setting up writer’s workshop lisa harrison writing curriculum support, eto
TRANSCRIPT
Setting up Writer’s Workshop
Lisa HarrisonWriting Curriculum Support, ETO
Cover Page Set-up
Components of an effective Writer’s Workshop
Interactive journalsGoal SettingIdentified framework (purposeful lessons)Planning (get organized)Explicit Instruction (rigorous mini-lessons)ModelingProgress Monitoring GroupingProviding Feedback
Interactive JournalsRules Page
Rule 1: I will Never tear out a page in my journal.Rule 2: I will write a page number for every entry in my journal.Rule 3: I will include a title for every entry in my journal.Rule 4: All of my entries will be placed in my table of contents at the front of my journal. Rule 5: I will use the following “Left Side/Right Side” Rules:
Rule 6: I will write in my journal everyday!
What goes on my LEFT SIDE?
What goes on my RIGHT SIDE?
Prompt (stapled) Responses to prompt
Editing/Revising Reflections to literature
Comments from teacher Graphic Organizers
Summary Frames
Essential Questions
Table of ContentsDate Entry Page #
A Teacher’s Goal: Inspiring Writers!
Diagnosing student needsGrouping students for instructionEvaluating this instructionProviding meaningful feedback to increase student performanceEmpowering students to think critically and personally about writing
Classroom writing assessment: intermingled, varied, shared, informative*, personal
What resources do I use for modeling lessons?
Calibration sets (Anchor sets)Writing Task CardsMentored Text Grammar Resources (G.U.M)
Framework: 30 minutes vs. 60 Minutes
Framework: 30 minutes vs. 60
Minutes
Writing Framework for the week
Explicit InstructionBell Ringer/Opening Routine:
1. Have students complete five review items as a warm-up activity.2. Review any additional prerequisites for the skill/strategy to be
taught.
Whole Group:3. Establish the goal and relevance of today’s lesson.4. Model the new skill/strategy.
Small Group Rotation:5. Provide guided practice with the new skill/strategy.6. Introduce independent practice with the skill/strategy.7. Provide small-group instruction to struggling students as needed
based on Focus, Organization, Support, Conventions.
Wrap-Up:8. Review the focus skill at the end of the period and assign
homework.
Rigorous Planner
Where can I access resources for planning?
The 2012 FCAT Writing Calibration Scoring Guides http://sharepoint.leon.k12.fl.us/tdc/external/default.aspx
2012 FCAT Writing Anchor Sets http://sharepoint.leon.k12.fl.us/tdc/external/default.aspx
FCAT, FCAT 2.0, Florida EOC Assessments, Computer-Based Testing, and Test Schedules http://fcat.fldoe.org/default.asp
Link to Common Core State Standards http://www.corestandards.org/
Link to PARCC information http://www.fldoe.org/parcc/
Writing environment looks like…
Seating arranged for ease of collaboration, peer response, revision, and editingStudent folders with student writing, word lists, planners, rubrics, etc. Student journals with focused lessons, responses to prompts, evidence of the writing process Classroom environment should be visually stimulating:
• Anchor charts• Student friendly rubrics• Editor’s checklist• Posters of planners• Current student writing
Endings
Endings that Work
Integrating Reading and Writing
A Definition of Rigor
Rigor is the expectation that students will be able to perform at levels of cognitive complexity necessary for proficiency at each grade level.
Rigorous Classroom
Only by creating a culture of high expectations and providing support so students can truly succeed do you have a rigorous classroom.
Barbara Blackburn 2008
Rigorous ClassroomStandards-based teaching
Look for Lots of high level activity- - - High Levels of QuestioningReflectingAnalyzingDoing experimentsDiscussingWritingWorking in groups
And a Scoring Guide available to all students for all major assignments
ACT Report on Increasing Rigor
The following strategies should be promoted to increase course rigor and student achievement:
Instruction thatIs Bell-to-bellIs Connected to prior learning*Incorporates probing questions, group work,
and higher level reasoning
STRATEGIES TO EXTEND THINKING
Remember "wait time I and II" – Provide at least five seconds of thinking time after a question and
after a response.
Ask "follow-ups' – E.g., "Why? How do you know? Do you agree? Will you give an
example? Can you tell me more?Cue responses to "open ended" questions – E.g., "There is not a single correct answer to this question. I want you to
consider alternatives.
Use "think-pair-share" – Allow individual thinking time, discussion with a partner, and then open up for
class discussion.
Call on students randomly – Avoid the pattern of only calling on those students with raised hands. Say you
are going to wait until you see 5, 10, 15 hands, etc…
Ask students to "unpack their thinking" – E.g., ‘Describe how you arrived at your answer."
STRATEGIES TO EXTEND THINKING
Ask for summary to promote active listening – E.g., "Could you please summarize our discussion thus far?"
Play devil's advocate – Require students to defend their reasoning against different
points of view.
Survey the class – E.g., "How many people agree with the authors point of view?"
(thumbs up, thumbs down)
Allow for student calling – E.g., "Richard, will you please call on someone to respond?"
Encourage student questioning/Elicit responses – Provide opportunities for students to generate their own
questions. Use task cards.
Relevance Connection
Reinforce the skill into the students writing…– Students need to understand how the
skill or concept applies to their life.– Students need to know why this an
important skill to know?– This builds buy-in from the students.
Dissect the Prompt
Writing Situation
Specific Writing
task
Something to think about
Progress Monitoring
TEACHER: STUDENT:
Providing Feedback
Grouping
EXIT SLIP
Three things you learned…..
Two things you will incorporate into your instruction…..
One question or comment you have…..