write well updates teacher's meeting
TRANSCRIPT
Jennifer Evans
Assistant Director ELA
St.Clair County RESA
http://www.protopage.com/evans.jennifer#Untitled/Home
Kelly Gallagher, Author and Teacher
http://www.kellygallagher.org/index.html
“Assigning writing is easy. Teaching writing is really
hard.”“We need to teach our
students to read like writers and write like
readers.”
The most effective strategy to improve writing…
Increase the amount and quality of writing.
Increase writing proficiency for life
endeavorsIncrease test scores
Coordinate and refine writing
instruction
Create a unified writing program K-12
Increase use of research-based
instructional practices during
writing instruction
Mini-Lesson
(10-15 min.)
Independent Practice with
Conferring
(30-40 min.)
Sharing
( 5-10 min.)
How Often
• Everyday
• Everyday
• Everyday
How Long
• KDG – 45 minutes
• 1st Grade –45 minutes extending to 60 minutes
• 2nd – 12th
Grades – 60 minutes
When
• Beginning the first day of school
• A single block of time at the same time everyday
Management
• Same format used everyday
• Same rules and procedures used everyday
• Keep it simple
Why
• Consistency
• Consistency
• Consistency
Grades 2-5
K-1 staple small unit booklets for their notebook
Specific notebooking directions for grades 2-5 first unit of study in WriteWell
Write everyday on mini-lesson topic or other notebooking ideas
Immerse in the genre
Identify distinguishing features of the
genre
Choose an idea to write about
Choose a mentor text to help you
writePlan your draft Draft long and fast
Revise Edit Publish/Celebrate
30-40 Minutes
Students work independently while the teacher meets with small groups or individual students
• Conferring Talking Cards
Possible mid-workshop teaching point
• Occur naturally when the teacher notices something that needs clarification or further explanation to help students as they write
Research
•Ask “What are you working on as a writer?”
•Have the student read aloud his/her work
Decide
• Synthesize what is learned
• Decide what to compliment: “What has this child done that I can name and make a fuss over?”
• Decide what to teach: “What does this child use but misuse? or“What is nearly there in his or her writing that I can help them with right now?”
Compliment
•Point out writing strategies the child used well
•Say “I like how you…”(give specific example)
Teach
•Teach only one thing
•Teach to the compliment
•Teach to today’s teaching point
•Negotiate a strategy
When choosing your teaching point think: Of all the options I have, what can I teach that will make the biggest difference for this writer?
5-10 Minutes
Notice
Question
Personal Connection
Compliment and Suggestion (glow & grow)
Partner
Small Group
Whole Group
◦ Teaching Kids About Revising (Writing Workshop Lesson)
http://www.youtube.com/watch?v=RBKqgOvmJ8w
Grammar Units Pre/Post TestsUpdates – see grade level
representative
Information/Explanatory;
Opinion; ReadWell units
developed last summer
Video Lessons Rubrics
Aligned to CCSS
Weekly concepts
taught
approximately five
minutes a day
Follows Jeff
Anderson’s format
PowerPoint to match
each weekly lesson
Same Assessment to
be given at the
beginning of the year
and the end of the year
Use to show
growthSee Sample
Video Library ◦ All grade levels
◦ Various lessons
Kindergarten
2nd grade
10th grade
http://sccresa.org/toolsforschools/curriculumtools/writewell/introductiontowritewell/writewell3rdgrade/◦ Notebooking
◦ Explanatory Unit
◦ Grammar Units
◦ Assessments
WriteWell©
◦ http://www.sccresa.org/toolsforschools/curriculumtools/writewell/
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