Incorporating writer’s workshop into the elementary classroom


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  • Content Share = Retell and ask questions about writing, Suggest revisions or rehearsal ideasCraft share = Craft techniques, reread writing, share craft with partnerProcess share = Get writing process ideasProgress share = share and reflect on writing progress, set new goals
  • The Relatives Came by Cynthia Rylant
  • Incorporating writer’s workshop into the elementary classroom

    1. 1. Incorporating Writer’s Workshop into the Elementary Classroom<br />Erik Wittmer<br />5th Grade Teacher<br />Park Hills Elementary<br />
    2. 2. Setting The Foundation<br />What is your definition of Writer’s Workshop?<br />What is your opinion about Writer's Workshop?<br />What questions do you have about Writer’s Workshop?<br />
    3. 3. What is Writer's Workshop according to Erik?<br /> DAILY, structured time<br />Teacher provides explicit instruction<br />Students select their own topics to write about<br />Students are encouraged to be risk takers as they develop their own individual writing style<br />A community to share and learn from one another<br />
    4. 4. Framework for Writer’s Workshop<br />The Mini-Lesson<br /><ul><li>Connection
    5. 5. Teach
    6. 6. Active Engagement
    7. 7. Link
    8. 8. Read aloud mentor texts</li></ul>(5-10 minutes)<br />Independent Writing<br /><ul><li>Writing
    9. 9. Guided Writing
    10. 10. Conversing
    11. 11. Mid-Workshop Share</li></ul>(20-30 minutes)<br />Sharing<br /><ul><li>2-3 Students</li></ul>(5 Minutes)<br />
    12. 12. Components of Mini-Lessons<br />Pulling students together<br />Setting the tone<br />“Show and Tell” the objective<br />Get students involved<br />5 -10 Minutes<br />
    13. 13. Components of Independent Writing<br />Initially just write for extended period of time<br />Free writing<br />Play with writing<br />Reading<br />Staring off into space<br />Drafting a writing project<br />Conversing<br />Publishing<br />20 -30 Minutes<br />
    14. 14. Writer’s Stamina with Katie Ray Wood<br />
    15. 15. Components of Sharing<br />Simple Response Share<br />Survey Share<br />Focused Share<br />Student-as-teacher share<br />Content Share<br />Craft Share<br />Process Share<br />Progress Share<br />
    16. 16. Talk Time<br />Turn to a Partner and Talk about the Different Components in a Writer’s Workshop<br />Be sure to include the time frames<br />
    17. 17. Why Writer’s Notebooks<br />Practice Writing<br />Generate Text<br />Find Ideas<br />Practice grammar<br />Become a stronger writer<br />Portfolio <br />
    18. 18. Structure of Writer’s Notebooks <br />
    19. 19. Decorating the Notebook<br />
    20. 20. Eliminate “I don’t know what to write about”<br />History of a Name<br />Writing from a list<br />Top 10, Worst 5<br />Scary Stories<br />I Wonder/Question<br />Daily page<br />Write off Literature<br />Observations<br />
    21. 21. More Ideas<br />Topic Blast<br />What Bugs Me<br />Good Ideas/Bad Ideas<br />Snapshots<br />Artifacts<br />Family<br />Mysteries<br />Parents<br />
    22. 22. Preschooler Talks about his notebook<br />
    23. 23. Talk Time<br />Turn to a Partner and Talk Writer’s Notebooks<br />What are you going to do to promote daily writing?<br />
    24. 24. More Ideas for Writer’s Notebooks<br />
    25. 25. Primary Classroom Poster for Ideas <br />
    26. 26. What’s In? What’s Out?<br />In the Notebook<br />Daily Entries <br />Strategies for launching the notebook.<br />Finding Patterns <br />Rereading and marking patterns in writing.<br />Collecting Around A Topic<br />Strategies for thinking about a topic.<br />Revision Strategies <br />Trying different things for a draft.<br />Editing, Grammar Notes <br />Class notes on grammar and editing skills.<br />Out of the Notebook<br />Drafts<br />The whole piece is written out on yellow legal-pad paper.<br />Revisions <br />Revisions the author wants to use are added or deleted from the piece.<br />Editing <br />Editing the actual piece before writing the final copy is done right on the draft.<br />Final Copy <br />Final copies of writing pieces are done on white paper or another published format.<br />
    27. 27. Teachers as Writers<br />
    28. 28. Goals: What We Hope To See Students Developing Over Time In Their Notebooks…<br />A sense of self as writers and personal writing processes that work for them.<br />Ways of reading the world like writers.<br />Collecting ideas with variety, volume and thoughtfulness.<br />Each student possesses personal writing processes that work for him/her.<br />Boxes and bullets<br />Stream of consciousness writing<br />T-charts<br />Katie Wood Ray, Wondrous Words, 215<br />
    29. 29. Goals, continued…<br />A sense of thoughtful, deliberate purpose about their work as writers, and a willingness to linger with those purposes.<br />Following an idea through to publication.<br />“Living with” a topic over time.<br />Katie Wood Ray, Wondrous Words, 215<br />
    30. 30. Goals, continued…<br />Becoming members of a responsive, literate community.<br />Working with “editors.”<br />Family Members<br />Friends<br />Teachers<br />Katie Wood Ray, Wondrous Words, 213<br />
    31. 31. Goals, continued…<br />Ways of reading texts like writers (for both structure and ways with words).<br />Developing a sense of craft, genre and form.<br />Studying a variety of genres.<br />Studying one writer’s body of work.<br />Author Studies<br />Writer’s Craft Studies<br />Katie Wood Ray, Wondrous Words, 216<br />
    32. 32. Goals, continued…<br />A sense of audience.<br />Understanding of how to prepare writing to share with the “world.”<br />Learning about publishing opportunities for young writers.<br />Focusing on what happens during the publishing process.<br />Katie Wood Ray, Wondrous Words, 216<br />
    33. 33. Mini -Lessons<br />Connection<br />Teaching<br />Active Engagement<br />Link<br />
    34. 34. Connection<br />Students learn why today’s lesson is <br />so important and how it relates to their prior work<br />Opens the mini-lesson<br />Teacher repeats previous day’s teaching <br />point<br />Teacher names today’s teaching point<br />
    35. 35. Teaching<br />Children are taught a new skill and strategy <br />that they can use often when they write:<br />Tell/State the teaching point and explain when and why a writer might use it <br />Show (method of delivery)Demonstration (modeled or shared writing)<br />Explicitly tell and show an example<br />Inquiry (notice techniques authors use)<br />Guided practice (scaffolding) <br />
    36. 36. Active Engagement<br />Children briefly use the strategy taught <br />while the teacher is there to provide support:<br />Tell: Repeat the teaching point to get students ready for what they will practice<br />Coach: (practice)Can be practiced by having students try a quick example in a writing notebook <br />Can verbally try it with “Turn and Talk” strategy<br />Can practice this strategy using a piece of mentor text<br />
    37. 37. Link<br />This is not a closing but a launch!<br />Make the transition from the mini-<br />Lesson to independent writing: <br />Restate the teaching point into clear language that students will remember<br />Get students excited to try what they learned, if it applies <br />Remind students that this teaching point can be used in the future, when needed<br />
    38. 38. Kindergarten Mini -Lesson<br />
    39. 39. Talk Time<br />Turn to a Partner and Talk Mini-Lessons<br />What are the four main parts of these short, powerful lessons?<br />
    40. 40. Selecting the Focus of the Lesson<br />Mini-lesson may be based on: <br />Procedures during Writer’s Workshop<br />Genres<br />Writing process<br />Traits of good writing <br />Resources to assist with planning:<br />PA State Standards<br />Observing students’ work while roaming the room and conversing<br />Collecting student writing to evaluate<br />
    41. 41. Independent Writing Time<br />Students write on their own to:<br />Practice skills and strategies previously taught<br />Develop understanding of multiple genres of writing/reading <br />Gain writing fluency and stamina<br />Share their experiences through topic choice<br />
    42. 42. Guided Writing<br />Students write and attempt to apply what has been previously demonstrated and practiced<br />Teacher guides, responds, and extends the students’ thinking<br />Groups of 2-6 students with similar needs based on data and observations <br />
    43. 43. Conversing<br />Research<br />Compliment<br />Decide and Teach <br />Link<br />
    44. 44. Research<br />Determine what the child is beginning to do well and what you want to teach them to do better by:<br />Observing<br />Reading the student’s work<br />Asking open-ended questions <br />“How’s it going?”<br />“Can you tell me what you are working on as a writer today?”<br />
    45. 45. Research Continued<br />Consider what you already know about the writer using conference notes<br />Research the same skill and/or strategy until you know the writer can use it independently<br />
    46. 46. Compliment<br />React like a reader: <br />“Wow! Your details really helped me to picture what was happening!”<br />Clearly state the skill and strategy used and show where they used it<br />Explain why it is important to continue using it <br />
    47. 47. Decide and Teach<br />Of all the things that I could teach this child, what is the one thing likely to make the most difference on this piece and in future pieces?<br />
    48. 48. Decide and Teach Cont…<br />“How will I teach this to the child?”State the skill and/or strategy<br />Explain when and why to use it<br />Show how to successfully use it<br />Coach as they practice it in their own writing<br />Comments and questions to ask: <br />I have one suggestion to make.<br />Can I show you one thing?<br />Can you try?<br />
    49. 49. Link<br />Repeat the teaching point<br />Name what the child has done <br />Remind him that this skill and/or strategy can be used in the future, as needed<br />
    50. 50. Components of Sharing<br />Based on conferences and guided writing groups, the teacher stops writers to quickly share:<br />A need of the majority of students<br />An extension of the mini-lesson, revisit something taught earlier in the year, or a new concept<br />Something great seen in a student’s piece that she wants to strategically point out<br />
    51. 51. Sharing Cont.<br />Points to remember:<br />The share always includes teaching: State the skill and/or strategy<br />Explain when and why to use it<br />Show what it looks like to successfully use the strategy<br />Use student work as much as possible or a teacher created piece<br />
    52. 52. Types of Shares<br />Simple Response Share<br />Survey Share<br />Focused Share<br />Student-as-teacher share<br />Content Share<br />Craft Share<br />Process Share<br />Progress Share<br />
    53. 53. Other Types of Shares<br />Fish Bowl<br />Author’s Chair<br />RAGS – Read Around Groups<br />
    54. 54. 1st Grade Class Buddy Sharing<br />
    55. 55. 5th Grade Celebrations = Sharing<br />
    56. 56. Talk Time <br />Think about all the different types of shares that were presented. Do you use one that wasn’t mentioned? <br />How important is this portion of writer’s workshop?<br />
    57. 57. Ticket Out the Door <br />3 – New Ideas you can use next year within your writing community<br />2- Sharing ideas that were new to you<br />1 – Something you would like to see covered tomorrow<br />
    58. 58. Setting Up the Process<br />Expectations<br />Materials<br />Peer Conferencing<br />Completed Papers<br />Conversations<br />Reflections<br />Writer's Notebook<br />Mini - Lessons<br />Status of the Class<br />
    59. 59. Status of the Class<br />Before/After Mini – Lesson<br />Easy way to check in with every student<br />Lets them know you are “watching” each one of them<br />Can be one of the following:<br />Clothespins <br />Board<br />3 x 5 cards<br />Anything that shows the writing process<br />
    60. 60. Materials<br />Paper<br />Staplers<br />3 Hold Punch<br />Colored Pencils<br />Any material that can help to make the students move papers on<br />
    61. 61. Peer Conferencing <br />Student giving advice to Student<br />Not about anything but writing<br />Effective?<br />Alternative ways?<br />
    62. 62. Day # 2<br />Think about all that we covered yesterday.<br />What are you still unclear on or need help clarifying?<br />Writer’s Notebooks<br />Stages of Writer’s Workshop<br />Most important part?<br />Conversations instead of conferencing<br />Different type of sharing<br />Units of Study <br />
    63. 63. Agenda<br />Mentor Text<br />Sample Lessons using Mentor text with 6 Traits in Mind<br />Find some of your own Mentor text<br />6 Traits and How the language can be used<br />Setting up the entire workshop<br />ABCD of writing (Kelly Gallagher and Amy Tarbell)<br />Graphic Organizers<br />
    64. 64. Conversation<br />
    65. 65. Routines and ExpectationsRoutines give students something to count on, a place to hang knowledge, a place to share and explore every day. <br />Done through mini – lessons<br />Takes at least three to four weeks<br />May need to repeat lessons<br />Moving from desks to writing areas<br />Moving around during writing<br />Status of the Class<br />Expectations <br />Publishing papers<br />
    66. 66. Model Lesson on Routines<br />Moving from mini- lesson to writing<br />When I say, “Go ahead and write” you have 1 minute to get in the zone<br />When you hear this signal, that means it is time to be writing<br />Let’s try it now.<br />Same goes for when writer’s workshop is over.<br />Play music to key students to wrap it up and come to the sharing area<br />
    67. 67. Setting up the Routines <br />
    68. 68. Why Mentor Text?<br />Mentor text are pieces of literature that students can relate to<br />Mentor text are pieces of literature that are studied and imitated <br />Mentor text provide students with powerful connections<br />Mentor text help students take risks and try new strategies<br />Mentor text are the literature that students can relate to and can read independently <br />Provided by Rose Cappelli and Lynne Dorfman, 6/28/11<br />
    69. 69. Katie Ray on using Mentor Text<br />“I often think that when I watch a really good teacher of writing, it’s almost like there are life-size cardboard cutouts of authors all around the room. Jane Olen is standing by the chalkboard and Eloise Greenfield is just by the door to welcome students as they enter… With a room full of authors to help us, teaching writing doesn’t have to be so lonely.” <br />
    70. 70. Choosing a Mentor Text<br />You must connect with the book and love it<br />Subject matter<br />Author<br />Illustrations <br />Genre<br />How does it serve your student’s needs and connect with your curriculum<br />Can students relate and/or read alone<br />
    71. 71. Choosing a Mentor Text Continued <br />Balance of genre<br />Fiction, nonfiction, memoir, and poetry<br />Just like most things in writer’s workshop, it comes down to a personal decision<br />
    72. 72. Introducing Mentor Text<br />First time through complete as read aloud:<br />Appreciate the story and characters<br />Message, rhythm <br />Second time through using eyes of writer<br />Teach to read like writers when using mentor text<br />Demonstrate reading-writing connection<br />
    73. 73. What Do We Learn by Using Mentor Text<br />Craft of writing<br />They there are places from which writers gather ideas<br />Help students find ideas<br />Breathe courage into their writing by helping them take risks<br />
    74. 74. Your Turn Lesson<br />Hook<br />Purpose<br />Brainstorm<br />Model<br />Shared/Guided Writing<br />Independent Writing<br />Reflection<br />
    75. 75. Modeled Lesson<br />Hook -When I was Five by Author Howard<br />Purpose – Taking Big Idea and Making into one you KNOW<br />Brainstorm –What can you add to your writing territories/seeds now that we read this story?<br />Model – Inverted Triangle<br />Shared/Guided Writing – Students try triangle<br />Independent Writing- Continue <br />Reflection - How did this strategy work for you as a writer?<br />
    76. 76. Reflection + Talk Time<br />What was going through your mind as this lesson was being taught?<br />How do you see yourself using a lesson format like this?<br />Different and bit longer than mini-lesson<br />Talk to your table about the positives and negatives you would see doing something like this in our classroom<br />
    77. 77. Modeled Lesson<br />Hook –Lily’s Purple Purse by Kevin Henkes<br />Purpose – Adding Details through questioning<br />Brainstorm –Recent things you did at night, on the weekend<br />Model – Share my list<br />Shared/Guided Writing – Bring two students to front of room and have a discussion<br />Independent Writing- Question marks in their writing<br />Reflection – How did this strategy work for you as a writer?<br />
    78. 78. Other Ideas for The Writer’s Notebook<br />Memory Chain using Letter to the Lake<br />Every Picture Tells a Story = Gallery Walk<br />
    79. 79. Setting the Stage Reading Like a Writer<br />Notice something about the craft<br />Talk about it and make a theory about why a writer might use this craft<br />Give it a name<br />Have you seen this craft in other books?<br />Try to imagine how you could use this craft in your own writing<br />
    80. 80. The Relatives Came by Cynthia Rylant<br /><ul><li>Structure = Circle
    81. 81. Ways with Words =
    82. 82. Commas a lot
    83. 83. Puts periods in places that aren’t sentences
    84. 84. “Funny” words like hugging time
    85. 85. She uses dashes
    86. 86. She repeats words (hugging, breathing)</li></li></ul><li>Notice something about the craft<br />Often general statements i.e – “Puts pictures in my mind <br />Need to get right on top of either the words, the way the words are put together (including punctuation and marks)<br />Structure of the text to help envision the craft of their own writing<br />
    87. 87. Talk about it and make a theory about why a writer might use this craft<br />A writer’s conversation about why the author might have done what they did.<br />Specific questions about the craft<br />Think about the why<br />
    88. 88. Name<br />Give it a class name<br />Doesn’t need to be from a grammar book<br />As long as students remember it within the walls of the classroom<br />If the craft has a name, call it by that particular name<br />Personification <br />
    89. 89. Other Text<br />Have you noticed this craft in another text<br />Becomes easier as we understand this process<br />Try to have set so other text have similar craft early on <br />
    90. 90. Envision using the craft <br />Don’t force it so students must use it<br />Envision it so they can use the technique in the future<br />What would it sound and look like in a writing piece <br />“So, if I am writing and I want to ____ , then I can use this technique. <br />
    91. 91. Reflections <br />Very important<br />Used throughout the process<br />Students see themselves as writers<br />Helps develop the revision process<br />Brainstorming<br />Drafting <br />Memory Chain<br />Inverted Triangle<br />
    92. 92. Craft Lesson on Talking Bubbles <br />Hook –Magic Tree House Series by Joanne Cole<br />Purpose – Add discussions into stories<br />Brainstorm –What are some conversations we might hear at the family dinner table?<br />Model – Draw picture of Aidan and Brielle informing about their trip to Dutch Wonderland<br />Shared/Guided Writing – Students look at their stories<br />Independent Writing- Try it out with speech bubble<br />Reflection - How did this strategy work for you as a writer?<br />
    93. 93. 6 Traits of Writing <br />Ideas<br />Sentence Fluency<br />Organization<br />Word Choice<br />Voice<br />Conventions<br />Presentation <br />
    94. 94. The Language of 6 Traits<br />Take writers where they are and move them forward one step at a time<br />Matches specific needs and abilities <br />Appropriate scoring guide is key to successful teaching<br />
    95. 95. Examples of what students can say during revisions or to start a conversations? <br />Ideas <br />Does my writing make sense?<br />Does my writing show that I understand my topic?<br />Is my writing interesting?<br />Organization<br />Do I start off strong<br />Are all my details in the best possible order?<br />Are similar thoughts grouped together<br />
    96. 96. Examples of what students can say during revisions or to start a conversations?<br />Voice<br />Can the reader here me in the writing?<br />Can the reader tell I care about this idea?<br />Is the voice I’ve chosen right for my audience?<br />Word Choice<br />Do the words I’ve chosen sound and feel just right?<br />Have I painted a picture with words?<br />
    97. 97. Examples of what students can say during revisions or to start a conversations?<br />Sentence Fluency<br />Does my writing sound good when I read it aloud?<br />Do my words and phrases flow together?<br />Have I included sentences of varying lengths and with different beginnings?<br />
    98. 98. Examples of what students can say during editing or to start a conversations?<br />Conventions<br />Is the punctuation correct and does it guide the reader through the text?<br />Did I capitalize all the right words?<br />Is my spelling accurate – especially for words I read and write a lot?<br />Did I follow grammar rules to make my writing clear and readable?<br />Did I indent paragraphs in all the right places?<br />
    99. 99. Student Example<br />What trait are you working on?<br />Focus on just that skill<br />Keeps you grounded in focusing in on one area rather than the entire paper<br />Universal scoring guides are consistent<br />
    100. 100. Publishing Projects <br />How often<br />Everyone<br />Where?<br />Electronically<br />Sticky Notes<br />Rubrics<br />At different times<br />
    101. 101. Mentor Sentences <br />“All Students need to become sentence stalkers , finding them in the literature and the world.” Jeff Anderson, pg 17<br />Short phrases and a quick process within the mini - lesson <br />“What do you notice?”<br />“What do you like about the sentence?”<br />Wall Charts become the norm<br />
    102. 102. Express Lane Edits<br />Short and to the point<br />Use students 1st draft<br />Come up with a list of grammar rules that have been taught<br />Focus on one or two<br />Students take those and edit their paper<br />Model, Model and Model some more<br />
    103. 103. ABCD For Writing Prompts<br />Helps attach a writing prompt<br />Needs to be modeled, guided<br />A = Attach the prompt<br />B- Brainstorm ideas<br />C- Choose the order of the response<br />D – Detect errors <br />
    104. 104. My Mentor Text<br />
    105. 105. My Mentor Text Continued<br />