This document outlines the agenda and goals for a 3-day summer writing institute for teachers. The institute will teach the writing workshop model and help teachers plan writing units for their classrooms. Day 1 will cover what writing workshop is and how to set up notebooks. Teachers will observe a model lesson and have time to write. Day 2 will focus on workshop routines, genre studies, and planning. Teachers will observe another lesson and have conferring and assessment discussions. Day 3 will include a student writing panel, publishing writing, and a debrief of the institute. The overall goals are for teachers to understand the writing workshop structure and how to implement it in their middle or high school classrooms.

1. PISD SUMMER WRITING INSTITUTE
JULY 31ST, 2013
Good morning!
• Sign in.
• Log in to a computer.
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to goo.gl/s4nqfc to begin
your welcome assignment.
View slides for this presentation at
goo.gl/E6x2Jv

2. GOALS AND BARRIERS
On the PINK sticky notes, write the big
goals you have for student writers in
your class.

3. GOALS AND BARRIERS
On the PINK sticky notes, write the big
goals you have for student writers in
your class.
On the YELLOW sticky notes, write
the barriers that stand in your (and
your students’) way of reaching those
goals.

4. OUTCOMES
In this 3-day session, participants will:
 Understand how the Writing Workshop
structure can help middle and high school
students become better writers.
 Plan units, mini-lessons, procedures, and
strategies to be implemented in their own
classrooms.
 Use the Workshop structure to take a
piece of their own writing through the
writing process.

5. SCHEDULE
Day 1: July
31st
Day 2: August
1st
Day 3: August
2nd
• What is Workshop?
• Setting up
notebooks
• Model Lesson/Time
to write
• Workshop routines
and procedures
• Genre studies
• Planning time
• Mini-lessons
• Model
Lesson/Time to
write
• Conferring
• Assessment and
Evaluation
• Student panel
• Publishing our
writing
• Debrief

6. What comes to mind when you
hear the term,
Writing Workshop?
Text 145600, followed by your
answer, to 37607
Online poll created with www.polleverywhere.com

7. WHAT IS WRITING WORKSHOP?
 Read Chapter 1, “The
Writing Workshop.”
 Which of your ideas did
you see affirmed in this
chapter?
 What new ideas did you
see in this chapter?

8. WRITING WORKSHOP
IS…
Organized, rigorous,
and purposeful
Generative
Differentiated
WRITING WORKSHOP
IS NOT…
A free-for-all
Derivative
Uniform .

9. WRITING WORKSHOP: MIDDLE SCHOOL
MODEL
 What a 50 minute class looks like:
 Mini-lesson
 Whole class teaching
 10 minutes
 Work time
 Students engaged in writing
 Individualized teaching/conferring
 30 minutes
 Share/self assessment/reflection
 10 minutes
Mini-
lesson
Work
time
Share

10. WRITING WORKSHOP: HIGH SCHOOL
MODEL
 What a 90 minute class looks like:
Minilesson
10 minutes
Write
25 minutes
Share
10
minutes
Minilesson
10
minutes
Read &
respond
25 minutes
Share
10
minutes

11. VIDEO
http://www.youtube.com/watch?v=l0cejtxxoNo

12. DURING THE BREAK…
Do you have comments, questions,
concerns, or feedback about…
• Writing Workshop?
• This presentation?
• The presenter’s impeccable fashion
sense?
If so, go to:
goo.gl/M5mki

13. WHY NOTEBOOKS?
 As you read your section:
1. One to two sentence summary
of your section: what does the
author say about notebooks?
2. One application for your
teaching.
3. One question you would ask the
author, or that lingers in your
mind.

14. WHY NOTEBOOKS?
Take a moment to look through the
student notebooks at your tables.
 What do you see students doing in their
notebooks?
 What topics are students writing about?
 What types of writing do you notice?
 What surprises, interests, or confuses you?

15. LAUNCHING OUR NOTEBOOKS
 Writing to think vs. writing to publish
 Writing Territories

16. LET’S EAT!
 We will start the afternoon session at 1:00
PM.
 Bring your notebook with you during lunch.

17. SCHEDULE
Day 1: July
31st
Day 2: August
1st
Day 3: August
2nd
• What is Workshop?
• Setting up
notebooks
• Model
Lesson/Time to
write
• Workshop
routines and
procedures
• Genre studies
• Planning time
• Mini-lessons
• Model
Lesson/Time to
write
• Conferring
• Assessment and
Evaluation
• Student panel
• Publishing our
writing
• Debrief

18. WRITING WORKSHOP:
MODEL LESSON
Mini-lesson
(10 minutes)
Work time
(30 minutes)
Share
(10 minutes)

19. DURING THE BREAK…
Do you have comments, questions,
concerns, or feedback about…
• Writing Workshop?
• This presentation?
• The presenter’s feeble attempts at
self-deprecating humor?
If so, go to:
goo.gl/M5mki

20. CLASSROOM REFLECTION
 What do you think a Writing Workshop
would look like in your classroom, with your
students?
 Which aspects of the Workshop structure
would benefit your students?
 What problems and challenges do you
foresee?

21. MAKING WORKSHOP THE NORM
“It is crucial for students to have frequent,
predictable time set aside for them to write . .
. When students know they’ll have a specific
time to return to a piece of writing in
progress, they think about that work when
they are away from their desks.”
- Ralph Fletcher and JoAnn Portalupi,

22. MANAGING WRITING WORKSHOP:
THE FIRST 3 WEEKS (AND BEYOND)
TIME
 Schedule for the week
 Schedule for each class
period
 Why we spend so much time
writing and reading
SPACE
 How the classroom is
arranged
 Where and how to store your
notebook
 Keeping your work area neat
 When/where to get materials
(stapler, hole puncher, colored
pencils, etc.)
USING THE NOTEBOOK
 Numbering pages, skipping
lines
 Leaving left-side pages blank
 Taking drafts out of the
notebook
 Word processing on the
computer
 How to get started writing
WORKING WITH OTHERS
 Volume and whispering
 How to have a writing
conference
 How to share your work with a
partner or small group
 How to listen when someone
is sharing

24. HOMEWORK
 We will have time tomorrow to plan for the
first few bundles. Bring any texts or other
materials you would like to have to plan for
your first genre unit of the year.
6th & 7th grade: Memoir/Personal Narrative
English I and II: Short Fiction/Literary Analysis
Continue to live the life of a writer. Bring
your notebook home with you and write
down thoughts, musings, or topics you can
come back to later.