12. 12. “Assigning writing is easy. Teaching writing is really hard.” “We need to teach our students to read like writers and write like readers.” Kelly Gallagher, Author and Teacher http://www.kellygallagher.org/index.html
  13. 13. Look at Writing Workshop Teacher Reflection Continuum. Discuss what each box means with your team to acquire a common understandi ng of the expectation. Highlight what you already do. Select one area you want to focus on this year. Write Action Plan to help you accomplish this goal.
  14. 14. Day 1: Review/Introduce the concept Day 2: Model Choice Lesson Mini lesson Conferring Sharing Day 3: Observe/support in classroom
  15. 15. October 21 Scoring Clinic at Staff Meeting
  16. 16.  Reading Strategies Flipbook

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