Calkins guide to lesson planning and management checklist for writing
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This document outlines the components and structure of Lucy Calkins' Units of Study for writing workshops. It describes the typical format of a mini-lesson which includes a connection, teaching point, demonstration or example, guided practice, active engagement, and link. It also outlines the independent writing period where students conference individually or in groups and the teacher provides mid-workshop teaching. Finally, it discusses the share portion where students share their work and connect back to the teaching point. It provides guidance on classroom management for the workshop including materials, student roles, and teacher responsibilities.
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Lucy calkins units_of_study[1] final project![Lucy calkins units_of_study[1] final project](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
The document provides an overview of Lucy Calkins' Units of Study writing curriculum for grades K-5. It describes the purpose and structure of the Units of Study, which are designed to provide sequenced writing instruction to students. Key aspects include a year-long curriculum divided into units for K-2 and 3-5 grades, with a focus on the writing process, research principles, and mini-lessons during daily writing workshops. Modifications for English language learners and special education students are also addressed.
Writer's Workshop An Introduction
A powerpoint presentation introducing the Writer's Workshop format. This was presented to my school staff as part of professional development.
Incorporating writer’s workshop into the elementary classroom
Writer's Workshop is a daily structured time for students to choose their own writing topics and develop individual writing styles. It includes a mini-lesson, independent writing time, and sharing sessions. The mini-lesson teaches writing skills and strategies through modeling, guided practice, and engagement. Independent writing allows students to apply skills while the teacher provides individual support. Sharing sessions provide feedback and community learning.
Using Writer’S Workshop In Your Classroom
Writer's Workshop is a student-centered approach to writing instruction where students work independently on their own writing projects with teacher support. It follows a consistent daily structure: a 10-15 minute mini-lesson taught by the teacher to the whole class, 30 minutes of independent writing time for students, and a 10-15 minute sharing period called "Author's Chair." The goal is for students to develop skills in planning, drafting, revising and sharing completed work like real authors.
Writing workshop presentation
This document provides an overview of the writing workshop model of instruction to be implemented at Wolf Lake Elementary School. It describes the key components of writing workshop, which include a daily read aloud, mini lesson, independent writing time, conferring with students, guided writing groups, and sharing student work. The goal is to provide more opportunities for independent writing in response to a needs assessment finding that only 44% of teachers felt students had adequate time to write independently. The document explains each component and offers guidance and resources for teachers.
Writer’s workshop for elementary language arts
Writer's Workshop is a writing strategy that can be implemented as early as kindergarten to teach students the 5 stages of writing and different genres through mini-lessons, individual writing time, peer feedback, and aligns with Common Core State Standards for 2nd grade writing including opinion, informative, and narrative texts. The strategy utilizes children's literature to demonstrate writing techniques and provide context for students' own writing.
Writer’s workshop model lesson teacher's meeting
This document outlines the structure and components of a typical writing workshop lesson. It includes:
- A 10-15 minute mini-lesson to introduce a writing strategy or skill. This includes modeling and shared or guided writing.
- 30-40 minutes of independent writing time for students while the teacher conferences individually.
- A 5-10 minute sharing period at the end where students can share their work.
The document also provides guidance on selecting an appropriate teaching point for mini-lessons and conferring with students, with examples for capitalization, combining sentences, and comma use. Suggested resources for the writing workshop approach are also listed.
Writer's workshop presentation
Writer's Workshop is a student-centered approach to writing instruction where students learn skills through mini lessons and have independent work time to write, revise, and confer with teachers and peers. The goal is to help students see themselves as writers by developing fluency, confidence, and enjoyment in writing. Key aspects include daily mini lessons, independent writing time, teacher conferences, and peer collaboration, with writing assessed based on standards. The approach aims to better prepare students for more writing demands of the modern world and common core standards.
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The document provides an overview of Lucy Calkins' Units of Study writing curriculum for grades K-5. It describes the purpose and structure of the Units of Study, which are designed to provide sequenced writing instruction to students. Key aspects include a year-long curriculum divided into units for K-2 and 3-5 grades, with a focus on the writing process, research principles, and mini-lessons during daily writing workshops. Modifications for English language learners and special education students are also addressed.
Writer's Workshop An Introduction
A powerpoint presentation introducing the Writer's Workshop format. This was presented to my school staff as part of professional development.
Incorporating writer’s workshop into the elementary classroom
Writer's Workshop is a daily structured time for students to choose their own writing topics and develop individual writing styles. It includes a mini-lesson, independent writing time, and sharing sessions. The mini-lesson teaches writing skills and strategies through modeling, guided practice, and engagement. Independent writing allows students to apply skills while the teacher provides individual support. Sharing sessions provide feedback and community learning.
Using Writer’S Workshop In Your Classroom
Writer's Workshop is a student-centered approach to writing instruction where students work independently on their own writing projects with teacher support. It follows a consistent daily structure: a 10-15 minute mini-lesson taught by the teacher to the whole class, 30 minutes of independent writing time for students, and a 10-15 minute sharing period called "Author's Chair." The goal is for students to develop skills in planning, drafting, revising and sharing completed work like real authors.
Writing workshop presentation
This document provides an overview of the writing workshop model of instruction to be implemented at Wolf Lake Elementary School. It describes the key components of writing workshop, which include a daily read aloud, mini lesson, independent writing time, conferring with students, guided writing groups, and sharing student work. The goal is to provide more opportunities for independent writing in response to a needs assessment finding that only 44% of teachers felt students had adequate time to write independently. The document explains each component and offers guidance and resources for teachers.
Writer’s workshop for elementary language arts
Writer's Workshop is a writing strategy that can be implemented as early as kindergarten to teach students the 5 stages of writing and different genres through mini-lessons, individual writing time, peer feedback, and aligns with Common Core State Standards for 2nd grade writing including opinion, informative, and narrative texts. The strategy utilizes children's literature to demonstrate writing techniques and provide context for students' own writing.
Writer’s workshop model lesson teacher's meeting
This document outlines the structure and components of a typical writing workshop lesson. It includes:
- A 10-15 minute mini-lesson to introduce a writing strategy or skill. This includes modeling and shared or guided writing.
- 30-40 minutes of independent writing time for students while the teacher conferences individually.
- A 5-10 minute sharing period at the end where students can share their work.
The document also provides guidance on selecting an appropriate teaching point for mini-lessons and conferring with students, with examples for capitalization, combining sentences, and comma use. Suggested resources for the writing workshop approach are also listed.
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Writer's Workshop is a student-centered approach to writing instruction where students learn skills through mini lessons and have independent work time to write, revise, and confer with teachers and peers. The goal is to help students see themselves as writers by developing fluency, confidence, and enjoyment in writing. Key aspects include daily mini lessons, independent writing time, teacher conferences, and peer collaboration, with writing assessed based on standards. The approach aims to better prepare students for more writing demands of the modern world and common core standards.
Writing
The document provides an overview of the writer's workshop model for teaching writing and its key elements. It discusses establishing minilessons focused on specific writing techniques or skills, providing time for independent writing and teacher-student conferences, and concluding with opportunities for students to share their work. It encourages teachers to consider what genres are essential and appropriate for their grade level standards.
Writer’s workshop 3 day pd
The document provides an overview of the writing workshop model. It discusses key components such as the mini-lesson, independent writing time with teacher conferencing, and sharing. During the mini-lesson, the teacher provides direct instruction on writing skills and strategies. Students then spend most of their time writing independently while the teacher meets with individuals and small groups. Lessons focus on the writing process, qualities of writing, and editing skills. The document also provides examples of effective conferring and sharing techniques.
Session 2.1 Writers' Workshop
The document discusses the Writer's Workshop approach to teaching writing. Some key points:
- In a Writer's Workshop classroom, full class lessons are short and focused on practical skills. Emphasis is placed on peer conferencing, editing, and collecting student work.
- Teachers also write and share their own work to encourage students to see themselves as writers.
- The workshop approach uses short mini-lessons to teach writing concepts and allows most class time for independent writing and student conferencing. Students provide feedback to each other on works in progress.
- Advocates argue this authentic workshop setting helps students incorporate lessons in a meaningful way and builds confidence and independence. It also allows for differentiation and less repetitive
Writer's workshop
Writer's workshop is a teaching method that allows students to write in different genres and practice writing. It exposes students to the process of writing stories and topics while fostering a love of writing. The classroom is set up with separate areas for gathering, books, and supplies like paper, pencils, and notebooks. Teachers create an inviting space with accessible materials and writing folders to develop rough drafts and final copies in composition notebooks. Establishing individual writing territories helps students write independently.
Readers writers workshop
This document summarizes a presentation about setting up and maintaining a readers/writers workshop. The presentation covers the structure of the workshop model, including a daily schedule with mini-lessons, independent work time, and sharing sessions. Key elements are discussed such as writers' notebooks, writing portfolios, classroom procedures, types of mini-lessons and conferences, and ways to track student progress. Attendees participate in discussions about goals for developing student readers and writers and how the workshop model supports these goals.
Building better readers
This document provides information on designing effective minilessons for reading workshops. It discusses the key components of minilessons including a 5-10 minute teacher-led focus on a specific teaching point using read-alouds and think-alouds. During the main part of the workshop, students engage in independent reading, guided reading, or literacy stations for 40 minutes while the teacher conducts conferences. Minilessons conclude with a 5-10 minute partner share or book club discussion to review the teaching point. The document offers templates and examples for structuring minilessons and suggests considering student examples, familiar texts, and other resources to determine teaching topics.
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This document outlines the writer's workshop routine used in Ryan MacDougall's middle school classroom. The routine includes a mini-lesson, independent writing time, quick checks by the teacher, one-on-one student conferences, peer conferencing, and a sharing/exit ticket portion at the end. Key aspects of the routine are establishing clear procedures, focusing on both reading and writing daily, using mini-lessons to teach skills and address student needs, circulating during independent writing to provide support, and emphasizing student ownership of writing and peer feedback.
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This document provides an overview of launching writing notebooks and writing workshop for an upper grade professional development session. It discusses idea notebooks, collecting entries, the writing process, qualities of good writing, volume, and conventions. It also includes sample conference questions, a conferring menu, management tips, and closing quotations.
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The document discusses the workshop model for teaching reading and writing. Teachers who have used the workshop model find that it allows them to better meet individual student needs through small group instruction and one-on-one conferences. It also engages students more in their reading and writing when they have choice and ownership over their work. The workshop model includes mini-lessons, small group work, conferences, and sharing as its main components.
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This document provides guidance on conducting effective writing conferences. It discusses researching student writing, deciding on a teaching point, teaching the student, and recording notes. For research, teachers should learn what the student is working on and ask questions to understand their writing. When deciding on a teaching point, teachers should choose something directly responsive to the student's needs that will help them improve. Teaching should involve demonstrating, guided practice, or explaining with an example. Teachers are advised to record the lesson, student's response, and their reflection on the conference. The document also offers technology tools like apps and Google platforms for digitally recording conference notes.
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1) The document outlines the components and best practices of a writer's workshop, including a 10-15 minute mini-lesson, 20-40 minutes of writing time, conferencing during writing time, and a 5-10 minute sharing time.
2) During the mini-lesson, teachers provide direct instruction on writing procedures, strategies, or examples of good writing. Writing time is the main part of the workshop where students write and the teacher conferences, models writing, or provides small group lessons.
3) Conferencing involves asking open-ended questions to learn about each student's writing and provide feedback focused on one skill. Sharing allows students to present their writing and get feedback from peers or teachers.
Writers workshop look fors
The document provides guidance for conducting an effective writer's workshop that includes mini-lessons, writing time, conferencing, and sharing. It outlines best practices for each component: mini-lessons should be focused on student needs; writing time is the core where students write daily and teachers conference and model; conferencing works best when brief and focused on one writing aspect; and sharing is most effective when voluntary and provides targeted feedback. The overall goal is to immerse students in the writing process through these structured yet flexible workshop elements.
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The document provides an overview of the key components of a Reader's Workshop model for literacy instruction. It discusses the mini lesson, conferencing, small group work, read alouds, independent reading, and classroom library setup. It emphasizes that Reader's Workshop allows teachers to meet the needs of diverse students through choice, differentiated instruction, and providing access to books at students' reading levels.
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-Focus: Guided Writing is a three-level Writing series designed to engage young learners
-Progression: After completing level appropriate skills books in writing, students can develop their writing and creative thinking skills
-Page Count: Student Book- 104 pages & Workbook- 52 pages
-Unit Structure: 12 units- Student Book 8 pages per unit & Workbook 4 pages per unit
-Packaging: Each book includes a pull-out workbook
-Downloadable materials: Answer Keys, Additional Materials
Website: www.compasspub.com/GW
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The document outlines three stages of writing instruction: controlled, guided, and free writing. Controlled writing focuses on mechanics through activities like handwriting, copying, and dictation. Guided writing provides more support through structured compositions. Free writing allows the most freedom and originality but still within rules of writing. The stages progress from more teacher-led to more student-led while building writing skills.
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The document provides an overview of the writing workshop model. It discusses key components such as the mini-lesson, independent writing time with teacher conferencing, and sharing. During the mini-lesson, the teacher provides direct instruction on writing skills and strategies. Students then spend most of their time writing independently while the teacher meets with individuals and small groups. Lessons focus on the writing process, qualities of writing, and editing skills. The document also provides examples of effective conferring and sharing techniques.
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The document discusses the Writer's Workshop approach to teaching writing. Some key points:
- In a Writer's Workshop classroom, full class lessons are short and focused on practical skills. Emphasis is placed on peer conferencing, editing, and collecting student work.
- Teachers also write and share their own work to encourage students to see themselves as writers.
- The workshop approach uses short mini-lessons to teach writing concepts and allows most class time for independent writing and student conferencing. Students provide feedback to each other on works in progress.
- Advocates argue this authentic workshop setting helps students incorporate lessons in a meaningful way and builds confidence and independence. It also allows for differentiation and less repetitive
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Writer's workshop is a teaching method that allows students to write in different genres and practice writing. It exposes students to the process of writing stories and topics while fostering a love of writing. The classroom is set up with separate areas for gathering, books, and supplies like paper, pencils, and notebooks. Teachers create an inviting space with accessible materials and writing folders to develop rough drafts and final copies in composition notebooks. Establishing individual writing territories helps students write independently.
Readers writers workshop
This document summarizes a presentation about setting up and maintaining a readers/writers workshop. The presentation covers the structure of the workshop model, including a daily schedule with mini-lessons, independent work time, and sharing sessions. Key elements are discussed such as writers' notebooks, writing portfolios, classroom procedures, types of mini-lessons and conferences, and ways to track student progress. Attendees participate in discussions about goals for developing student readers and writers and how the workshop model supports these goals.
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This document provides information on designing effective minilessons for reading workshops. It discusses the key components of minilessons including a 5-10 minute teacher-led focus on a specific teaching point using read-alouds and think-alouds. During the main part of the workshop, students engage in independent reading, guided reading, or literacy stations for 40 minutes while the teacher conducts conferences. Minilessons conclude with a 5-10 minute partner share or book club discussion to review the teaching point. The document offers templates and examples for structuring minilessons and suggests considering student examples, familiar texts, and other resources to determine teaching topics.
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This document outlines the writer's workshop routine used in Ryan MacDougall's middle school classroom. The routine includes a mini-lesson, independent writing time, quick checks by the teacher, one-on-one student conferences, peer conferencing, and a sharing/exit ticket portion at the end. Key aspects of the routine are establishing clear procedures, focusing on both reading and writing daily, using mini-lessons to teach skills and address student needs, circulating during independent writing to provide support, and emphasizing student ownership of writing and peer feedback.
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Why Workshop
The document discusses the workshop model for teaching reading and writing. Teachers who have used the workshop model find that it allows them to better meet individual student needs through small group instruction and one-on-one conferences. It also engages students more in their reading and writing when they have choice and ownership over their work. The workshop model includes mini-lessons, small group work, conferences, and sharing as its main components.
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This document provides guidance on conducting effective writing conferences. It discusses researching student writing, deciding on a teaching point, teaching the student, and recording notes. For research, teachers should learn what the student is working on and ask questions to understand their writing. When deciding on a teaching point, teachers should choose something directly responsive to the student's needs that will help them improve. Teaching should involve demonstrating, guided practice, or explaining with an example. Teachers are advised to record the lesson, student's response, and their reflection on the conference. The document also offers technology tools like apps and Google platforms for digitally recording conference notes.
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1) The document outlines the components and best practices of a writer's workshop, including a 10-15 minute mini-lesson, 20-40 minutes of writing time, conferencing during writing time, and a 5-10 minute sharing time.
2) During the mini-lesson, teachers provide direct instruction on writing procedures, strategies, or examples of good writing. Writing time is the main part of the workshop where students write and the teacher conferences, models writing, or provides small group lessons.
3) Conferencing involves asking open-ended questions to learn about each student's writing and provide feedback focused on one skill. Sharing allows students to present their writing and get feedback from peers or teachers.
Writers workshop look fors
The document provides guidance for conducting an effective writer's workshop that includes mini-lessons, writing time, conferencing, and sharing. It outlines best practices for each component: mini-lessons should be focused on student needs; writing time is the core where students write daily and teachers conference and model; conferencing works best when brief and focused on one writing aspect; and sharing is most effective when voluntary and provides targeted feedback. The overall goal is to immerse students in the writing process through these structured yet flexible workshop elements.
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-Progression: After completing level appropriate skills books in writing, students can develop their writing and creative thinking skills
-Page Count: Student Book- 104 pages & Workbook- 52 pages
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-Downloadable materials: Answer Keys, Additional Materials
Website: www.compasspub.com/GW
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The document discusses how using writing-to-learn strategies across all classrooms can improve student learning and achievement, as research shows that regular writing helps students better understand and retain content. It provides examples of low-stakes writing activities teachers can use, such as listing, note-taking, and reflective writing, in order to engage students and deepen their thinking about what they are learning. Teachers are encouraged to incorporate more informal writing exercises into their lessons on a regular basis.
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The document outlines three stages of writing instruction: controlled, guided, and free writing. Controlled writing focuses on mechanics through activities like handwriting, copying, and dictation. Guided writing provides more support through structured compositions. Free writing allows the most freedom and originality but still within rules of writing. The stages progress from more teacher-led to more student-led while building writing skills.
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Running head ELL CLASSROOM OBSERVATION16ELL CLASSROOM OBSE.docx
Running head: ELL CLASSROOM OBSERVATION 1
6
ELL CLASSROOM OBSERVATION
Title
Name
Grand Canyon University: ESL 533
Date
The Sheltered Instruction Observation Protocol (SIOP)
Observer:
Date:
Grade:
ESL Level:
School:
Teacher:
Class/Topic:
Lesson:
Total Points Possible: (Subtract 4 points for each NA given) _____
Total Points Earned: _____ Percentage Score: _____
Highly Evident
Somewhat Evident
Not Evident
4
3
2
1
0
Preparation
1. Content objectives clearly defined, displayed, and reviewed with students
2. Language Objectives clearly defined, displayed and reviewed with students
3. Content concepts appropriate for age and educational background level of students
4. Supplementary materials used to a high degree, making the lesson clear and meaningful (e.g., computer programs, graphs, models, visuals)
5. Adaptation of content (e.g., text, assignment) to all levels of student proficiency
6. Meaningful activities that integrate lesson concepts (e.g., surveys, letter writing, simulations, constructing models) with language practice opportunities for reading, writing, listening, and/or speaking
Comments:
Building Background
7. Concepts explicitly linked to students’ background experiences
8. Links explicitly made between past learning and new concepts
9. Key vocabulary emphasized (e.g., introduced, written, repeated, and highlighted for students to see)
Comments:
Comprehensible Input
10. Speech appropriate for students’ proficiency level (e.g., slower rate, enunciation, and simple sentence structure for beginners)
11. Clear explanation of academic tasks
12. A variety of techniques used to make content concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language)
Comments:
Strategies
13. Ample opportunities provided for students to use learning strategies
14. Scaffolding techniques consistently used assisting and supporting student understanding (e.g., think-alouds)
15. A variety of questions or tasks that promote higher-order thinking skills (e.g., literal, analytical, and interpretive questions)
Comments:
Interaction
16. Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts
17. Grouping configuration support language and content objectives of the lesson
18. Sufficient wait time for student responses consistently provided
19. Ample opportunities for students to clarify key concepts in L1 as needed with aide, peer, or L1 text
Comments:
Practice & Application
20. Hands-one materials and/or manipulatives provided for students to practice using new content knowledge
21. Activities provided for students to apply content and language knowledge in the classroom
22. Activities integrate all language skills (i.e., readi ...
Material design
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Classroom Teaching Activity Menu.pdf
Why activity is important in teaching?
It is equally important that each activity is meaningful, and ensures learners’ learning progress and advancement through the didactic unit or input sessions.
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The document outlines an agenda for a reading workshop professional development plan that includes introducing reading workshop, modeling components like mini-lessons and conferring, observing teachers implementing reading workshop in their classrooms, and providing support. It also discusses establishing clear routines and expectations, using data to group students, and preparing relevant activities at students' reading levels.
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The workshop then presented several creativity principles for lesson planning, such as doing the opposite of usual practices, reversing the order of activities, expanding or reducing elements, using random elements or associations, and applying constraints. It also discussed integrating different learning styles like auditory, visual, and kinesthetic into lessons. Finally, it promoted changing routines to stay engaged and avoid getting stuck in a teaching rut.
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