Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

The Writer's Notebook

Engaging ALE students in writing tasks
by

Julie Cox

on 13 July 2015

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of The Writer's Notebook

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:
Notebook Frameworks from Common Core
Mini Lessons
Notebook Guidelines
Each teacher must decide the guidelines for the Writer's Notebook in his/her classroom:
Mini-lessons are short, focused, and direct. The teacher has something to teach, so she gathers the students together to teach it, modeling what she expects students to learn and apply.

The students now have a reference they can go to during writing assignments. Also, evidence of learning should be seen in students' entries after the mini lesson is taught.
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.
Presented by Julie Cox
The Writer's Notebook
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.
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.
Here are some examples:

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.
Examples of Mini Lessons:
1. Writing Process - brainstorming, outlining, editing, revision.
2. Qualities of good writing - strong lead-ins, claims, counterclaims, point of view, etc.
3. Grammar exercises - sentence structure, comma usage, common usage problems.
In the Notebook:
Lists
Daily entries
Finding patterns
Revision strategies
Grammar/editing notes
Out of the Notebook:
Drafts
Revisions
Editing
Final Copy
Worksheets
More Grammar & Reference Ideas
Jeff Anderson's

Everyday Editing
and
Mechanically Inclined
have great mini-lessons for grammar, usage, & mechanics. Other ideas include:

MLA Format
Rhetorical Terms
Vocabulary
Research Ideas
Reading Responses
Classroom Procedures
Writing Idea Strategies or "Lists"
My Name
Writing Territories
Bucket List
What If / I Know
Like / Dislike
Angry / Happy
Bummers / Heart Scrapes
Inspirations
Art Story
Photo Story
Prompt: Write a descriptive story that you feel is represented by this painting.
Prompt: Write a descriptive story that you feel is represented by this photo.
Assessment
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.

Resources

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.

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