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BC8 P20 week 7 writing1

This document provides information and instructions for a social justice picture book presentation. It includes slides on finding inspiring posts from educational experts on Twitter to share, an evaluation form for peers to provide feedback, and discussion questions to consider regarding the presentation. The document also outlines a curriculum continuum activity where students will analyze writing expectations at different grade levels and a discussion on using social media for teacher professional development.

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Social Justice Picture Book Presentation by Alex  Peer Evaluators: Emily and Virginia  Everyone else: go to twitter and search for one of the following people: @fastcrayon (Amy Fast – inspirational VP) @gcouros (George Couros – innovative educator) @TopDogTeaching (Kayla Delzer – innovative high-tech educator) @trev_mackenzie (Trevor Mackenzie – Inquiry model expert) Find a post that you find inspiring or insightful to share with the peers at your table. (You can begin talking and sharing right away) Presenter:_______ My Name: ________ During this presentation… I noticed… I felt… I learned… One thing I would like to incorporate into my teaching from this presentation would be…
Social Media as a source of Professional Development  Traditional sources of PD include staff meetings, workshops, conferences, AQ courses, and other formal learning opportunities that connect you with experts.  Many teachers take on their own informal PD by reading through Professionally Speaking or other publications, watching TedTalks, or searching social media for new and exciting classroom practices.
A place to find inspirational quotes and ideas Social Media PD:
A place to find inspirational quotes and ideas
A place to find articles, podcasts, videos, and infographics to learn from
A place to find articles, podcasts, videos, and infographics to learn from
A place to find ideas for the classroom from other educators who inspire me to help change the system of education
A place to find ideas for the classroom from other educators who inspire me to help change the system of education
PLC Discussions  Sharing your critique of social media resources related to writing instruction in the JI classroom
Curriculum Continuum Hunt  At your table group, have each peer choose a different specific expectation from the chart.  Look at that expectation across all grades 4-8. Gr4 (86), Gr5 (100), Gr6 (114), Gr 7 (130). Gr 8 (144)  Read the specific expectation description and prompts. (usually in italics)  Record a summary of the grade level expectation on a sticky note. Place your sticky notes on the chart.  Discuss what you notice with your group members.
Comprehension Writing Vs. Curriculum Writing (according to the Overall Expectations) *often misinterpreted by parents* Comprehension Writing is marked under Reading Expectations as this is focused on answering questions to reflect an understanding of the text that was read. Curriculum Writing is marked under Writing Expectations as this is focused on a form of writing with a specific purpose intended for a specific audience.
What do we teach students with respect to writing? Writing Forms Writing Process Writing Traits (6+1)  Complete the puzzles at your table to help you understand what each of these mean and to see how they are all connected  We will take this up as a class when you are done
A Recap… WHAT ARE WRITING FORMS? Purpose + Audience = Form
Factors to consider: 1. Who are the readers? (age, gender, education, occupation, economic status, area of residence, ethnic ties, political/social/religious beliefs, etc.) 2. What level is their level of knowledge on the subject? (novice, general reader, specialist, or expert). 3. What opinions, values, prejudices, or bias do they possess on the subject? (*more important in older grades, persuasive writing, etc.). HOW DOES AUDIENCE GUIDE WRITING FORM SELECTION HOW DOES PURPOSE GUIDE WRITING FORM SELECTION? A Recap…
ANCHOR CHARTS FROM MY CLASSROOM:
A Recap… The WRITING PROCESS refers to the stages of writing from idea generation to publishing
A Recap… The WRITING PROCESS Curriculum Connections Writing Process 1. Generate, gather, and organize ideas and information to write for an intended purpose and audience (Reasoning and Organization)  Pre-writing  Drafting 2. Draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience (Communication)  Drafting  Revision 3. Use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively (Language Conventions)  Editing  Publishing
A Recap… 6+ 1 Traits of Writing THE VOCABULARY WRITERS USE TO DESCRIBE WHAT GOOD WRITING LOOKS LIKE – ANY KIND OF WRITING! 1. IDEAS 2. ORGANIZATION 3. VOICE 4. WORD CHOICE 5. SENTENCE FLUENCY 6. CONVENTIONS + PRESENTATION “USING THE LANGUAGE OF TRAITS IN OUR ASSESSMENT GIVES US A SHARED VOCABULARY FOR SPEAKING ABOUT AND WORKING WITH TEXTS THAT STUDENTS CREATE”.
A Recap… 6+ 1 Traits of Writing
A Recap…6+ 1 Traits of Writing Connections to Curriculum and the Writing Process 1. IDEAS 2. ORGANIZATION 3. VOICE 4. WORD CHOICE 5. SENTENCE FLUENCY 6. CONVENTIONS + PRESENTATION 1. BRAINSTORM 2. DRAFT 3. REVISE 4. EDIT 5. PUBLISH Good writing traits intersect every step of the writing process! (Form)
A Recap… CONTENT & CONVENTIONS Food for Thought • If we focus too early on conventions, students become discouraged. Idea generation and celebrating good ideas needs to be the primary focus. • BUT… both ideas and conventions are important! • If you have perfect spelling and punctuation, but nothing important to say, who cares? • If you have something great to say, but errors are not letting you get your message across, what is the point? • You need strong ideas, good details, and organization AND you need proper spelling, punctuation, and grammar to help you say it clearly.
Additional Information Slides you might find helpful to peruse A Recap…  Writing Forms Slides: https://docs.google.com/presentation/d/1ScDZzSj7L8 KfMv1huzr6lzEWt-4eue7FjQhwmtvJdQU/edit?usp=sharing  Writing Traits Slides: https://docs.google.com/presentation/d/1VZIjX9CXZC WIAg68KEqMr3sNFQit6GoJCvHbxxyiUTo/edit?usp=sharing  Writing Process Slides: https://docs.google.com/presentation/d/1TUWDZZZnt 7EzGnvnD3h-VYw_voVoicI4hi5u2qQkn4Y/edit?usp=sharing
How can we teach writing? Daily 5 Approach Writer’s Workshop Approach Mentor Text Approach
No matter the approach, always remember good teaching practices include explicit instruction, clear examples, and opportunities to take risks, learn from mistakes & celebrate success!
One way to teach writing is to organize your literacy block into Guided Reading/Writing Sessions, along with Centered Activities labeled as the Daily 5 DAILY 5 APPROACH
 Reading to self  Reading to others  Listening to reading  Writing  Word Work Students need exposure to good writing – the more they read, the more they understand purpose, sentence structure, word choice, etc. Students need practice writing in different forms, for different purposes and audiences, and to improve their vocabulary and word choice. The more they write, the more proficient they become at getting their intended message across. DAILY 5 APPROACH
Daily 5 Work on Writing vs Writer’s Workshop Daily 5:Work on Writing Students chose what they want to write about Advantages: Students are engaged in their own interests Students learn to begin writing quickly rather than being stuck on a topic they have been given Writer’s Workshop Students apply what has been taught in a mini lesson Advantages: Application of specific strategies for improving student writing Focus on working through the writing process, six traits, criteria etc.
WRITER’S WORKSHOP: 10-15 min – Mini-Lesson 20-30 min – Non-Stop Writing 10-15 min – Sharing Writing • Each day, a new focused mini-lesson would be taught and modelled. Students then work on that skill independently in a low-risk task. • Students are not formally assessed on these tasks. Rather they are encouraged to take risks and receive feedback. • Writing forms are often teacher chosen (topics are sometimes pre-chosen too) so that all students receive the same task with varied levels of support/guidance. WRITER’S WORKSHOP
Mini Lesson Basics • 5-10 minutes long • multi-level • precedes independent writing time • explicit instruction • assessment based • focus on procedures and organization (routines), strategies and processes, skills, craft and techniques • composed of four major parts: Connection (teacher puts today's work in the context of children's ongoing work as writers and explicitly names what they'll be learning about today); Teach (explicit teaching of one important concept that will make their writing better, often drawing upon own writing, children's literature or student's writing); Active Engagement (students talk to a partner or examine their own writing for evidence of the concept); Link (encouraging students to try out the strategy in their writing that day or to add it to their toolkit of strategies) Mini Lesson Challenges • handling student participation • keeping mini-lessons brief • teaching with clarity and purpose • maintaining student engagement WRITER’S WORKSHOP
Writer’s Workshop © Queen's Printer for Ontario, 2006 Possible Teaching Points for Writing Mini-Lessons These suggestions are intended as a starting point. Further topics for mini-lessons will emerge as students’ needs evolve over the year. PROCESS CONTENT PRODUCT/QUALITY • Establishing routines – why we have them – how they are done – generating mini-lesson topics • Stages of the writing process • Writer’s Notebook – what it is – how to begin – why we use it – how to use it – where to find ideas – teacher monitoring • Developing ideas – using mentor texts – from movies – from television – by conferencing for ideas with peers • Drafting – why we do drafts – draft formats – first, second, and final draft – expectations • Revising – what is revision? – why we revise – how to revise independently and with a partner – tracking revisions – preparing for a revision conference • Editing skills – using checklists – how to peer edit – how to give constructive – criticism Add your own: • Language and word study – using a dictionary – using a thesaurus – spelling rules that work – run-on sentences – paragraphing – speech marks – punctuation • Mentor texts – what they are – why we use them – how to use them – where we find them • Magazines and newspapers – formats – types – illustrations – different columns – letters – editors – advertisements – reporting – captions, headlines • Text forms – letters – scripts, lyrics – poems – reports – essays • Cross-curricular writing – historical diaries – plays – science reports – math journals – math problems – games descriptions • Family stories • Photographs Add your own: • Publishing – who is the audience? – publishing software – formats – materials – frequency • Presenting – who is the audience? – knowing and engaging the audience – range of presentation methods • Editing for publication – peer and teacher editing – using checklists – final edits • Rubrics for assessing writing – development with students – levels of attainment – exemplars • Illustrations – techniques – style – famous illustrators – page design – mentor texts • Writing on Demand – why we practise it – planning for writing – use in everyday life Add your own: WRITER’S WORKSHOP
*Possible Mini-Lessons: (based on Curriculum) 1.2 – developing ideas 1.5 – Organizing ideas (beginning middle, end sequence) 2.1 – Form (components of narrative writing) 2.2 – voice (perspective and word choice) 2.3 – word choice (synonyms, show don’t tell) 3.4 –punctuation WRITER’S WORKSHOP
Where writers get ideas: “Writers get ideas from things they know and care about.” Model where authors get ideas - think aloud and then model writing about something that you know or care about. This modeling facilitates another connection that your students can make to authentic writing. The big idea: “Every story has a big idea.” The big idea (or main idea) is important for students to grasp. Teach this mini-lesson to help students understand that they must choose a focus for their writing and stick with it. Go back and revisit several read alouds you have recently read. Talk with your students about the “big idea” in these books. “What was each one mostly about?” Create a “BIG IDEA” anchor chart together. Guide their thinking to include the following points: 1) The big idea is what the story is mostly about; 2) Every page should be about the big idea; 3) The title should match the big idea. Watch for students using this thinking during student conferences so that they can model for the class in share time. What is a good beginning? “Our stories need good beginnings so that the readers want to keep reading.” The best way to help children understand and begin using good beginnings is to demonstrate them with a variety of mentor texts. Make an anchor chart to reinforce the mini-lessons on good beginnings. A good beginning may include an introduction, a question, or a descriptive lead (“One hot summer day......”). What is a good ending? “Our stories need good endings that make the piece feel finished.” The best way to help children understand and begin using good endings is to demonstrate them with a variety of mentor texts. Create an anchor chart together and include these ideas for endings: an ending can come from your heart ( I love.....); an ending can be like the beginning; or an ending can ask the reader a question. The ending may give the reader something to think about. Share time is an avenue to reinforce good beginnings and endings written by the students. Using interesting words: “Our stories will be more interesting if we use interesting words. Interesting words are words that we don’t hear everyday. Choose a mentor text to share that has many interesting words. Point out some of the words and note that the author could have used “everyday” words but chose to use a more interesting word. Have the children look and listen for interesting words in mentor texts. With a student’s permission (or use a sample from the previous year with the name removed), share writing that is “everyday” and have the class suggest more interesting words. Examples of mini-lessons that focus on content
“We can tell a story with our words.” Model oral storytelling. Have a student tell a story. Have the students turn and talk with a partner about a story that they can tell. “We can tell a story with our pictures.” Show the students a wordless picture book and read the pictures. Model drawing a picture and telling a story. “Illustrations are drawings that match the words in our stories.” An illustration is an important part of the story when creating picture books. Our illustrations should be neat and complete. Model illustrating pages that you write for the students. Stress “neat and complete”. . “I need a plan for my writing.” For young children, their picture can serve as the plan. Graphic organizers such as webs and story maps can be taught to the older primary students. “I should include details in my writing so that it is interesting to read.” For our youngest writers to learn to add details to their writing, they must first be taught to add details to both their oral storytelling and to their drawings. When children tell stories, encourage them to add details by asking them questions during the story. They will not be able to write a good story if they can not tell a good story. For kindergarten, one sentence with details for the beginning, one for the middle, and one for the ending should be included. For first grade, encourage two sentences with details for each and second graders should include at least three details. “Punctuation directs the reader as to how the text should be read.” Use mentor texts to demonstrate the ways in which the punctuation helps us, the readers, know how to read the text. Probably the most important thing to stress to students is that the punctuation tells the reader the manner in which the author wants the text to be read. Periods, question marks, exclamation marks are stopping marks. Commas direct us to pause in our reading or commas in a series separate words so that the text makes sense. “After my piece is finished, I can use the editor’s checklist in my classroom.” Appropriate skills for the editor’s checklist are taught one at a time. As they are taught, they should be placed on the Editor’s Checklist anchor chart or pocket chart that is visible to the students and becomes another tool that they can use in the environment. It may also be included in the writing folder. The Editor’s Checklist grows as instruction occurs in the classroom. Examples of mini-lessons that focus on process
Mentor texts are pieces of literature that you—both teacher and student—can return to and reread for many different purposes. They are texts to be studied and imitated...Mentor texts help students to take risks and be different writers tomorrow than they are today. And of course, a mentor text doesn't have to be in the form of a book—a mentor text might be a poem, a newspaper article, song lyrics, comic strips, manuals, essays, almost anything. Source: https://www.nwp.org/cs/public/print/resource/4090 • We use Mentor Texts to show the connection between reading and writing. • We want Students to see themselves as authors, and learn to be good writers from mimicking the things good writers do in the texts they read. • We want students to be exposed to many strong examples of good writing. MENTOR TEXT APPROACH
FINDING MENTOR TEXTS IS EASY – THERE ARE SO MANY COLLECTIONS POSTED ONLINE VIA GOOGLE SEARCH, PINTEREST, TEACHING BLOGS, AND OTHER SOURCES.
FINDING MENTOR TEXTS IS EASY – THERE ARE SO MANY COLLECTIONS POSTED ONLINE VIA GOOGLE SEARCH, PINTEREST, TEACHING BLOGS, AND OTHER SOURCES.
FINDING MENTOR TEXTS IS EASY – THERE ARE SO MANY COLLECTIONS POSTED ONLINE VIA GOOGLE SEARCH, PINTEREST, TEACHING BLOGS, AND OTHER SOURCES.
The Writer’s Workshop Approach Form: Persuasive Poster Purpose & Audience: Anti-Bullying & Teens Mini-Lesson Focus: Voice, Word Choice & slogans Minds-On: Exploring Examples Action: Writing time! Consolidation: Sharing and Feedback
The Lesson: Tip #1: It has to be simple Tip #2: It has to leave an impression Tip #3: It has to roll off your tongue Tip #4: It has to be memorable Creation Tip: Write down everything you want to say; then trim it down; then trim it to a single sentence. How many of these slogans can you recall?
The Lesson: Tip #1: It has to be simple Tip #2: It has to leave an impression Tip #3: It has to roll off your tongue Tip #4: It has to be memorable Creation Tip: Write down everything you want to say; then trim it down; then trim it to a single sentence. Evaluate these anti-bullying slogans:
The Lesson: Tip #1: It has to be simple Tip #2: It has to leave an impression Tip #3: It has to roll off your tongue Tip #4: It has to be memorable Creation Tip: Write down everything you want to say; then trim it down; then trim it to a single sentence. Evaluate these anti-bullying slogans:
Writing Time: Tip #1: It has to be simple Tip #2: It has to leave an impression Tip #3: It has to roll off your tongue Tip #4: It has to be memorable Creation Tip: Write down everything you want to say; then trim it down; then trim it to a single sentence. Write a draft of an anti-bullying slogan that you might use on your poster. Use the tips above to help you. Grade 6 W2.2 Voice: Establish a distinctive voice (e.g. use language that communicates their stance or POV on an issue) Grade 6 W2.3 Word Choice: Use vivid and/or figurative language and innovative expressions (e.g. adjectives, adverbs, similes, metaphors, or other rhetorical devices such as personification or exaggeration)
Sharing Time /Consolidation: Is it simple? Is it easy to understand? Does it leave a lasting impression? Does it roll off your tongue? Is it catchy? Is it memorable? Could it make a difference? Share your slogan with your peers. Offer feedback to each other based on the criteria above.
Next Steps: Writer’s Workshop #2: The drafting stage of creating posters: Adding Visuals Writer’s Workshop #3: Revising & Editing: The Feedback process Writer’s Workshop #4: Publishing Techniques & Tech Support
Writing is challenging… Celebrate your small successes! http://bit.ly/ 2hK4uNg
Looking Ahead to Next Week:  Professional Reading + Forum Response on Meaningful Writing Assignments  PBP by Emily  Writing Part 2 will include: another example of writing instruction using mentor texts; examples of writing assessment, and a quick look at lesson planning!

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BC8 P20 week 7 writing1

  • 2.
    Social Justice Picture BookPresentation by Alex  Peer Evaluators: Emily and Virginia  Everyone else: go to twitter and search for one of the following people: @fastcrayon (Amy Fast – inspirational VP) @gcouros (George Couros – innovative educator) @TopDogTeaching (Kayla Delzer – innovative high-tech educator) @trev_mackenzie (Trevor Mackenzie – Inquiry model expert) Find a post that you find inspiring or insightful to share with the peers at your table. (You can begin talking and sharing right away) Presenter:_______ My Name: ________ During this presentation… I noticed… I felt… I learned… One thing I would like to incorporate into my teaching from this presentation would be…
  • 3.
    Social Media asa source of Professional Development  Traditional sources of PD include staff meetings, workshops, conferences, AQ courses, and other formal learning opportunities that connect you with experts.  Many teachers take on their own informal PD by reading through Professionally Speaking or other publications, watching TedTalks, or searching social media for new and exciting classroom practices.
  • 4.
    A place tofind inspirational quotes and ideas Social Media PD:
  • 5.
    A place tofind inspirational quotes and ideas
  • 6.
    A place tofind articles, podcasts, videos, and infographics to learn from
  • 7.
    A place tofind articles, podcasts, videos, and infographics to learn from
  • 8.
    A place tofind ideas for the classroom from other educators who inspire me to help change the system of education
  • 9.
    A place tofind ideas for the classroom from other educators who inspire me to help change the system of education
  • 10.
    PLC Discussions  Sharingyour critique of social media resources related to writing instruction in the JI classroom
  • 12.
    Curriculum Continuum Hunt  Atyour table group, have each peer choose a different specific expectation from the chart.  Look at that expectation across all grades 4-8. Gr4 (86), Gr5 (100), Gr6 (114), Gr 7 (130). Gr 8 (144)  Read the specific expectation description and prompts. (usually in italics)  Record a summary of the grade level expectation on a sticky note. Place your sticky notes on the chart.  Discuss what you notice with your group members.
  • 13.
    Comprehension Writing Vs.Curriculum Writing (according to the Overall Expectations) *often misinterpreted by parents* Comprehension Writing is marked under Reading Expectations as this is focused on answering questions to reflect an understanding of the text that was read. Curriculum Writing is marked under Writing Expectations as this is focused on a form of writing with a specific purpose intended for a specific audience.
  • 14.
    What do weteach students with respect to writing? Writing Forms Writing Process Writing Traits (6+1)  Complete the puzzles at your table to help you understand what each of these mean and to see how they are all connected  We will take this up as a class when you are done
  • 15.
    A Recap… WHAT AREWRITING FORMS? Purpose + Audience = Form
  • 16.
    Factors to consider: 1.Who are the readers? (age, gender, education, occupation, economic status, area of residence, ethnic ties, political/social/religious beliefs, etc.) 2. What level is their level of knowledge on the subject? (novice, general reader, specialist, or expert). 3. What opinions, values, prejudices, or bias do they possess on the subject? (*more important in older grades, persuasive writing, etc.). HOW DOES AUDIENCE GUIDE WRITING FORM SELECTION HOW DOES PURPOSE GUIDE WRITING FORM SELECTION? A Recap…
  • 17.
    ANCHOR CHARTS FROMMY CLASSROOM:
  • 18.
    A Recap… The WRITINGPROCESS refers to the stages of writing from idea generation to publishing
  • 19.
    A Recap… The WRITINGPROCESS Curriculum Connections Writing Process 1. Generate, gather, and organize ideas and information to write for an intended purpose and audience (Reasoning and Organization)  Pre-writing  Drafting 2. Draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience (Communication)  Drafting  Revision 3. Use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively (Language Conventions)  Editing  Publishing
  • 20.
    A Recap… 6+ 1Traits of Writing THE VOCABULARY WRITERS USE TO DESCRIBE WHAT GOOD WRITING LOOKS LIKE – ANY KIND OF WRITING! 1. IDEAS 2. ORGANIZATION 3. VOICE 4. WORD CHOICE 5. SENTENCE FLUENCY 6. CONVENTIONS + PRESENTATION “USING THE LANGUAGE OF TRAITS IN OUR ASSESSMENT GIVES US A SHARED VOCABULARY FOR SPEAKING ABOUT AND WORKING WITH TEXTS THAT STUDENTS CREATE”.
  • 21.
    A Recap… 6+ 1Traits of Writing
  • 22.
    A Recap…6+ 1Traits of Writing Connections to Curriculum and the Writing Process 1. IDEAS 2. ORGANIZATION 3. VOICE 4. WORD CHOICE 5. SENTENCE FLUENCY 6. CONVENTIONS + PRESENTATION 1. BRAINSTORM 2. DRAFT 3. REVISE 4. EDIT 5. PUBLISH Good writing traits intersect every step of the writing process! (Form)
  • 23.
    A Recap… CONTENT &CONVENTIONS Food for Thought • If we focus too early on conventions, students become discouraged. Idea generation and celebrating good ideas needs to be the primary focus. • BUT… both ideas and conventions are important! • If you have perfect spelling and punctuation, but nothing important to say, who cares? • If you have something great to say, but errors are not letting you get your message across, what is the point? • You need strong ideas, good details, and organization AND you need proper spelling, punctuation, and grammar to help you say it clearly.
  • 24.
    Additional Information Slides youmight find helpful to peruse A Recap…  Writing Forms Slides: https://docs.google.com/presentation/d/1ScDZzSj7L8 KfMv1huzr6lzEWt-4eue7FjQhwmtvJdQU/edit?usp=sharing  Writing Traits Slides: https://docs.google.com/presentation/d/1VZIjX9CXZC WIAg68KEqMr3sNFQit6GoJCvHbxxyiUTo/edit?usp=sharing  Writing Process Slides: https://docs.google.com/presentation/d/1TUWDZZZnt 7EzGnvnD3h-VYw_voVoicI4hi5u2qQkn4Y/edit?usp=sharing
  • 25.
    How can weteach writing? Daily 5 Approach Writer’s Workshop Approach Mentor Text Approach
  • 26.
    No matter theapproach, always remember good teaching practices include explicit instruction, clear examples, and opportunities to take risks, learn from mistakes & celebrate success!
  • 27.
    One way toteach writing is to organize your literacy block into Guided Reading/Writing Sessions, along with Centered Activities labeled as the Daily 5 DAILY 5 APPROACH
  • 28.
     Reading toself  Reading to others  Listening to reading  Writing  Word Work Students need exposure to good writing – the more they read, the more they understand purpose, sentence structure, word choice, etc. Students need practice writing in different forms, for different purposes and audiences, and to improve their vocabulary and word choice. The more they write, the more proficient they become at getting their intended message across. DAILY 5 APPROACH
  • 29.
    Daily 5 Workon Writing vs Writer’s Workshop Daily 5:Work on Writing Students chose what they want to write about Advantages: Students are engaged in their own interests Students learn to begin writing quickly rather than being stuck on a topic they have been given Writer’s Workshop Students apply what has been taught in a mini lesson Advantages: Application of specific strategies for improving student writing Focus on working through the writing process, six traits, criteria etc.
  • 30.
    WRITER’S WORKSHOP: 10-15 min– Mini-Lesson 20-30 min – Non-Stop Writing 10-15 min – Sharing Writing • Each day, a new focused mini-lesson would be taught and modelled. Students then work on that skill independently in a low-risk task. • Students are not formally assessed on these tasks. Rather they are encouraged to take risks and receive feedback. • Writing forms are often teacher chosen (topics are sometimes pre-chosen too) so that all students receive the same task with varied levels of support/guidance. WRITER’S WORKSHOP
  • 31.
    Mini Lesson Basics •5-10 minutes long • multi-level • precedes independent writing time • explicit instruction • assessment based • focus on procedures and organization (routines), strategies and processes, skills, craft and techniques • composed of four major parts: Connection (teacher puts today's work in the context of children's ongoing work as writers and explicitly names what they'll be learning about today); Teach (explicit teaching of one important concept that will make their writing better, often drawing upon own writing, children's literature or student's writing); Active Engagement (students talk to a partner or examine their own writing for evidence of the concept); Link (encouraging students to try out the strategy in their writing that day or to add it to their toolkit of strategies) Mini Lesson Challenges • handling student participation • keeping mini-lessons brief • teaching with clarity and purpose • maintaining student engagement WRITER’S WORKSHOP
  • 33.
    Writer’s Workshop ©Queen's Printer for Ontario, 2006 Possible Teaching Points for Writing Mini-Lessons These suggestions are intended as a starting point. Further topics for mini-lessons will emerge as students’ needs evolve over the year. PROCESS CONTENT PRODUCT/QUALITY • Establishing routines – why we have them – how they are done – generating mini-lesson topics • Stages of the writing process • Writer’s Notebook – what it is – how to begin – why we use it – how to use it – where to find ideas – teacher monitoring • Developing ideas – using mentor texts – from movies – from television – by conferencing for ideas with peers • Drafting – why we do drafts – draft formats – first, second, and final draft – expectations • Revising – what is revision? – why we revise – how to revise independently and with a partner – tracking revisions – preparing for a revision conference • Editing skills – using checklists – how to peer edit – how to give constructive – criticism Add your own: • Language and word study – using a dictionary – using a thesaurus – spelling rules that work – run-on sentences – paragraphing – speech marks – punctuation • Mentor texts – what they are – why we use them – how to use them – where we find them • Magazines and newspapers – formats – types – illustrations – different columns – letters – editors – advertisements – reporting – captions, headlines • Text forms – letters – scripts, lyrics – poems – reports – essays • Cross-curricular writing – historical diaries – plays – science reports – math journals – math problems – games descriptions • Family stories • Photographs Add your own: • Publishing – who is the audience? – publishing software – formats – materials – frequency • Presenting – who is the audience? – knowing and engaging the audience – range of presentation methods • Editing for publication – peer and teacher editing – using checklists – final edits • Rubrics for assessing writing – development with students – levels of attainment – exemplars • Illustrations – techniques – style – famous illustrators – page design – mentor texts • Writing on Demand – why we practise it – planning for writing – use in everyday life Add your own: WRITER’S WORKSHOP
  • 34.
    *Possible Mini-Lessons: (based onCurriculum) 1.2 – developing ideas 1.5 – Organizing ideas (beginning middle, end sequence) 2.1 – Form (components of narrative writing) 2.2 – voice (perspective and word choice) 2.3 – word choice (synonyms, show don’t tell) 3.4 –punctuation WRITER’S WORKSHOP
  • 35.
    Where writers getideas: “Writers get ideas from things they know and care about.” Model where authors get ideas - think aloud and then model writing about something that you know or care about. This modeling facilitates another connection that your students can make to authentic writing. The big idea: “Every story has a big idea.” The big idea (or main idea) is important for students to grasp. Teach this mini-lesson to help students understand that they must choose a focus for their writing and stick with it. Go back and revisit several read alouds you have recently read. Talk with your students about the “big idea” in these books. “What was each one mostly about?” Create a “BIG IDEA” anchor chart together. Guide their thinking to include the following points: 1) The big idea is what the story is mostly about; 2) Every page should be about the big idea; 3) The title should match the big idea. Watch for students using this thinking during student conferences so that they can model for the class in share time. What is a good beginning? “Our stories need good beginnings so that the readers want to keep reading.” The best way to help children understand and begin using good beginnings is to demonstrate them with a variety of mentor texts. Make an anchor chart to reinforce the mini-lessons on good beginnings. A good beginning may include an introduction, a question, or a descriptive lead (“One hot summer day......”). What is a good ending? “Our stories need good endings that make the piece feel finished.” The best way to help children understand and begin using good endings is to demonstrate them with a variety of mentor texts. Create an anchor chart together and include these ideas for endings: an ending can come from your heart ( I love.....); an ending can be like the beginning; or an ending can ask the reader a question. The ending may give the reader something to think about. Share time is an avenue to reinforce good beginnings and endings written by the students. Using interesting words: “Our stories will be more interesting if we use interesting words. Interesting words are words that we don’t hear everyday. Choose a mentor text to share that has many interesting words. Point out some of the words and note that the author could have used “everyday” words but chose to use a more interesting word. Have the children look and listen for interesting words in mentor texts. With a student’s permission (or use a sample from the previous year with the name removed), share writing that is “everyday” and have the class suggest more interesting words. Examples of mini-lessons that focus on content
  • 36.
    “We can tella story with our words.” Model oral storytelling. Have a student tell a story. Have the students turn and talk with a partner about a story that they can tell. “We can tell a story with our pictures.” Show the students a wordless picture book and read the pictures. Model drawing a picture and telling a story. “Illustrations are drawings that match the words in our stories.” An illustration is an important part of the story when creating picture books. Our illustrations should be neat and complete. Model illustrating pages that you write for the students. Stress “neat and complete”. . “I need a plan for my writing.” For young children, their picture can serve as the plan. Graphic organizers such as webs and story maps can be taught to the older primary students. “I should include details in my writing so that it is interesting to read.” For our youngest writers to learn to add details to their writing, they must first be taught to add details to both their oral storytelling and to their drawings. When children tell stories, encourage them to add details by asking them questions during the story. They will not be able to write a good story if they can not tell a good story. For kindergarten, one sentence with details for the beginning, one for the middle, and one for the ending should be included. For first grade, encourage two sentences with details for each and second graders should include at least three details. “Punctuation directs the reader as to how the text should be read.” Use mentor texts to demonstrate the ways in which the punctuation helps us, the readers, know how to read the text. Probably the most important thing to stress to students is that the punctuation tells the reader the manner in which the author wants the text to be read. Periods, question marks, exclamation marks are stopping marks. Commas direct us to pause in our reading or commas in a series separate words so that the text makes sense. “After my piece is finished, I can use the editor’s checklist in my classroom.” Appropriate skills for the editor’s checklist are taught one at a time. As they are taught, they should be placed on the Editor’s Checklist anchor chart or pocket chart that is visible to the students and becomes another tool that they can use in the environment. It may also be included in the writing folder. The Editor’s Checklist grows as instruction occurs in the classroom. Examples of mini-lessons that focus on process
  • 37.
    Mentor texts arepieces of literature that you—both teacher and student—can return to and reread for many different purposes. They are texts to be studied and imitated...Mentor texts help students to take risks and be different writers tomorrow than they are today. And of course, a mentor text doesn't have to be in the form of a book—a mentor text might be a poem, a newspaper article, song lyrics, comic strips, manuals, essays, almost anything. Source: https://www.nwp.org/cs/public/print/resource/4090 • We use Mentor Texts to show the connection between reading and writing. • We want Students to see themselves as authors, and learn to be good writers from mimicking the things good writers do in the texts they read. • We want students to be exposed to many strong examples of good writing. MENTOR TEXT APPROACH
  • 38.
    FINDING MENTOR TEXTSIS EASY – THERE ARE SO MANY COLLECTIONS POSTED ONLINE VIA GOOGLE SEARCH, PINTEREST, TEACHING BLOGS, AND OTHER SOURCES.
  • 39.
    FINDING MENTOR TEXTSIS EASY – THERE ARE SO MANY COLLECTIONS POSTED ONLINE VIA GOOGLE SEARCH, PINTEREST, TEACHING BLOGS, AND OTHER SOURCES.
  • 40.
    FINDING MENTOR TEXTSIS EASY – THERE ARE SO MANY COLLECTIONS POSTED ONLINE VIA GOOGLE SEARCH, PINTEREST, TEACHING BLOGS, AND OTHER SOURCES.
  • 41.
    The Writer’s WorkshopApproach Form: Persuasive Poster Purpose & Audience: Anti-Bullying & Teens Mini-Lesson Focus: Voice, Word Choice & slogans Minds-On: Exploring Examples Action: Writing time! Consolidation: Sharing and Feedback
  • 42.
    The Lesson: Tip #1:It has to be simple Tip #2: It has to leave an impression Tip #3: It has to roll off your tongue Tip #4: It has to be memorable Creation Tip: Write down everything you want to say; then trim it down; then trim it to a single sentence. How many of these slogans can you recall?
  • 43.
    The Lesson: Tip #1:It has to be simple Tip #2: It has to leave an impression Tip #3: It has to roll off your tongue Tip #4: It has to be memorable Creation Tip: Write down everything you want to say; then trim it down; then trim it to a single sentence. Evaluate these anti-bullying slogans:
  • 44.
    The Lesson: Tip #1:It has to be simple Tip #2: It has to leave an impression Tip #3: It has to roll off your tongue Tip #4: It has to be memorable Creation Tip: Write down everything you want to say; then trim it down; then trim it to a single sentence. Evaluate these anti-bullying slogans:
  • 45.
    Writing Time: Tip#1: It has to be simple Tip #2: It has to leave an impression Tip #3: It has to roll off your tongue Tip #4: It has to be memorable Creation Tip: Write down everything you want to say; then trim it down; then trim it to a single sentence. Write a draft of an anti-bullying slogan that you might use on your poster. Use the tips above to help you. Grade 6 W2.2 Voice: Establish a distinctive voice (e.g. use language that communicates their stance or POV on an issue) Grade 6 W2.3 Word Choice: Use vivid and/or figurative language and innovative expressions (e.g. adjectives, adverbs, similes, metaphors, or other rhetorical devices such as personification or exaggeration)
  • 46.
    Sharing Time /Consolidation: Isit simple? Is it easy to understand? Does it leave a lasting impression? Does it roll off your tongue? Is it catchy? Is it memorable? Could it make a difference? Share your slogan with your peers. Offer feedback to each other based on the criteria above.
  • 47.
    Next Steps: Writer’s Workshop#2: The drafting stage of creating posters: Adding Visuals Writer’s Workshop #3: Revising & Editing: The Feedback process Writer’s Workshop #4: Publishing Techniques & Tech Support
  • 48.
    Writing is challenging… Celebrateyour small successes! http://bit.ly/ 2hK4uNg
  • 49.
    Looking Ahead toNext Week:  Professional Reading + Forum Response on Meaningful Writing Assignments  PBP by Emily  Writing Part 2 will include: another example of writing instruction using mentor texts; examples of writing assessment, and a quick look at lesson planning!