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  1. 2. Superintendent’s Conference Day The Writer’s Workshop: Creating Accomplished Writers
  2. 3. Please Respond: <ul><li>Of all the things I could do to help my students as writers, learners, and people, what might be the most important? </li></ul><ul><li>From : </li></ul><ul><li>The Art of Teaching Writing by: Lucy Calkins (1994) </li></ul>
  3. 4. 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
  4. 5. 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
  5. 6. Elements of a Writing Workshop <ul><li>Writer’s Talk (optional) </li></ul><ul><li>Minilesson </li></ul><ul><li>Independent Writing/Conferring </li></ul><ul><li>Evaluation - Share Writing </li></ul>
  6. 7. Writer’s Talk <ul><li>Gives background information about an author </li></ul><ul><li>Focus on author’s thoughts/ideas about writing </li></ul><ul><li>Read a short excerpt from an author’s work </li></ul><ul><li>Give students a quote from the author </li></ul>
  7. 8. Minilesson <ul><li>Focus on one aspect of writing instruction (guidelines, writer’s craft, conventions) </li></ul><ul><li>Lessons are 7-12 minutes in duration </li></ul><ul><li>Objective should state what writers do and why they do it </li></ul><ul><li>Example : Writers _____ in order to _________. </li></ul>
  8. 9. Independent Work Time <ul><li>Students write independently based on the day’s minlesson </li></ul><ul><li>Students can work on a new piece of writing or revise a previously written piece </li></ul><ul><li>Teacher takes time to confer with student writers </li></ul>
  9. 10. Evaluation/Share <ul><li>Vital to the success of a writing workshop </li></ul><ul><li>Gives students the opportunity to share their writing with their peers </li></ul><ul><li>Allows students to hear other ideas </li></ul><ul><li>Allows the teacher to assess the level of lesson comprehension </li></ul>
  10. 12. Roles Within the Workshop <ul><li>Teacher </li></ul><ul><li>Writer’s Talk </li></ul><ul><li>Facilitate minilesson </li></ul><ul><li>Share your own writing and ideas </li></ul><ul><li>Confer w/ students </li></ul><ul><li>Provide materials </li></ul><ul><li>Gather print resources </li></ul><ul><li>Student </li></ul><ul><li>Explore ideas </li></ul><ul><li>Participate in minilessons </li></ul><ul><li>Select Topics </li></ul><ul><li>Confer w/ teacher </li></ul><ul><li>Share writing </li></ul><ul><li>Give/Use feedback </li></ul>
  11. 14. What should they write? <ul><li>Please refer to pg. 76 of your packet </li></ul><ul><li>Sample “Map of Writing” </li></ul><ul><li>With your team, list what genres you believe are essential and appropriate for sixth graders to work on </li></ul><ul><li>-consider what you have done in the past </li></ul><ul><li>-consider what the NYS ELA requires students to understand </li></ul>
  12. 15. What should they write? <ul><li>In cross-team groups, compare your genre lists and try to come up with a consensus “writing map” of genres for sixth grade. </li></ul>
  13. 16. Where to go from Here <ul><li>In your packets : </li></ul><ul><li>Page 68: Management Lesson Ideas </li></ul><ul><li>Page 70: Conventions Lesson Ideas </li></ul><ul><li>Page 72-73: Craft Lesson Ideas </li></ul>
  14. 17. Reflection <ul><li>Please respond to the following questions : </li></ul><ul><li>What is one thing discussed today that might affect change in your classroom? </li></ul><ul><li>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? </li></ul><ul><li>Thank you for your attention!! </li></ul>