ww not just for the little ones
TRANSCRIPT
Writing Workshop: Not Just for the Little
Ones
Mentoring Middle and High School
Writers
Stevi Quate
Stevi Quate
Stevi Quate
Writer’s Notebook
Stevi Quate
Junkyard of your mind
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Rambling AutobiographyI was born in Salt Lake City but left before I knew it was the home of the Mormons. The Korean War was just ending, and McCarthyism was just starting to roil, and television was new. I adored my ballerina doll even though I cut her hair to look like a “duck tail.” Sherry and I danced to Bobby Darin singing“Splish! Splash! I was taking a bath” and watched Elvis Presley wiggle his hips on the Ed Sullivan Show. My dad kissed me good bye as he left for the Bishop’s Museum in Honolulu and my parents’ marriage ended. Charlie Starkweather went on a killing spree, leaving 11 people dead. My mother drove us from Lincoln Nebraska to Denver Colorado in the middle of a snowstorm, and there in Denver, I met my first and my second husband. I gave birth to one son and watched him father two children. I am a teacher without a classroom. I want to be a teacher still on a journey.
Stevi Quate
Stevi Quate
Stevi Quate
Stevi Quate
Having a set of procedures in place is less important than your beliefs and philosophy about teaching writing.
-- Regie Routman
Stevi Quate
Stevi Quate
Learning Targets
• I can demonstrate how my hopes and dreams for students as writers shape my instruction.
• I can apply the essential components of a writing workshop to my classroom.
• I can write a mini-lesson that includes modeling and explicit instruction.
• I can read like a writer and apply my insights to my writing and to my writing instruction.
Stevi Quate
Stevi Quate
But what is writer’s workshop?
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Exit Slip
• What do I need to know?• What would you like to get smarter about in
terms of writing workshop?
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Welcome back
• Today:– Simulation– Mucking around with the essential components:
• Time/Autonomy (Writing workshop simulation)• Vision/Authenticity (Mentor text)• Modeling/teaching/demo’ing (Mini-lesson)• Response (Conferring and feedback)
PHEW!
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Workshop: time for students to get smarter
OpeningMinilessonWork timeDebrief
Opening
Mini-lessonWork time
Debrief/Reflection
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Simulation:
Launching the
workshop and
Unit of study on choice
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Stevi Quate
Writing Territories?
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We spend five to fifteen minutes on quick writing each block….It is priming the pump, not the study of mentor texts or the development of ideas into coherent essays, but iT is essential because it develops voice and often leads students to topics.
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Units of Study Possibilities:
Genre (i.e., micro-essay, fan fiction, feature essay)
The Art of Persuasion Writing about Literature and
Life Multigenre Teen Activism
(interdisciplinary) Choice And....
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TIME AND AUTONOMY
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Launching a unit of study
on choice
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Stevi Quate
Writing floats on a sea of talk.
Stevi QuateWrite away…
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Stevi Quate
Minilesson
• Connect: Greece and shopping while Marta wants to make the pants
• Teach: Reading like a writer: figuring out how to make something
• Active engagement: What did you notice?• Link: Use your mentor text to help you figure
out options for writing.
Stevi Quate
Stevi Quate
Stevi Quate
Tuning Our Writing
• Writer poses a question and then reads the draft.
• Responders talk to each other, not to the writer. Writer listens ONLY.
• Warm comments: What worked well for you?• Cool comments: What confused you? What did
you see as gaps? What questions do you have?• Writer responds.
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Workshop: How Class Time is Spent
Opening
Minilesson
Worktime
Reflection/Share
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Reflection on the process
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VISION & AUTHENTICITY
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Steviq.com
Go here!
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What I noticed Why the author might have used this craft
How might I too use this craft?
Lead: answering the implied question in the title.
Let the reader know the focus of the essay
After writing the 1st paragraph, figure out a title
Using mentor text to study
organization
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What I noticed Why the author might have used this craft
How might I too use this craft?
Lead: piling on the details: …a particular tree, a slow-moving car, a figure on a sidewalk.
Present tense
The use of parenthesis
Brings the reader into the moment
Another way of bringing the reader into the moment
When I talk about arrival in Jakarta
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What I noticed Why the author might have used this craft
How might I too use this craft?
Repetition: It wasn’t….I cried….
Stress the emotions In the second paragraph of my personal essay
Using mentor text to study craft
(sentence level)
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What I noticed Why the author might have used this craft
How might I too use this craft?
I noticed “…that....”
I noticed “...,which....”
I think you can’t take “that” out of the sentence
I think that a “which” phrase is like decoration – a nice addition but necessary
Using mentor text to study
conventions
(sentence level)
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Stevi Quate
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MODELING, TEACHING, DEMONSTRATING
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The Mini-lesson
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Writing• ASSIGNED? • TAUGHT?
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Connect
• Tell a story to build schema
• Explain why this lesson is needed at this time
Teach
• Model with a think aloud
• Demonstrate• Explain the
work• Discover
Active Engagement
• Determine if students are ready to move forward on their own
Link
• Explain how this lesson is relevant for today and for the future
Architecture of a MiniLesson
Can you use your writing from our earlier writing workshop in the “teach” part of our workshop?
Your turn
What do you now know that you didn’t know yesterday afternoon?
What do you want to know more about (or need clarified)?
Exit Slip
Stevi Quate
Having a set of procedures in place is less important than your beliefs and philosophy about teaching writing.
-- Regie Routman
Stevi Quate
Units of Study Possibilities:
Genre (i.e., micro-essay, fan fiction, feature essay)
The Art of Persuasion Writing about Literature and
Life Multigenre Teen Activism
(interdisciplinary) Choice And....
Stevi Quate
Launching a unit of study
on choice
Stevi Quate
TIME AND AUTONOMY
Stevi Quate
Stevi Quate
Stevi Quate
Minilesson
• Connect: Greece and shopping while Marta wants to make the pants
• Teach: Reading like a writer: figuring out how to make something
• Active engagement: What did you notice?• Link: Use your mentor text to help you figure
out options for writing.
Stevi Quate
Connect
• Tell a story to build schema
• Explain why this lesson is needed at this time
Teach
• Model with a think aloud
• Demonstrate• Explain the
work• Discover
Active Engagement
• Determine if students are ready to move forward on their own
Link
• Explain how this lesson is relevant for today and for the future
Architecture of a MiniLesson
Stevi QuateWrite away…
Stevi Quate
VISION & AUTHENTICITY
Stevi Quate
Stevi Quate
Tuning Our Writing
• Writer poses a question and then reads the draft.
• Responders talk to each other, not to the writer. Writer listens ONLY.
• Warm comments: What worked well for you?• Cool comments: What confused you? What did
you see as gaps? What questions do you have?• Writer responds.
Stevi Quate
Stevi Quate
Learning Targets
• I can demonstrate how my hopes and dreams for students as writers shape my instruction.
• I can apply the essential components of a writing workshop to my classroom.
• I can write a mini-lesson that includes modeling and explicit instruction.
• I can read like a writer and apply my insights to my writing and to my writing instruction.
Stevi Quate
RESPONSE
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Focusing your responseHOC MOC LOCIDEASFOCUSORGANIZATIONPURPOSEAUDIENCECLARITY
SENTENCE FLUENCYFIGURATIVE LANGUAGEWORD CHOICEVOICE/TONE
CONVENTIONS: GRAMMARUSAGEPUNCTUATIONSPELLING
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CELEBRATION, COMMUNITY, CHOICE
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How often should students write?
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Richard Allington:
• “Along with my ninety-minute volume standard for daily in-school reading I would also set a thirty to forty five minute volume standard for writing. Thus, about two hours of the instructional day would be allocated to just reading or writing (including reading and writing in content subjects also).”
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4x What a Teacher Can Grade
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