keeping things moving forward with the … our focus this morning is

Keeping things moving forward with the

…

OUR FOCUS THIS MORNING IS...

…without adding more spinning plates!

RTI Writing

worksho

p

New Math

PLC

Social studies

Daily

5/cafe

Science

Differentiation

Character Ed.

So, why are we here this morning?…• To teach writing effectively so as to produce

growth in this area for our students.• To get tips on moving the writing workshop

along more timely

• To learn how to conference and gather small groups for learning

• To get students to work more independently!!

• To understand each component of the mini-lesson• To get the most points on my APPR – teacher evaluation

Promise to Our Students

UNITS OF STUDY SAYS…

Non-negotiables for Writing• Writing is a subject to be scheduled every day, a

minimum of 30 minutes… up to 60 minutes.

• Writing needs to be explicitly taught.• Students need clear goals and frequent feedback.

• Students need opportunities to read, hear texts, and read as writers

• Students need to write for real purposes and write for an audience.

• Students invest themselves in their writing, when they choose topics that are important to them.

Our Writers’ Bill of Rights:

• Writing is a subject. It is taught every day

• Students will be explicitly taught• There is time in the day when

students are given time to write• During writing time, students

write• Students write for volume• Students are to be invested in

their writing• Students have the freedom to

choose their own topic

•Writers produce writing

“What is your promise that you make to children for writing?”

RehearsalPublishingShareSmall momentsMentor textTouchstone textThought promptsShare the pen

SeedsOn-demand writing quick writeTeaching pointScaffoldDraft/revising/

editing

COMMON LANGUAGE

Resources

•Kit•CD•Materials

The Workshop StructureMini-lesson 10 min.

Independent Writing 20+ min.

Mid-workshop Interruption 3-5 min.

Conferencing 5 min.Share 5-10 min.

40 – 60 minutes

ConnectionTeaching Point

Active EngagementLink

Mini-lesson – Important to keep between 10- 15 minutes

Don’t skip these preview pages!!

The Workshop StructureMini-lesson 10 min.

Independent Writing 20+ min.

Mid-workshop Interruption 3-5 min.

Conferencing 5 min.Share 5-10 min.

40 – 60 minutes

Research says:

“Length, more than any other factor, correlated with a high score on the essay portion of the SAT."

~Les Perelman, the director of writing at M.I.T

Research says:

“Along with purpose and audience, an important component of the Writing Workshop at any grade is volume. By volume, I mean write a lot. And after they write a lot, write more.”

~Two Reflective Teachers

To get tips on moving the writing workshop along more timely

1. Choose a deadline and make it public.

2. Use assessments to customize a unit.

3. The less you know, the faster you go.

4. Build student independence.

5. Trust the process.

What Actions to take to lift the level of writing across the grades?

Teachers should be doing….● Plan the unit to start and end

together as a grade level.● Administer the On-demand

assessments● Look at student work with grade

level team● Units should be no longer than 5 -

6 weeks. (pacing guide)● Plan that celebration date!

Principal support….● Encourage cohorts to stay in sync.

It’s hard, but asking for their celebration dates will help teachers stick to the 5-6 week units.

● Make time and establish Norms for Grade-Level Meetings.

● Help Grade-level Cohorts Study Students’ Writing.

● Speak firmly but kindly to resistance.

Building

Effective

Partnerships

2015

• To get students to work more independently!!

Research says…

Why Partnerships?

● we need opportunities to interact through giving and receiving feedback as well as collaborating on writing activities.

● this increases the sense of community in a classroom, as well as encourages students to become engaged in the writing process with their peers.

● establishing partnerships helps with efficiency, expectations, and a consistent routine.

ConnectionTeaching Point

Active EngagementLink

Mini-lesson – Important to keep between 10- 15 minutes

Rehearsal before writingWhy Partnerships?

All of our writing actually starts with cognition and speech. Providing time for rehearsal is actually providing additional thinking time.

During the active engagement part of the minilesson, there is always a spot for partners to rehearse or practice a writing move together. This rehearsal is the part of the “we do”/practice before independent writing. .

Everybody loves feedback. Rehearsing together is an additional way to provide immediate feedback.

•There are two articles about partnerships.

•Each partnership will be given an article to divide up the reading.

•You will be given time to discuss your part of the article.

•Then you will join another partnership to share out your article with them

Learning with a partner

Using partnerships

within a classroom,

gives the message

that we can be in

charge of our

learning, and we

can learn from one

another.

Why Partnerships?

Setting Goals…

Partners can push each other to set goals and be accountable to those goals.

Teacher can conference with partners then partners can check in on each other at the end of workshop.

Embedded in sessions are partnership tips

Sometimes in the shareSometimes a mini-lesson

Why Partnerships?

Setting Goals…

Partners can push each other to set goals and be accountable to those goals.

Teacher can conference with partners then partners can check in on each other at the end of workshop.

Every student is partnered with someone he/she can benefit from in some way. NO EXCEPTIONS!

What are some ways to assess our writers with the idea to build exceptional partners? How can we do this quickly?

Brainstorm with a partner● green partner goes first ● alternating from green then blue, name what

criteria information you might gather from their on-demand writing.

Making Partners

PARTNER A - works very, very slowly and sometimes too carefully

PARTNER B - drafts quickly and freely, gets thoughts down fast

PARTNER A - methodical and strategic about writing

PARTNER B- writes fast all of the time and too sloppy

Structures and Routines

● Partner work should be happening every day. TURN AND TALK IS NOT

PARTNERSHIP TIME

● Partners will sit next to each other during mini-lesson time. (efficiency)

● At the beginning of independent writing/reading time partners tell

each other what they are working on today. At the end of that time,

partners share whether they accomplished their goal or set a new

goal. (accountability/self-assessment)

● Place partner chairs around the room with a five minute timer.

(accountability, stamina, self-assessment)

WANTEDWrite a want ad for a writing

partner. Think of at least 3 things

that you are looking for in a

partner. Be specific. Remember

you are looking for someone that

will help you to become a better

writer.

APPLY to the WANT ADWrite a brief letter to

answer the application or

ad for the writing

partnership job. Include at

least 3 specific skills you

can bring to the

partnership.

Strategy Two: Videotape

Pay close attention to what

the students are saying and

doing. What does the teacher offer

this partnership?

What are some benefits of

videotaping your student

partnerships?

2:26

Methods to Teach Partners

demonstration Proficient Partner

Ghost Partner Fishbowl

FISH BOWL

Find willing partners to

display their partner

dialogue while the rest of

the class observes. Then

students discuss and

sometimes suggest how

to improve.

(midworkshop share?)

ASKING OPEN-ENDED QUESTIONS

What are you working on?

Can you show me where you

tried that?

How can I help you?

Mentor Texts

ANCHOR CHARTS

Charts, displays, storage & binders

•I do We do You do model also known as the gradual release model•Teach students to use the checklist during independent writing time

•Conferencing is differentiated instruction where students work off their own goals.

• To get the most points on my APPR – teacher evaluation

Professional DevelopmentCollaborative planning/PLC

Small study GroupsLab Site work

Whole school PDInvitation to Coach

● On-demand writing pieces leads to collegial conversations

around student work and future planning.● Students choose their topic.● Each student is working at his/her level.● Students are continually setting goals with partners

and teachers.● One on one conferences and small group

conferences are based on student’s needs.

APPR Connections

Q & A