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Writer's Workshop

a closer look at the framework and informational writing
by

on 18 March 2016

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Transcript of Writer's Workshop

STAR September 2014 Analysis
NYS ELA Results 2013-2014
Where are you now?
Learning Targets
Now What?
What does this analysis tell us?
Expert Opinions
"Don't build walls around the types of writing - use them to strengthen one another. Blend the discourses."
~K. Gallagher
STEP #1:
Order the k-12 writing standards
you may choose
which folder you would like to sort from

Step #2: Tape up your progression

STEP #3:
Underline the commonalities
Circle the shifts


STEP #4:
Gallery walk
The coherence I see is ...

STANDARDS WORK
The Breakdown
Together WE CAN
Understand the coherence of writing
standards from one grade level to
the next
Learn strategies to improve OA
areas of growth in writing

Implement new strategies for mini lessons
and conferring
Strengths
Areas to grow

concepts of print
spoken words syllables and phoneme
phonics and decoding
reading emergent text with
purpose and understanding
Kindergarten
First grade
letters
print concepts
letters and words
initial word sounds
phonemic awareness
phonics
structural analysis
vocabulary
sentence level comprehension
paragraph level comprehension
Second grade
letters
word relationships
met all early literacy concepts
“probable readers”
most students were below on the 2nd grade standards per STAR
Strengths
Areas to grow
Third Grade
Fourth Grade
Fifth Grade
Sixth Grade
What does this mean for our writers?
Where do our struggles get addressed in our Lucy Calkin's writing frame work?
3.1 refer explicitly to the text (right there)
describe characters and traits
context clue
language
reading for information (all standards)
3.4 domain specific words and phrases
3.5 using side bars, graphs, etc.
constructed response (all RI were weak)
12/16 questions on RI were weak for us
Looking at specific paragraphs in particular
which sentence “best” states… questions
drawing inferences
describing a character
determining a theme
search and find for answers
explicit questions on text
integrating two texts
academic vocabulary or context clues
esp. in constructed response
connecting texts to a visual aide
text structure and point of view
“why is the setting important to the text”
explaining events - what happened and why
reading for information
reading for literature
theme of the story
quoting examples from the text to answer the question
context clue question
two inferencing questions
reading for information
constructed response as a whole
selecting appropriate texts
author purpose
story structure
mood and tone
selecting specific examples that support a certain reason etc...
Thoughts by Lester Laminack
"If you want to be a writer you MUST
be a reader."
"Everything we teach in Reading can be
flipped on its back and taught in writing."
"learning is messy"
summarize well the nonfiction text
central ideas
context clues
academic vocabulary
connect a lot of types of literature together
constructed response
details in the responses
how does the setting relate to the theme?
why are these details important to the text?
author's point of view
comparing and contrasting author’s ideas
how the characters change from the beginning to the end and how does the setting tie into that
Structure For Our Writing Framework
Mini Lesson
1. Connection
2. Teaching
3. active engagement
4. link
Conferring
"like a police officer going up to a car they pulled over ... you never know what you are going to get.
Mid-Workshop Teaching
"feeding crackers"

DO IT! FEED YOUR STUDENTS INFORMATION - and then set them back up continue working
Share
Tip:
* use the share out to back up your teaching point

Writer's Workshop
Your Turn
1. Research
2. Decide - One teaching point
3. Compliment
4. teach
5. link
How do you prioritize conferences?
*plan for 1 or 2 and leave the rest for "open hours"
Hmmm...

* Choice is the gateway to engagement

* Invitations are more compelling than
assignments

I invite you to...

THINK OF A BALLET DANCEr
mINI lESSON tIPS
* IF YOU HAVEN'T GOTTEN TO YOUR POINT IN 10 MIN JUST STOP - STUDENTS WILL DO MORE BY DOING : PICK UP YOUR POINT IN THE MID-WORKSHOP

* DIFFERENT TYPES OF TEACHERS CAN ENGAGE IN A VARIETY OF WAYS

* you will know if your teaching points are effective if you can see your footprints in your students writing
* WRITER'S WORKSHOP PHRASES ARE SOMETIMES referred AS A BIT "CULT LIKE"
video reflection
Conferring Tip: Aim for 6 students a day
3 students in 1 small group
2 partnership
1 single
How does this look in your classroom? quick round table share out protocol?
- workshop teaching is responsive... think of your mini lesson as your theme for the day.
- only for you - especially for you - just for you time
Suggested Timing
workshop : 45 -60 minutes

mini lesson : 7-12 minutes

Independent Work TIme : 30 minutes

Mid workshop Teaching: 2-5 minutes

Publishing does not happen at every bend
Modifications to the program
you can move units around but it is not recommended *don't move around the units based on events or festivals - make the moves if it is what is best for kids
If the students are not at a mastery level at the end of the bend or unit - its ok ... everything spirals - they will see it again
don't go slow if you are not comfortable with a unit...keep a steady pace - sometimes what it takes is one time through it
Talk in your groups -
I notice... & I appreciate...
Video: how does the teacher go through the structure of a mini lesson? What are some key terms she uses?
Video: Watch and make note of how lucy moves through the conferring structure
Video Reflection:
What were some key phrases or words that assisted her in transitioning through each stage of the mini lesson?
spiral bound = units of study
regular bound = support tools
Read the preludes - its the big idea & sets up the writing
Units of Study
* you do not need to teach every lesson - tailor the lessons to fit your class and their needs

* There are parts where she asks students to sketch our their ideas
- picture bank / collages

* pair students up - assist in scribing

* use of assisted technology
- voice recording
- word processing

* modify rubric

* modify check lists for revising
Share: 5 Minutes
3 : I got this
2 : I need this
1 : I'm doing it Tuesday!

Let's practice some conferring
Full transcript