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