uvalde writing workshop day 6
TRANSCRIPT
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Writing Workshop(Day 6)
Recapping Summer Learning and Getting Ready to Start the Year!
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What do student writers need?
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3 Things Student Writers Need
• Ownership of form and subject
• Feedback from other writers
• Time to draft and revise
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What does this look like in the ELAR classroom?
Writing Workshop!
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The Essential Characteristics of the Writing Workshop
• Choices about Content• Time for Writing• Teaching• Talking• Periods of Focused Study• Publication Rituals• High Expectations and Safety• Structured Management
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How do these characteristics come together?
Day by day!
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The Essential Components of the Writing Workshop Class Period
• Mini-lesson/focus lesson (5-10 minutes)
• Writing time/conferences (30-35 minutes)
• Sharing time (10-20 minutes)
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Mini-Lesson/Focus Lesson
• The whole group of students is engaged in a directed lesson, usually by the teacher, but a lesson my also be taught by a student or a guest.
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Mini-Lessons
The topic of the mini-lesson varies according to the needs of the class, but it typically falls into one of the following categories:• Procedural• Writer’s process/strategies• Qualities of good writing/
literary craft• Editing skills/written conventions
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Mini-Lessons: Across the Process
• Generating Notebook Entries• Choosing an Idea• Developing an Idea• Drafting• Revising and Crafting• Editing• Publishing
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Mini-Lessons: Show and Tell Your Objective!
Some ways to “show and tell” the objective of your mini-lesson:• A quote of advice from a professional writer• An example from a published text• A piece of student writing• A piece of the teacher’s writing• A story or a metaphor• A report on a conference• Some public writing the teacher does
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Writing Time/Conferences
• Students work as writers (which may include both time to write and writing inquiry) while the teacher confers with individuals or small groups.
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Sharing Time
• Students share strategies, problems, and insights from their day’s work as writers. Sharing may be done as a whole group, in smaller groups, or in pairs.
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Starting the Year Off Well
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What can you do to ensure that writing happens every day in your classroom?
Consider space, time, and community
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Space: Design with writing in mind!
• Place for keeping writers’ notebooks
• Space and time for peer conferencing (furniture arranged to facilitate collaboration)
• “Author’s chair” for sharing
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Time: Keep writing at the center!
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Create a Community of Writers
• Establish a warm, welcoming, safe, classroom environment from day 1
• Introduce the idea of the workshop with an emphasis on student ownership
• Engage students in collaboratively developing class norms during week 1
• Model sharing your own writing with students
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Week 1
• Writers’ Notebooks• Norms• Procedures/Routines• Reading and writing every day!• Establish the weekly structure
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“A writer’s notebook gives you a place to live like a writer . . .”
-Ralph Fletcher
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The Purpose of the Writer’s Notebook
Why “Notebooks”?The principle, the purpose—not the name—is what’s
important . . .• A place for students (and writers) to save their
words—in the form of a memory, a reflection, a list, a rambling of thoughts, a sketch, or even a scrap of paper taped on the page.
• A place for students to practice writing• A place to generate text, find ideas, and practice
what they know about spelling and grammar
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Writing, writing, writing . . .• The most important aspect of a notebook is
that it allows students the practice of simply writing . . . in what ever form.
• Writing, rereading, reflecting, and writing some more promotes fluency.
• Keeping a notebook is a process. (It) leads you from one thought to another until you experience the writer’s joy of discovering something you didn’t know you knew.
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Resources