incorporating writer’s workshop into the elementary classroom

Incorporating Writer’s Workshop into the Elementary Classroom

Erik Wittmer5th Grade Teacher

Park Hills Elementary

Setting The Foundation

What is your definition of Writer’s Workshop?

What is your opinion about Writer's Workshop?

What questions do you have about Writer’s Workshop?

What is Writer's Workshop according to Erik?

DAILY, structured time Teacher provides explicit instruction Students select their own topics to write

about Students are encouraged to be risk takers as

they develop their own individual writing style

A community to share and learn from one another

Framework for Writer’s Workshop

The Mini-Lesson•Connection•Teach•Active Engagement•Link•Read aloud mentor texts

(5-10 minutes)

Independent Writing•Writing•Guided Writing•Conversing•Mid-Workshop Share

(20-30 minutes)

Sharing•2-3 Students(5 Minutes)

Components of Mini-Lessons

Pulling students together Setting the tone “Show and Tell” the objective Get students involved

5 -10 Minutes

Components of Independent Writing

Initially just write for extended period of time

Free writing Play with writing Reading Staring off into space Drafting a writing project Conversing Publishing 20 -30 Minutes

Writer’s Stamina with Katie Ray Wood

Components of Sharing

Simple Response Share Survey Share Focused Share Student-as-teacher share Content Share Craft Share Process Share Progress Share

Talk Time

Turn to a Partner and Talk about the Different Components in a Writer’s Workshop

Be sure to include the time frames

Why Writer’s Notebooks

Practice Writing Generate Text Find Ideas Practice grammar Become a stronger writer Portfolio

Structure of Writer’s Notebooks

Page Numbers Section Title1-3 Table of Contents4-10 Seeds, Writing

Territories, Authorities 11- 13 Writing Terms14-40 Craft Ideas41-65 Editing Ideas65-80 Other Mini –Lessons80 - Playground

Decorating the Notebook

Eliminate “I don’t know what to write about”

History of a Name Writing from a list Top 10, Worst 5 Scary Stories I Wonder/Question Daily page Write off Literature Observations

More Ideas

Topic Blast What Bugs Me Good Ideas/Bad Ideas Snapshots Artifacts Family Mysteries Parents

Preschooler Talks about his notebook

Talk Time

Turn to a Partner and Talk Writer’s Notebooks

What are you going to do to promote daily writing?

More Ideas for Writer’s Notebooks

Primary Classroom Poster for Ideas

What’s In? What’s Out?

In the Notebook Daily Entries

Strategies for launching the notebook.

Finding Patterns Rereading and marking patterns in

writing. Collecting Around A Topic

Strategies for thinking about a topic.

Revision Strategies Trying different things for a draft.

Editing, Grammar Notes Class notes on grammar and

editing skills.

Out of the Notebook Drafts

The whole piece is written out on yellow legal-pad paper.

Revisions Revisions the author wants to use

are added or deleted from the piece.

Editing Editing the actual piece before

writing the final copy is done right on the draft.

Final Copy Final copies of writing pieces are

done on white paper or another published format.

Teachers as Writers

Goals: What We Hope To See Students Developing Over Time In Their Notebooks…

A sense of self as writers and personal writing processes that work for them.

Ways of reading the world like writers. Collecting ideas with variety, volume and

thoughtfulness. Each student possesses personal writing

processes that work for him/her. Boxes and bullets Stream of consciousness writing T-charts

Katie Wood Ray, Wondrous Words, 215

Goals, continued…

A sense of thoughtful, deliberate purpose about their work as writers, and a willingness to linger with those purposes. Following an idea through to publication. “Living with” a topic over time.


Goals, continued…

Becoming members of a responsive, literate community. Working with “editors.”

Family Members Friends Teachers


Goals, continued…

Ways of reading texts like writers (for both structure and ways with words). Developing a sense of craft, genre and form. Studying a variety of genres. Studying one writer’s body of work.

Author Studies Writer’s Craft Studies


Goals, continued…

A sense of audience. Understanding of how to prepare writing to

share with the “world.” Learning about publishing opportunities for

young writers. Focusing on what happens during the

publishing process.


Mini -Lessons

Connection

Teaching

Active Engagement

Link

Connection

Students learn why today’s lesson is so important and how it relates to their

prior work Opens the mini-lesson Teacher repeats previous day’s teaching point Teacher names today’s teaching point

Teaching

Children are taught a new skill and strategy

that they can use often when they write: Tell/State the teaching point and explain

when and why a writer might use it Show (method of delivery)Demonstration

(modeled or shared writing) Explicitly tell and show an example Inquiry (notice techniques authors use) Guided practice (scaffolding)

Active Engagement

Children briefly use the strategy taught while the teacher is there to provide support:

Tell: Repeat the teaching point to get students ready for what they will practice

Coach: (practice)Can be practiced by having students try a quick example in a writing notebook

Can verbally try it with “Turn and Talk” strategy Can practice this strategy using a piece of mentor text

Link

This is not a closing but a launch! Make the transition from the mini- Lesson to independent writing:

Restate the teaching point into clear language that students will remember

Get students excited to try what they learned, if it applies

Remind students that this teaching point can be used in the future, when needed

Kindergarten Mini -Lesson

Talk Time

Turn to a Partner and Talk Mini-Lessons What are the four main parts of these short,

powerful lessons?

Selecting the Focus of the Lesson

Mini-lesson may be based on: Procedures during Writer’s Workshop Genres Writing process Traits of good writing Resources to assist with planning: PA State Standards Observing students’ work while roaming the

room and conversing Collecting student writing to evaluate

Independent Writing Time

Students write on their own to:

Practice skills and strategies previously taught

Develop understanding of multiple genres of writing/reading

Gain writing fluency and stamina

Share their experiences through topic choice

Guided Writing

Students write and attempt to apply what has been previously demonstrated and practiced

Teacher guides, responds, and extends the students’ thinking

Groups of 2-6 students with similar needs based on data and observations

Conversing

Research

Compliment

Decide and Teach

Link

Research

Determine what the child is beginning to do well and what you want to teach them to do better by: Observing Reading the student’s work

Asking open-ended questions “How’s it going?” “Can you tell me what you are working on as a writer today?”

Research Continued

Consider what you already know about the writer using conference notes

Research the same skill and/or strategy until you know the writer can use it independently

Compliment

React like a reader: “Wow! Your details really helped me to

picture what was happening!” Clearly state the skill and strategy used and

show where they used it Explain why it is important to continue

using it

Decide and Teach

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?

Decide and Teach Cont…

“How will I teach this to the child?”State the skill and/or strategy

Explain when and why to use it Show how to successfully use it Coach as they practice it in their own writing Comments and questions to ask:

I have one suggestion to make. Can I show you one thing? Can you try?

Link

Repeat the teaching point

Name what the child has done

Remind him that this skill and/or strategy can be used in the future, as needed

Components of Sharing

Based on conferences and guided writing groups, the teacher stops writers to quickly share:

A need of the majority of students

An extension of the mini-lesson, revisit something taught earlier in the year, or a new concept

Something great seen in a student’s piece that she wants to strategically point out

Sharing Cont.

Points to remember: The share always includes teaching: State the

skill and/or strategy

Explain when and why to use it

Show what it looks like to successfully use the strategy

Use student work as much as possible or a teacher created piece

Types of Shares

Simple Response Share Survey Share Focused Share Student-as-teacher share Content Share Craft Share Process Share Progress Share

Other Types of Shares

Fish Bowl Author’s Chair RAGS – Read Around Groups

1st Grade Class Buddy Sharing

5th Grade Celebrations = Sharing

Talk Time

Think about all the different types of shares that were presented. Do you use one that wasn’t mentioned?

How important is this portion of writer’s workshop?

Ticket Out the Door

3 – New Ideas you can use next year within your writing community

2- Sharing ideas that were new to you 1 – Something you would like to see covered

tomorrow

Setting Up the Process

Expectations Materials Peer Conferencing Completed Papers Conversations Reflections Writer's Notebook Mini - Lessons Status of the Class

Status of the Class

Before/After Mini – Lesson Easy way to check in with every student Lets them know you are “watching” each

one of them Can be one of the following:

Clothespins Board 3 x 5 cards Anything that shows the writing process

Materials

Paper Staplers 3 Hold Punch Colored Pencils Any material that can help to make the

students move papers on

Peer Conferencing

Student giving advice to Student Not about anything but writing

Effective? Alternative ways?

Day # 2

Think about all that we covered yesterday. What are you still unclear on or need help

clarifying? Writer’s Notebooks Stages of Writer’s Workshop

Most important part? Conversations instead of conferencing Different type of sharing Units of Study

Agenda

Mentor Text Sample Lessons using Mentor text with 6 Traits in

Mind Find some of your own Mentor text 6 Traits and How the language can be used Setting up the entire workshop ABCD of writing (Kelly Gallagher and Amy

Tarbell) Graphic Organizers

Conversation

Routines and ExpectationsRoutines give students something to count on, a place to hang knowledge, a place to share and

explore every day.

Done through mini – lessons Takes at least three to four weeks May need to repeat lessons Moving from desks to writing areas Moving around during writing Status of the Class Expectations Publishing papers

Model Lesson on Routines

Moving from mini- lesson to writing When I say, “Go ahead and write” you have 1

minute to get in the zone When you hear this signal, that means it is

time to be writing Let’s try it now. Same goes for when writer’s workshop is over. Play music to key students to wrap it up and

come to the sharing area

Setting up the Routines

Why Mentor Text?

Mentor text are pieces of literature that students can relate to

Mentor text are pieces of literature that are studied and imitated

Mentor text provide students with powerful connections

Mentor text help students take risks and try new strategies

Mentor text are the literature that students can relate to and can read independently

Provided by Rose Cappelli and Lynne Dorfman, 6/28/11

Katie Ray on using Mentor Text

“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.”

Choosing a Mentor Text

1. You must connect with the book and love it1. Subject matter2. Author3. Illustrations 4. Genre

2. How does it serve your student’s needs and connect with your curriculum

1. Can students relate and/or read alone

Choosing a Mentor Text Continued

1. Balance of genre1. Fiction, nonfiction, memoir, and poetry

2. Just like most things in writer’s workshop, it comes down to a personal decision

Introducing Mentor Text

First time through complete as read aloud: Appreciate the story and characters Message, rhythm

Second time through using eyes of writer Teach to read like writers when using

mentor text Demonstrate reading-writing connection

What Do We Learn by Using Mentor Text

Craft of writing They there are places from which writers

gather ideas Help students find ideas Breathe courage into their writing by

helping them take risks

Your Turn Lesson

Hook Purpose Brainstorm Model Shared/Guided Writing Independent Writing Reflection

Modeled Lesson

Hook -When I was Five by Author Howard Purpose – Taking Big Idea and Making into one

you KNOW Brainstorm –What can you add to your writing

territories/seeds now that we read this story? Model – Inverted Triangle Shared/Guided Writing – Students try triangle Independent Writing- Continue Reflection - How did this strategy work for you as

a writer?

Reflection + Talk Time

What was going through your mind as this lesson was being taught?

How do you see yourself using a lesson format like this?

Different and bit longer than mini-lesson Talk to your table about the positives and

negatives you would see doing something like this in our classroom

Modeled Lesson

Hook –Lily’s Purple Purse by Kevin Henkes Purpose – Adding Details through questioning Brainstorm –Recent things you did at night, on the

weekend Model – Share my list Shared/Guided Writing – Bring two students to front

of room and have a discussion Independent Writing- Question marks in their

writing Reflection – How did this strategy work for you as a

writer?

Other Ideas for The Writer’s Notebook

Memory Chain using Letter to the Lake

Every Picture Tells a Story = Gallery Walk

Setting the Stage Reading Like a Writer

1. Notice something about the craft2. Talk about it and make a theory about why

a writer might use this craft3. Give it a name4. Have you seen this craft in other books?5. Try to imagine how you could use this craft

in your own writing

The Relatives Came by Cynthia Rylant

•Structure = Circle•Ways with Words = • Commas a lot• Puts periods in places that aren’t

sentences• “Funny” words like hugging time

•She uses dashes•She repeats words (hugging, breathing)

Notice something about the craft

Often general statements i.e – “Puts pictures in my mind

Need to get right on top of either the words, the way the words are put together (including punctuation and marks)

Structure of the text to help envision the craft of their own writing

Talk about it and make a theory about why a writer might use this craft

A writer’s conversation about why the author might have done what they did.

Specific questions about the craft Think about the why

Name

Give it a class name Doesn’t need to be from a grammar book As long as students remember it within the

walls of the classroom If the craft has a name, call it by that

particular name Personification

Other Text

Have you noticed this craft in another text Becomes easier as we understand this

process Try to have set so other text have similar

craft early on

Envision using the craft

Don’t force it so students must use it Envision it so they can use the technique in

the future What would it sound and look like in a

writing piece “So, if I am writing and I want to ____ , then I

can use this technique.

Reflections

Very important Used throughout the process Students see themselves as writers Helps develop the revision process Brainstorming Drafting

Memory Chain Inverted Triangle

Craft Lesson on Talking Bubbles

Hook –Magic Tree House Series by Joanne Cole Purpose – Add discussions into stories Brainstorm –What are some conversations we might

hear at the family dinner table? Model – Draw picture of Aidan and Brielle informing

about their trip to Dutch Wonderland Shared/Guided Writing – Students look at their

stories Independent Writing- Try it out with speech bubble Reflection - How did this strategy work for you as a

writer?

6 Traits of Writing

Ideas Sentence Fluency Organization Word Choice Voice Conventions Presentation

The Language of 6 Traits

Take writers where they are and move them forward one step at a time

Matches specific needs and abilities Appropriate scoring guide is key to

successful teaching

Examples of what students can say during revisions or to start a conversations?

Ideas Does my writing make sense? Does my writing show that I understand my

topic? Is my writing interesting?

Organization Do I start off strong Are all my details in the best possible order? Are similar thoughts grouped together


Voice Can the reader here me in the writing? Can the reader tell I care about this idea? Is the voice I’ve chosen right for my audience?

Word Choice Do the words I’ve chosen sound and feel just

right? Have I painted a picture with words?


Sentence Fluency Does my writing sound good when I read it

aloud? Do my words and phrases flow together? Have I included sentences of varying lengths

and with different beginnings?

Examples of what students can say during editing or to start a conversations?

Conventions Is the punctuation correct and does it guide the

reader through the text? Did I capitalize all the right words? Is my spelling accurate – especially for words I

read and write a lot? Did I follow grammar rules to make my writing

clear and readable? Did I indent paragraphs in all the right places?

Student Example

What trait are you working on? Focus on just that skill Keeps you grounded in focusing in on one

area rather than the entire paper Universal scoring guides are consistent

Publishing Projects

How often Everyone Where? Electronically Sticky Notes Rubrics At different times

Mentor Sentences

“All Students need to become sentence stalkers , finding them in the literature and the world.” Jeff Anderson, pg 17

Short phrases and a quick process within the mini - lesson “What do you notice?” “What do you like about the sentence?”

Wall Charts become the norm

Express Lane Edits

Short and to the point Use students 1st draft Come up with a list of grammar rules that

have been taught Focus on one or two Students take those and edit their paper Model, Model and Model some more

ABCD For Writing Prompts

Helps attach a writing prompt Needs to be modeled, guided A = Attach the prompt B- Brainstorm ideas C- Choose the order of the response D – Detect errors

My Mentor Text

My Mentor Text Continued

incorporating writer’s workshop into the elementary classroom

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