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The Writer's Notebook

How to engage ALE students in writing tasks

Julie Cox

on 9 July 2015

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Transcript of The Writer's Notebook

The Writer's Notebook
Notebook Guidelines
1. Notebooks always stay in the classroom.
2. Only touch your own notebook.
3. Write a title and the date on the top line and enter the
title on the Table of Contents.
4. Always write in pen.
5. Write for the allotted time every day. Be honest.
Be yourself. Be school appropriate.
Notebook Set-Up
1. Skip the first six pages and begin numbering the pages front and back in the bottom right-hand corner until all of the pages are numbered.
2. Go back to the very beginning of the notebook and skip the first blank (unnumbered) page. This page will later become a dedication page.
3. On top line of the second blank page, write Table of Contents. Number the TOC with the number of pages in the notebook.

Writing Idea Strategies or "Lists"
My Name
Writing Territories
Bucket List
What If / I Know
Like / Dislike
Notebook Frameworks from Common Core
The frameworks depend on the content the teacher decides to include in the notebook. Some of the following frameworks could be easily accommodated by the Writer's Notebook:
Grammar & Reference
Jeff Anderson's Everyday Editing and Mechanically Inclined have great mini-lessons for grammar, usage, & mechanics. Other ideas include:

Sentence Structure
MLA Format
Rhetorical Terms
Research Ideas
Reading responses

Mini-lessons are short, focused, and direct. The teacher has something to teach, and she gathers the students together to teach it, modeling what she expects students to learn and apply.

Angry / Happy
Bummers / Heart Scrapes
Art Story
Photo Story
Each teacher must decide the guidelines for the Writer's Notebook in his/her classroom:
CCSS.ELA-Literacy.W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
CCSS.ELA-Literacy.W.9-10.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
CCSS.ELA-Literacy.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 here.)
In the Notebook:
Out of the Notebook:
Daily entries
Finding patterns
Revision strategies
Grammar/editing notes
Final Copy
Each teacher must decide when and how the notebooks will be assessed. The student must have a copy of the rubric before the notebook is graded.
Works Cited

Anderson, Jeff. Everyday Editing: Inviting Students to Develop Skill and Craft in Writer's Workshop. Portland, Me.: Stenhouse, 2007. Print.

Anderson, Jeff. Mechanically Inclined: Building Grammar, Usage, and
Style into Writer's Workshop. Portland, Me.: Stenhouse, 2005. Print.

Atwell, Nancie. Lessons That Change Writers. Portsmouth, NH:
Firsthand/Heinemann, 2002. Print.

Buckner, Aimee E. Notebook Know-how: Strategies for the Writer's
Notebook. Portland, Me.: Stenhouse, 2005. Print.

Davis, Judy, and Sharon Hill. The No-nonsense Guide to Teaching
Writing: Strategies, Structures, and Solutions. Portsmouth, NH: Heinemann, 2003. Print.

Graves, Donald H., and Penny Kittle. My Quick Writes: For inside
Writing. Portsmouth, NH: Heinemann, 2005. Print.
Full transcript