CSCOPE Making Books in the K-2 Writing Workshop
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This document discusses making books with students in grades K-2. It explains that making books fits within the CSCOPE curriculum and writing workshop model. Students are engaged when writing takes the form of picture books rather than just lists or reports. The document outlines the writing workshop framework and provides examples of mini lessons teachers can use that are focused on techniques from real picture books. Conferencing with students and allowing them to see their writing as "real authors" helps build writing stamina. Teachers remark that students became more engaged owners of their writing when creating whole books versus single pages.
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CSCOPE Making Books in the K-2 Writing Workshop
- 1. Making Books with Students K-2 Presented by Laura Moore PreK-2 Literacy Specialist
- 2. How to Connect with Me… • laura.moore@wylieisd.net • Follow me on Pinterest- Wylie Specialists • LiveBinders- MooreToLearn • Twitter- @mooretolearn
- 14. Learning Objectives • Learn about the value of making books with students • Discover how making books fit with CSCOPE and Writing Workshop • Leave with a passion for trying something new.
- 16. TEKS Connections
- 18. Functional vs. Composition Writing • Grocery lists • Signs • Emails • Stories • Books • Lyrics • Reports
- 19. Why is writing workshop like Santa’s workshop? Let’s Review…
- 20. Why Make Books with Children?
- 25. Picture books are a familiar kind of writing. They expand avenues for making meaning.
- 26. Stapled Books (usually 6 or more pages) • Copy paper • Handwriting paper • Composition book paper • Construction paper
- 27. “If adults are honoring children’s approximations, there is no need for adults to write for children or for adults to write something for children to copy.” ~ Matt Glover
- 28. Focus lesson 5-10 min. Student Writing / Conferences 30 min. Share / Reflection 5-10 min.
- 29. Mini Lessons NOT Mandates! Have a focus and are authentic! 5-10 minutes
- 30. Mini-Lessons? • IFD/TEKS • Professional books • Techniques from Picture Books • What you see or don’t see in student writing
- 31. It helps children read like writers.
- 32. Why did the author…? Why did the illustrator…? How did the author use… to…? How did the illustrator use… to…? Did you notice something you could try in your writing? What do you think the writer had to know to write this book?
- 34. Things Writers Do… • Title page • Dedication • Author’s note • Ellipses • Words in all caps to make a point • Speech bubbles • Text features • Labels • Using punctuation • Alliteration • Figurative language • ILLUSTRATIONS!!!!! Why?
- 35. Each day for our mini-lesson, I used a real picture book to feature writing, which felt very natural to me. I noticed that these real books would spark new or similar ideas for my students and they felt more confident authoring a new book. My kids had ample premade books on hand and they "authored" away! My scholars focused on illustrations and wanted to write details about them. I loved that I took on a facilitator role (not a critiquer!) and helped them work through their story ideas and offered suggestions. They enjoyed writing because I was not marking all over their work! ~ Leslie Cobb- First Grade Teacher
- 40. Focus lesson 5-10 min. Student Writing / Conferences 30 min. Share / Reflection 5-10 min.
- 41. Making books builds stamina for writing.
- 42. Making books forces students to create a “BIGGER” writing.
- 49. Conferring
- 50. During a Conference… 1.Research 2.Name 3.Teach (ONE THING!) 4.Record
- 51. “The key to believing in our students’ ability to do really big work in our writing workshops is to remember they will do it like five- and six- and even seven-year-olds. It will look and sound like five- and six- and seven- year-olds wrote it.” ~Katie Wood Ray
- 53. Focus lesson 5-10 min. Student Writing / Conferences 30 min. Share / Reflection 5-10 min.
- 54. Sharing and Reflection • No more same ole Author’s Chair! • Highlight students who “tried out” your mini lesson • Highlight students who are risk takers • Don’t share the WHOLE BOOK!
- 68. When making books, I saw a love for writing that I hadn't really seen before because they weren't limited to what they could write and how much they could write. They were able to expand on their creativity by creating books like REAL authors, as opposed to telling a story on a single sheet of paper. I think the biggest change I saw in using books was that they OWNED their writing like I had never seen beforeand they didn't want to stop! They didn't like closing their books, they wanted to keep going! Because they were writing actual books, I started seeing their books take after real books by different authors we had studied. SUCH A NEAT thing to experience. ~Jennifer Aldrich- Kindergarten teacher
- 70. Resources Books by Katie Wood Ray and Matt Glover Lucy Calkins- Units of Study
Editor's Notes
- About me
- Writing is on the RADAR!
- Writing is hard to teach. It is abstract, and very gray. There is not a lot of guidance in the TEKS or IFDs. It is many teachers least favorite thing to teach.
- Functional writing is writing that is not meaningful and important. You throw away a grocery list. However, compositional writing is meaningful and special. It involves thought and planning.Functional writing is great. You will need it as an adult. We need to encourage students in comp writing to enrich their writing life.
- How is Santa’s Workshop like Writer’s Workshop?Reading is an input skill, writing is an output skill.Writing isn’t what you know, it’s what you do.It is the forgotten content.
- We don’t need months and months of getting ready to write.Conventions are not a prerequisite for composition.“I love this book. It was spelled correctly and punctuated beautifully.”Conventions are not a prerequisite for composition.
- The Bad Word.What would have happened if we had not given her the freedom to create a book of her own ideas?
- When sharing a read aloud, show the picture of the author. Making the author real helps students relate to them and see them as a real person. Teachers look through books to see how they too can create a mini lesson from what author’s do.
- What are we reading or studying that is like what we are trying to write?The reading writing connection.
- This could be an anchor chart….
- All aspects are difficult for teachers to commit to.
- What do you notice that this kid tried that she learned from reading like a writer.What are some good things happening here?
- Explain the workshop structure.Try not to write the words on the kids’ books. They can’t read it anyway.It may make them feel as if their writing isn’t good enough. Use a sticky note if you feel the need to write.
- Kids need to TALK about what they are writing. It may not be a silent time of day!
- Try not to write the words on the kids’ books. They can’t read it anyway.It may make them feel as if their writing isn’t good enough. Use a sticky note if you feel the need to write.
- Research- ask questionsWhat do you plan to do on the next page? What do you want your audience to know? Where did you get this idea? What are your hard parts? Visualize what you want to see on the next page.Name a strengthDecide 1 thing to teach. Composition or conventionsTeach it- Have you tried…? Let me show you…It is good to carry around your own writing or some picture books that are models for what you are teaching. Always confer at the tables where the kids are. They will listen to each other’s conferences.Watch a clip from a conference.When you confer, read back the student’s book in your best read aloud voice.
- Regular graphic organizers are not always developmentally appropriate for young students. The TEKS support students orally pretelling their stories. Turn pages with the student and have them “plan” what they will write on the papges.
- Different Than Author’s Chair