Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Uvalde writing workshop day 6


Published on

Uvalde writing workshop day 6

Published in: Education
  • Be the first to comment

  • Be the first to like this

Uvalde writing workshop day 6

  1. 1. Writing Workshop (Day 6) Recapping Summer Learning and Getting Ready to Start the Year!
  2. 2. What do student writers need?
  3. 3. 3 Things Student Writers Need • Ownership of form and subject • Feedback from other writers • Time to draft and revise
  4. 4. What does this look like in the ELAR classroom? Writing Workshop!
  5. 5. The Essential Characteristics of the Writing Workshop • Choices about Content • Time for Writing • Teaching • Talking • Periods of Focused Study • Publication Rituals • High Expectations and Safety • Structured Management
  6. 6. How do these characteristics come together? Day by day!
  7. 7. The Essential Components of the Writing Workshop Class Period • Mini-lesson/focus lesson (5-10 minutes) • Writing time/conferences (30-35 minutes) • Sharing time (10-20 minutes)
  8. 8. Mini-Lesson/Focus Lesson • The whole group of students is engaged in a directed lesson, usually by the teacher, but a lesson my also be taught by a student or a guest.
  9. 9. Mini-Lessons The topic of the mini-lesson varies according to the needs of the class, but it typically falls into one of the following categories: • Procedural • Writer’s process/strategies • Qualities of good writing/ literary craft • Editing skills/written conventions
  10. 10. Mini-Lessons: Across the Process • Generating Notebook Entries • Choosing an Idea • Developing an Idea • Drafting • Revising and Crafting • Editing • Publishing
  11. 11. Mini-Lessons: Show and Tell Your Objective! Some ways to “show and tell” the objective of your mini-lesson: • A quote of advice from a professional writer • An example from a published text • A piece of student writing • A piece of the teacher’s writing • A story or a metaphor • A report on a conference • Some public writing the teacher does
  12. 12. Writing Time/Conferences • Students work as writers (which may include both time to write and writing inquiry) while the teacher confers with individuals or small groups.
  13. 13. Sharing Time • Students share strategies, problems, and insights from their day’s work as writers. Sharing may be done as a whole group, in smaller groups, or in pairs.
  14. 14. Starting the Year Off Well
  15. 15. What can you do to ensure that writing happens every day in your classroom? Consider space, time, and community
  16. 16. Space: Design with writing in mind! • Place for keeping writers’ notebooks • Space and time for peer conferencing (furniture arranged to facilitate collaboration) • “Author’s chair” for sharing
  17. 17. Time: Keep writing at the center!
  18. 18. Create a Community of Writers • Establish a warm, welcoming, safe, classroom environment from day 1 • Introduce the idea of the workshop with an emphasis on student ownership • Engage students in collaboratively developing class norms during week 1 • Model sharing your own writing with students
  19. 19. Week 1 • Writers’ Notebooks • Norms • Procedures/Routines • Reading and writing every day! • Establish the weekly structure
  20. 20. “A writer’s notebook gives you a place to live like a writer . . .” -Ralph Fletcher
  21. 21. The Purpose of the Writer’s Notebook Why “Notebooks”? The principle, the purpose—not the name—is what’s important . . . • A place for students (and writers) to save their words—in the form of a memory, a reflection, a list, a rambling of thoughts, a sketch, or even a scrap of paper taped on the page. • A place for students to practice writing • A place to generate text, find ideas, and practice what they know about spelling and grammar
  22. 22. Writing, writing, writing . . . • The most important aspect of a notebook is that it allows students the practice of simply writing . . . in what ever form. • Writing, rereading, reflecting, and writing some more promotes fluency. • Keeping a notebook is a process. (It) leads you from one thought to another until you experience the writer’s joy of discovering something you didn’t know you knew.
  23. 23. Resources