pisd summer writing institute 2013 day 1
TRANSCRIPT
PISD SUMMER WRITING INSTITUTEJULY 31ST, 2013
Good morning!• Sign in.• Log in to a computer.
• Open Internet Explorer, and
go to goo.gl/s4nqfc to begin your welcome assignment.
View slides for this presentation atgoo.gl/E6x2Jv
GOALS AND BARRIERSOn the PINK sticky notes, write
the big goals you have for student writers in your class.
GOALS AND BARRIERSOn the PINK sticky notes, write
the big goals you have for student writers in your class.
On the YELLOW sticky notes, write the barriers that stand in your (and your students’) way of reaching those goals.
OUTCOMESIn this 3-day session, participants will:
Understand how the Writing Workshop structure can help middle and high school students become better writers.
Plan units, mini-lessons, procedures, and strategies to be implemented in their own classrooms.
Use the Workshop structure to take a piece of their own writing through the writing process.
SCHEDULEDay 1: July 31st
Day 2: August 1st
Day 3: August 2nd
• What is Workshop?
• Setting up notebooks
• Model Lesson/Time to write
• Workshop routines and procedures
• Genre studies
• Planning time
• Mini-lessons
• Model Lesson/Time to write
• Conferring
• Assessment and Evaluation
• Student panel
• Publishing our writing
• Debrief
What comes to mind when you hear the term,
Writing Workshop?
Text 145600, followed by your answer, to 37607
Online poll created with www.polleverywhere.com
WHAT IS WRITING WORKSHOP?
Read Chapter 1, “The Writing Workshop.”
Which of your ideas did you see affirmed in this chapter?
What new ideas did you see in this chapter?
WRITING WORKSHOP IS…
Organized, rigorous, and purposeful
Generative
Differentiated
WRITING WORKSHOP IS NOT…
A free-for-all
Derivative
Uniform .
WRITING WORKSHOP: MIDDLE SCHOOL MODEL What a 50 minute class looks like:
Mini-lessonWhole class teaching10 minutes
Work timeStudents engaged in writing Individualized teaching/conferring30 minutes
Share/self assessment/reflection10 minutes
Mini-lesson Work
timeShare
WRITING WORKSHOP: HIGH SCHOOL MODEL What a 90 minute class looks like:
Minilesson10
minutes Write25
minutes
Share10
minutesMinilesson
10 minutes
Read & respon
d25
minutes
Share10
minutes
DURING THE BREAK…Do you have comments, questions, concerns, or feedback about…• Writing Workshop?• This presentation?• The presenter’s impeccable
fashion sense?
If so, go to:
goo.gl/M5mki
WHY NOTEBOOKS? As you read your section:
1. One to two sentence summary of your section: what does the author say about notebooks?
2. One application for your teaching.
3. One question you would ask the author, or that lingers in your mind.
WHY NOTEBOOKS?Take a moment to look through the student notebooks at your tables.
What do you see students doing in their notebooks?
What topics are students writing about?
What types of writing do you notice?
What surprises, interests, or confuses you?
LAUNCHING OUR NOTEBOOKS
Writing to think vs. writing to publish
Writing Territories
LET’S EAT!
We will start the afternoon session at 1:00 PM.
Bring your notebook with you during lunch.
SCHEDULEDay 1: July 31st
Day 2: August 1st
Day 3: August 2nd
• What is Workshop?
• Setting up notebooks
• Model Lesson/Time to write
• Workshop routines and procedures
• Genre studies
• Planning time
• Mini-lessons
• Model Lesson/Time to write
• Conferring
• Assessment and Evaluation
• Student panel
• Publishing our writing
• Debrief
WRITING WORKSHOP: MODEL LESSON
Mini-lesson(10 minutes) Work time
(30 minutes)Share
(10 minutes)
DURING THE BREAK…Do you have comments, questions, concerns, or feedback about…• Writing Workshop?• This presentation?• The presenter’s feeble attempts
at self-deprecating humor?
If so, go to:
goo.gl/M5mki
CLASSROOM REFLECTION
What do you think a Writing Workshop would look like in your classroom, with your students?
Which aspects of the Workshop structure would benefit your students?
What problems and challenges do you foresee?
MAKING WORKSHOP THE NORM
“It is crucial for students to have frequent, predictable time set aside for them to write . . . When students know they’ll have a specific time to return to a piece of writing in progress, they think about that work when they are away from their desks.”
- Ralph Fletcher and JoAnn Portalupi,
MANAGING WRITING WORKSHOP: THE FIRST 3 WEEKS (AND BEYOND)TIME Schedule for the week Schedule for each class
period Why we spend so much
time writing and reading
SPACE How the classroom is
arranged Where and how to store
your notebook Keeping your work area
neat When/where to get
materials (stapler, hole puncher, colored pencils, etc.)
USING THE NOTEBOOK Numbering pages, skipping
lines Leaving left-side pages blank Taking drafts out of the
notebook Word processing on the
computer How to get started writing
WORKING WITH OTHERS Volume and whispering How to have a writing
conference How to share your work with
a partner or small group How to listen when someone
is sharing
HOMEWORK We will have time tomorrow to plan for the
first few bundles. Bring any texts or other materials you would like to have to plan for your first genre unit of the year.
6th & 7th grade: Memoir/Personal NarrativeEnglish I and II: Short Fiction/Literary Analysis
Continue to live the life of a writer. Bring your notebook home with you and write down thoughts, musings, or topics you can come back to later.