Jennifer Evans Assistant Director ELA St.Clair County RESA Evans.jennifer@sccresa.org http://www.protopage.com/evans.jennifer#Untitled/Home

Mini-Lesson

(10-15 min.)

Independent Practice with

Conferring

(30-40 min.)

Sharing

( 5-10 min.)

After teaching a mini lesson, reflect on the

students’ understanding of the topic.

• Example: 1st grade Big(unfocused) vs. small (focused) Unit of Study 2

• Student’s were confused

• I was confused with the samples

• Reflection action: provide clear examples – added focused stories for each unfocused story

• Reflection action: discuss with team – would outcome have been different if prior lessons were taught?

“What are you working on as a Writer?”

Find “Teaching Point”

First, notice

the skills the

student uses

correctly:

Second, think about

what the errors

teach us:

Next, select

one skill to teach

when you confer. What

shall it be?

To determine what she was learning, I asked her to respond to the following:

[1] For each of the six traits,

pick one thing from your paper that

you like best, and tell why you like it.

[2] Pick specific parts of the piece

to talk about.

[3] Use the vocabulary

from the Six Traits criteria for each trait

to help explain your reasoning.

[4] Give lots of details to support your

opinion.

5-10 Minutes Notice Question Personal Connection Compliment and Suggestion (glow & grow)

Partner

Small Group

Whole Group

Look at Writing

Workshop Teacher

Reflection Continuum.

Discuss what each box

means with your team to

acquire a common

understanding of the

expectation.

Highlight what you

already do.

Select one area you want to focus on this year.

Write Action Plan to help you accomplish

this goal.

Working together as a team, make a list of

the essential standards you expect your students to learn by the end of the year or by the end of each

unit.

Create a checklist to monitor progress and

for student use.

Determine how your team will

accommodate the various skill levels in

your classes.