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Teacher self reflection for writing workshop
- 1. Jennifer Evans 2014St. Clair County RESA Teacher Self-Reflection for Writing Workshop Tasks Not Started In Progress Achieved Achieved with Fidelity Implement Writing Workshop and prepare Materials: My goal is to have all necessary materials for a Writer’s Workshop. My goal is to use the WriteWell curriculum. My goal is to be organized and prepared. My goal is to have materials accessible for use during the lesson. My books, examples and other materials are at a beginning point in terms of acquisition and organization. I have heard about WriteWell . I have attended a workshop about Writer’s Workshop. I have attended a workshop about the WriteWell curriculum. I have a collection of mentor texts, but it is minimal and not adequate for the needs of my class. I have some other materials, but they are not yet organized. I know about keeping writer’s notebooks, but I am not using them yet. I am beginning to use WriteWell lessons and have implemented at least one unit of study. I use the pre and post assessments in WriteWell but am not confident in using the rubrics to score the papers. I have a good amount of mentor texts and I am using them. I have an easel, white board, etc. and am using them. I am using writer’s notebooks and keeping records. I am using WriteWell lessons, but I skip around and do not do all of the lessons. I use the pre and post assessments in WriteWell and understand how to use the rubrics to score them and identify areas of need. I use a predictable structure for Writer’s Workshop to implement the instructional and assessment components of the WriteWell curriculum to inform instruction resulting in student achievement. I provide high quality Writer’s Workshop everyday during writing instruction. I usesthe instructional and assessment components of the WriteWell curriculum effectively resulting in high levels of student achievement. A well-organized collection of mentor texts exists and is being used. I have a meeting area and an area for guided writing with easel, white board, etc. as well as relevant center activities established. My students know how to use notebooks, share and confer. I have a well-organized, usable record keeping system that guides instruction. I use WriteWell with fidelity. Management: My goal is to highly engage students in productive reading/writing activities I have not yet established a system for independent writing. Students need a great deal I have begun to teach students how to engage in independent writing and build stamina, but the My system for independent writing is well established and I am conferring with individuals. My classroom is well managed during the entire writing block. Students are engaged in independent writing.
- 2. Jennifer Evans 2014St. Clair County RESA while I am working with individuals or groups. My goal is to highly engage students in productive reading/writing activities while I am conferring with individuals. My goal is to create a positive literacy environment. My goal is to develop appropriate routines and procedures. of attention and I cannot work productively with small groups or confer with individual students. routines are not yet established. I am beginning to establish a schedule that will allow for independent, relevant work while I teach small groups and work with individuals but results are usually unproductive. I am beginning to teach WriteWell mini-lessons focusing on writing. Students are using writer’s notebooks and logs, and I am working with groups and/or conferring on a regular basis. Students are able to work independently most of the time and be successful. Relevant activities are completed and learning is transferred. Students are able to work completely independently while I work with regular guided writing groups and confer with individuals. Grouping: My goal is to form small groups of students who are similar in their development of a writing process. I also use data to identify particular needs and interests for focused guided writing groups. I am just beginning to observe students’ writing behaviors and to think about forming groups. I have not identified other ways that I use to group students. Usually I teach the whole class. I have not started conferring with students. I don’t really know how to form groups correctly. I have formed and met with some needs/interest/skill based groups when I notice that there is something that students need to learn or I look at assessment data. I know how to apply some assessment measures and have tentatively formed some level or skill-based groups. I do this inconsistently. I continue to meet with needs/interest/skill based groups on a regular basis, using relevant data to determine groupings. I am keeping regular records of writing behaviors. I confer with students on a regular basis, however I am still conferring about the “writing assignment” and not the “writer.” Every student in my class is served with small group instruction. Students know how to share and improve their writing. Groups meet regularly, and strategies/skills taught are based on assessment. Appropriate goals are selected to meet the needs of the writer. Learning transfers to other situations and instructional steps move the students to higher levels of proficiency. I confer with at least 3-5 students daily and the conferences result in increased student productivity or quality work.
- 3. Jennifer Evans 2014St. Clair County RESA Lesson Management: My goal is to provide fast- paced, lively engaging lessons with all components working together effectively. My goal is to ensure learning objectives are evident to the students. My goal is provide timely, relevant, positive feedback to all students. My goal is to provide students with ample opportunities to practice. My goal is to provide students with visual aids to help scaffold instruction. I have not yet implemented any of the components of writing workshop. I provide minimal feedback in a timely manner. I do not confer with students. Students do not write every day. I limits writing activities to independent work. I have begun to introduce writing mini-lessons to students, however they are not timely. I use the WriteWell mini- lessons as a guide, but am not yet comfortable in making the lessons my own. I am learning about the procedures for writing workshop and conferring. I provide some feedback as needed to students. Students write daily, but not always for an appropriate amount of time. I have started writing notebooks but do not use them daily. I can teach mini-lessons and provide relevant activities for students to do as I break into groups and confer. I provide timely feedback to all students. Sometimes my lessons are too short or too long. I am able to personalize the WriteWell mini-lessons to meet the needs of my classroom. Most students know what to do and are able to do what is necessary during workshop. Sharing and conferring take place most days and the classroom is a safe place to do this. Students use their writer’s notebooks and write daily to practice and implement what they are learning. Ample time is provided for students to brainstorm, generate and explore ideas. My lesson is well-timed, smoothly managed and includes appropriate mini-lesson integrated with writing instruction and feedback to all students. Center activities are relevant, at appropriate levels, and based on need. I successfully address all components of a writer’s workshop. Students are transferring learning to all content areas. All students know what to do and are successful during workshop. Sharing and conferring take place daily in a safe environment. Daily writer’s notebook use, practice and writing time allow students to implement consistently what is learned as they become more proficient writers. Ample time is provided for all students to brainstorm, generate and explore ideas using techniques that motivate students to write for audiences beyond the classroom. Teaching Strategies: My goal is to teach intensively in every part of the writing lesson in order I am just beginning to understand strategies and to observe students’ writing behaviors. I am able to find evidence of strategies as I observe students writing. I support their I observe students’ writing behavior continuously and am able to find examples and powerful teaching My decisions and interactions are well-timed and powerful in illustrating processing strategies for students.
- 4. Jennifer Evans 2014St. Clair County RESA to expand my students’ ability to use background knowledge, access and use information, think beyond a text, make connections, maintain phrased, fluent writing, think about the text in critical ways and apply what they learn about author’s craft through mentor text in their own writing. My goal is to successfully implement fluent, relevant mini-lessons based on students’ writing behaviors. My goal is to successfully implement all components of a writing workshop. My goal is to provide explicit, scaffold instruction. My goal is to utilize the gradual release model for instruction. My goal is to accommodate all student needs with a MTSS (Multi-Tiered System of Support. I am beginning to accommodate students’ needs. development of strategies by providing support for goals at appropriate levels but have not yet developed expert teaching skills. I am not always accurate with selecting appropriate strategies based on the needs of students. My students share their thinking but are not yet effective in listening or helping others. My students get off task easily at times. I have systems in place to assess and re-teach in order to accommodate students’ needs. points to bring to their attention. I am observing the impact of my introduction, interactions, and teaching after the writing instruction. I keep records to help guide my instruction but am inconsistent. My students share their thinking and can help support each other in their writing development, but they are inconsistent and sometimes ineffective. I have begun to incorporate some differentiation into initial instruction. My decisions allow students to use what they know to process writing. I am aware of and teach for a wide range of processing strategies, and I see evidence that students are taking on these strategies for themselves. My students listen well and can share their thinking to support each other consistently and effectively. I differentiate for all students to meet students’ needs so that they are successful on their first attempts. I assess, teach, and monitor the learning of students on a daily basis. I provide interventions to targeted students daily. I provide systematic instruction in embedded spelling and grammar by using mentor text and student work to guide instruction.