setting up a super writing workshop within the classroom south todd elementary school october 12,...

Setting up a SUPER Writing Workshop Within the Classroom

South Todd Elementary SchoolOctober 12, 2015

Presenter: Paula [email protected]

Today’s Learning Goals:

• Understand how a Writing Workshop framework strengthens writing for authentic audiences and purposes

• Understand how a Writing Workshop provides students with an opportunity to become fluent as writers, build stamina, and use Writing Process steps together

• Understand how a Writing Workshop style classroom addresses the demands of Common Core

• Plan/evaluate daily instructional schedule/minutes to incorporate Writing Workshop

Today’s Learning Goals:

• Learn a potential school-wide prewriting strategy• Learn a potential school-wide editing strategy• Learn a vocabulary/revising strategy to help students

build an internal thesaurus • Learn a strategy that encourages students to give

specific feedback about written products• Participate in a Super Writer Share Fair Contest

What constitutes effective writing instruction?

Research says…

Researched-based Recommendations:

• Provide daily time for students to write.Teach students to…• use the writing process.• write for a variety of purposes.• become fluent with handwriting, spelling, sentence

construction, typing and word processing.• Create an engaged community of writers.~ Teaching Elementary School Students to Be Effective Writers, Institute of

Education Sciences, 2012

Six T’s of Effective Literacy Instruction

(R. Allington, Researcher)Time Instructional time focuses more on reading and writing opportunities such as guided and

independent reading/writing.

Text Appropriate level texts are available so that students can read with a high level of fluency, accuracy, and comprehension.

Teaching Explicit demonstrations of cognitive strategies are modeled and instruction is offered in small group and whole group lessons.

Talk Thoughtful classroom talk focuses on making children’s thinking visible and building understanding.

Tasks Students are provided similar, but different tasks that integrate several content areas with more complexity. (Less skill sheets and with a focus on reading and writing workshop opportunities.)

Testing Student work is evaluated based on effort and improvement.

F & P Three Block FrameworkBlock 1: Language/Word Study

(~30-60 minutes)Block 2: Reading Workshop

(~60-90minutes)Block 3: Writing Workshop

(~60 minutes)

A UTOPIAN Daily Literacy Schedule

Reading Workshop (75 min.)•8:00-8:15 CCS Mini Lesson with mentor text•8:15-9:10 Rotations

*Guided Reading Groups *Various Center Activities (Independent reading / computers / ?)

•9:10-9:15 Share Out with the whole class•9:15-9:35 RecessWord Study (25 min.)9:35-10:00 Writing Workshop (1 hour)•10:00-10:15 CCS Mini Lesson with mentor text •10:15-10:50 Rotations

*Guided Writing Groups *Various Center Activities (Independent writing / computers / ?)

•10:50-11:00 Share out whole class

Components of a SUPER Writing Workshop

THREE is…KEY!!

A SUPER Writing Workshop Includes:

1. CCSS Minilesson / Modeling with Mentor Text2. Rotations:

• Guided Writing Instruction• Independent Writing (Practice)• Various Centers (Practice)

3. Share/Feedback Time

A Beginning SUPER Writing Workshop Includes:

1. CCSS Minilesson / Modeling with Mentor Text2. Independent Writing Practice3. Share/Feedback Time

THREE is…KEY!!

Writing Workshop Benefits:

• Writing for Authentic Audiences and Purposes

(N, O/A, and I/E)• EXPLICIT teaching of the

writing process• Helps students build writing

stamina, fluency, and vocabulary over time

Writing Workshop Benefits:

• Creates a community of learners

• Students have the opportunity to set goals

• Students can frequently reflect upon his/her growth as a writer

• Students receive specific verbal and written feedback (teacher and peers)

• Not worksheet driven BUT product driven

• Students MUST know the form before being asked to write in a particular form

• TEACH students how to think like a writer!

• MUST occur daily and not get the “shaft”

The First Component of a SUPER Writing Workshop:


Writing Workshop Lesson Planning / CCSS Vocab:

• Purpose• Audience• Idea Development• Sentences• Transitions• Organization• Word Choice• Grammar• Correctness• Handwriting

• Form • Purpose• Narrate• Opinion/Argument• Inform/Explain

1. Minilesson Planning (see Writing Standards Handouts)

Components:•Lesson introduction & connections•Teaching & modeling with mentor text•Use texts from RW minilessons – focus on thinking like a writer•Active engagement•Link

Time:•Depends on age level•Varies from 5-15 minutes

Writing Workshop Minilesson Template

CCSS Lesson Focus/Teaching Point: __________________________________

Materials/Mentor Text: _____________________________________________

__________________________________________________________________

Lesson Introduction & Connections

Yesterday we were working on ... Today I am going to teach you ... Because ...

Teaching Modeling / Think Aloud / Mentor Text Demonstration Guided practice Explain & give an example Inquiry *Fill out anchor chart?

Let me show you how I ... OR Let’s look at how the author… Hmmm ... I'm thinking ... Did you see how I ...

Active Engagement write individually

and practice write with a

partner

Now you are going to have a try. You are going to ...

Link

Today and every day in your writing, you can ...

On classroom

website

Minilessons

• Lucy Calkins video clip on rationalehttps://www.youtube.com/watch?

feature=player_detailpage&v=rOeJIxGwpY8• Video clip with studentshttps://www.youtube.com/watch?

feature=player_detailpage&v=g8nf1OHUIe0

1. Minilesson Planning What will you teach?•What are the CCSS for your grade level?•What instructional implications come from student writing through formative assessment?•What mentor texts can be used from your reading block?

Helpful Resources:• Sample minilessons

provided (handouts)• Lesson plan template (on

website)• Opened.com• Learnzillion.com (starts 2nd

with K-1 on the way!)

Cooperative Learning Structure: Timed-Pair-Share*Think about “where” your students are*Without talking and on your own, what could be the next few minilessons?*Will discuss with your should partner

After the minilesson…


2. Independent Writing • Students practice fluency and build confidence• Students revise and/or edit drafts• Teacher confers with individual writers on a regular

basis • Observe student’s writing behaviors and keep

records• “Drive around” and give verbal feedback• Use observations to inform teaching of minilessons

and guided writing lessons

Teacher Conferencing

• Video clipwww.youtube.com/watch?

v=m_AX1ocn58M&index=7&list=PLxebRmPQMyEJ-qEJZhY1F3VrHwLDoU2tn

Literacy / Data Notebook

• Reading AND writing tabs • Conference records• Use notes to group students for guided writing• Exemplary models on hand

Help students determine potential Writing Beasts through feedback:

• Purpose• Audience• Idea Development• Sentences• Transitions• Organization• Word Choice• Grammar• Correctness• Handwriting*Language of the scoring rubric

Teach metacognition

!!

Explicit Marking of Editing Errors:

Feedback Symbols:

• = Keep it up!• = wrong word usage (your vs. you’re; where vs. were)

• = LOVED it!• WB = Writing Beast • RO = run-on sentence• LOL! = You made me laugh!• Huh? = YOU DIDN’T READ your writing!!• / = word is overcapped

After independent writing…


3. Share / Peer Feedback Time• Ask students to evaluate his/her work during the workshop

(do well? need to improve?)• Goal setting• Teach students how to give specific feedback based on

“Success Criteria”• Invite students to share writing and about his/her learning

– Post-it note for group members– Should partner or face partner talks

3. Share Time• Video clip

https://www.youtube.com/watch?feature=player_detailpage&v=3f7hGEmvAPg

Time for Lunch!!

Prewriting Lessons:

• Younger students need longer in this step.• How should the grade level standard be

deconstructed?

K-2 Prewriting Acronym:

Prewriting: “FAP” it Out!!

Form:

What have you been asked to write?

Ex: letter, article, story, etc. Audience:

To whom are you writing?

Ex: mom, dad, grandma, teacher, friend, etc.

Purpose:

Why are you writing?

Ex: to inform, give opinion, or narrate?

Be sure to keep your “ION” your purpose!

Writing rocks…and so

do you!!

Writing rocks…and so

do you!!

WW 2nd GradeLearning Targets:

1. I can identify the form, audience, and purpose in an opinion writing prompt.

2. I can brainstorm possible ideas/topics that to write about.

3. I can brainstorm ideas to support my opinion.

(ELA CCS W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about; state an opinion, supply reasons that support the opinion, use linking words to connect opinion and reasons, and provide a concluding statement or section.)

Second Grade Writing Prompt

There are many different classes and activities here at school that you get to be a part of. Write a letter to your teacher that shares your opinion of your favorite class or activity. Be sure to give specific reasons to support your opinion.

FAP it OUT, dude!

Introducing…The Super FAP Rap!!


I can think before I write,Before I write,Before I write!I can think before I writeIt’s what I call brainstormin’!!


“F” stands for the fo-orm.The fo-orm, The fo-orm!“F” stands for the fo-ormIt’s WHAT I am writing!


“A” stands for the aud-i-ence,The aud-i-ence, The aud-i-ence!“A” stands for the aud-i-enceIt’s WHO I am writin’ to!


“P” stands for the pur-pose,The pur-pose, The pur-pose!“P” stands for the pur-poseIt’s WHY I am writing!


I can think before I write,Before I write,Before I write!I can think before I writeIt’s what I call FAP-ing!!

Second Grade Super WritersThere are many

different classes and activities here at school that you get to be a part of. Write a letter to your teacher that shares your opinion of your favorite class or activity. Be sure to give specific reasons to support your opinion.

F—form—letterA—audience—teacherP—purpose—opinion

Need writing prompts and models?

• achievethecore.orgK-12 prompts with annotated student writing in

all three types of writing (download)• Has lessons, videos, annotated assessments

with rubrics, etc.• Math too!

Need writing prompts and models?

• Common Core Standards (Appendix C)K-12 annotated student writing (107 pg. document)http://www.smekenseducation.com/ (K-1 Focus!!)http://www.teachpreschool.org• Create authentic writing opportunities that are

relevant to your content and students (LMC, music, etc.)

Prewriting in a Stand Alone Prompt (5th Grade Part A): Narrate an Imagined Event

Writing Situation: Elizabeth Cady Stanton once said, “Truth is the only safe ground to stand upon.”

Writing Task: Write a story about a boy named Will that learned this lesson—that it is best to tell the truth, no matter how difficult it might be. These stories will be collected and put on display in order to be shared with parents, teachers, and students during your Family Book Fair Night.

3RD - 5th Grade Prompts…

SPAF Technique: S = situation (Part 1)P = purpose (Part 2)A = audience (Part 2)F = form (Part 2)

SPAF Rap By: P.L. Cool

I can use the SPAF technique, SPAF technique, SPAF technique.I can use the SPAF techniquein On-demand prewritin’.

“S” stands for the sit-e-ation,sit-e-ation,sit-e-ation.“S” stands for the sit-e-ation.Read it to see what up.

“P” stands for the pur-pose,pur-pose,pur-pose.“P” stands for the pur-pose.It’s WHY I am writing.

“A” stands for the aud-i-ence,aud-i-ence,aud-i-ence.“A” stands for the aud-i-ence.It’s WHO I’m writin’ to.

“F” stands for the fo-orm,fo-orm,fo-orm.“F” stands for the fo-orm.It’s WHAT I am writing.

I can use the SPAF technique, SPAF technique, SPAF technique.I can use the SPAF techniquein On-demand prewritin’.

Writing Situation: Elizabeth Cady Stanton once said, “Truth is the only safe ground to stand upon.”

Writing Task: Write a story about a boy named Will that learned this lesson—that it is best to tell the truth, no matter how difficult it might be. These stories will be collected and put on display to be shared with parents, teachers, and students during your Family Book Fair Night.

S—best to tell the truth (SHORT summary)P—tell a story/narrate when Will learned a lesson about telling the truthA—friends, parents, teachers (informal language)F—story

Here’s what SPAF looks like:

Writing Prompts

• Teach students HOW to read prompts and pull out the form, audience, and purpose.

• Use texts from reading as springboards for prompts.

• See “Creating Writing Prompts” handout on website

Editing Expectations in ALL Writing: Enforce C.U.P.S.

CapitalizationUse of words to create understandingPunctuationSpelling (or spacing)

Raise CUPS Awareness!!

CUPS Parody:“I Always Read for CUPS” By: Lori Wallace & Paula Livingood

I Always Read for C.U.P.S.

I always read for C.U.P.S. (read for C.U.P.S.), no kiddin’I always read for C.U.P.S. (read for C.U.P.S.), no kiddin’I always read for C.U.P.S. (read for C.U.P.S.), no kiddin’I always read for C.U.P.S. (read for C.U.P.S. ~ C.U.P.S. x 5 trailing off)

Yeah, it’s pretty clear!I know what to do.I always read my writin’Like I’m supposed to do!‘Cause I got to cap-it-alize and use correct words, too!All my punctuation in all the right places.

I see a misspelled word, crack out the dictionary,I know that I can spell.Come on, it ain’t that hairy!When I use C.U.P.S. my conventions ROCK‘cause my writing is correctFrom the bottom to the top!

Oh yeah my teachers have taught me to always read what I write. (ba, ba, be doo)They said my writing must make sense every day—yes, all of the time. (ba doo be doo be doo)I must read for correctness and meaning that’s understood. (ba, ba, be doo)So my audience will know what I’m sayin’, the meaning’s all good!

Be-cause-I always read for C.U.P.S. (read for C.U.P.S.), no kiddin’I always read for C.U.P.S. (read for C.U.P.S.), no kiddin’I always read for C.U.P.S. (read for C.U.P.S.), no kiddin’I always read for C.U.P.S. (read for C.U.P.S.)!

Revision: Help students build an inner thesaurus of robust vocab!!

• New weekly word• Record in Writer’s

Notebook• Time students for one

minute• Count number of times

written correctly (competition)

• Use in a sentence that shows understanding of the word

(From Really Good Stuff)

Let’s Practice!!

• Word: colossal – gigantic; huge• Cartoon with word used in context• Chunk word: co loss al• Write word for one minute• Count up and record at top of

page• How many times did you write the

word correctly?• Use in a paragraph to show your

understanding (model in addition to posted cartoon) *”Show don’t Tell” to create imagery

• Time to write!!

co loss al

As I strolled down the hallway, my eyes became fixated upon what seemed to be the most colossal BOOGER that I had ever seen in all of my glorious days of teaching. There stuck upon the freshly painted bathroom wall was a hardened substance the size of Mt. Rushmore. As I stepped closer to the dried, olive colored mucous, my stomach flipped and fluttered as I almost tossed my cookies at the very sight of it. To say that this ornament upon the wall was huge…was just really an understatement. Who else but the Jolly Green Giant could have carefully placed such an enormous prize for all to behold?

Super Writer Share Fair…• Read your paragraph aloud to your

group members• Take notes on your GO as you

listen to each writer• Vote upon the writer that created

and captured the best use of imagery using “colossal”

• Success Criteria?• Group winners read aloud to the

ENTIRE class • Vote for an OVERALL classroom

Super Writer (heads down and raise hand)

• Listen for ideas to “steal”!!

Woo Hoos!

Boo Hoos!

Danny

Brandy

Sue

Garry

Student Feedback Example

Publishing: Share Fair• Doesn’t HAVE to be a

finished product• ALL students are given the

opportunity to share his/her writing by reading his/her own work (fluency helper!!)

• Develops audience awareness as students become familiar with publishing

• Pulls in listening & speaking CCSS

Specific Feedback in the Share Fair

• Writing Rock Star Contest!!

• Discuss SPECIFIC criteria in which writing will be voted upon!

• Post criteria for students to refer to while listening to others!

• WARNING: addictive

•NOT acceptable to say: “I liked it.” “It was good.”

Peer Feedback Sessions

Teach HOW to Conduct Peer Feedback & Conferencing:

• Share expectations• Model what a quality session “looks like” and

“sounds like”• Video students, let them critique, and write a

review of self / group• Blog about the video• Group or peer discussion

Other Ways to Engage Students in Giving Specific Feedback…

Try Playing…The Writing VoiceRead writing to group members. Group members take notes on Success Criteria:*robust (strong) vocabulary*literary devices*engaging lead

Peer Feedback & Conferencing Strategy:

P: (Praise) What do you like about my paper?

Q: (Question) What questions do you have about my paper?

P: (Polish) What specific things could I change to make my paper better?


T: Tell someone what you liked about the piece

A: Ask questions to clarify meaning

G: Give suggestions for improvement


Two Hugs: Tell the author two things you liked about his/her writing.

One Wish: Tell the author one thing you wish he/she would change in his/her writing.


Author’s Chair!

A SUPER Writing Workshop Includes:

1. CCSS Minilesson / Modeling with Mentor Text2.Independent Writing Practice

*drive around as students practice scribbles, drawing, writing words,

sentences, paragraphs, etc. *confer with individuals, provide verbal feedback

*anecdotal records for guided writing groups

3. Share/Feedback Time

THREE is…KEY!!

2. Begin the Rotation Process:Independent Writing and Guided Writing

2. Guided Writing Structure

• Select a text model that meets needs of group (not a repeated lesson X 4)

• Teach/reinforce needed skills• Confer with students and keep anecdotals• Encourage students to confer with each other• Allow students to read text out loud and encourage them to

monitor meaning

2. Centers as Rotations

• Does your writing block of time allow this?

• Rigor and relevance!!• Students MUST be able

to complete tasks individually

Peer Conferencing as a Rotation• Watch proximity to your

guided writing area• Post models of exemplary

writing for students to see

• Have lists of feedback starters available

• Have dictionary/thesaurus resources available

• Post alphabet for correct letter formation

Technology as a Rotation

• Grammar games• Types of sentences

games• Review of robust

vocabulary games (Quizlet.com)

• Keyboarding skills• Blogging about each

other’s writing

setting up a super writing workshop within the classroom south todd elementary school october 12,...

Documents

writing workshop todays

writing workshop framework

effective writing instruction

guided writing groups

independent writing

workshop opportunities

guided reading groups

students touse