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Hi everyone and welcome to session four of our course.

I hope that you all are having a great week and things are going well for you.

If you are joining us because you were sick this week and

miss class then I hope that you are on the mend.

So this week we're looking at Chapter five.

So if you've not read that, I want you to be sure to read chapter five

and um we're gonna be looking at the steps in the many lessons so

when we planned for writing these are the steps that we want to follow.

There is a power point in canvas that you can open

and I'll be going through that kind of small right here.

Um You can open it in canvas and see it a little better.

I will tell you that somehow it doesn't translate well to canvas so it looks messy

but the first light is just our schedule yesterday.

So if you were on campus we had a very busy three hours.

Mhm.

Our targets for this week are these three

number one defined and employ the components of

a writing mini lesson number to showcase your

curiosity and focus on the topic of interest.

So this relates to your PLC article.

So my online students,

you are looking for an article that you

are then going to share through the group discussion

on campus students.

You are sharing this with your PLC. So

double check on your progress there

do be sure to follow the assignment guide.

You do not want to just bring an article, you have a task to do along with that article

and then we're continuing to practice our cursive.

Um If you were on campus we did the letter G. The letter H. The letter I.

And your name yesterday. So when they

ah

um some tactile names by using glitter pins, the glitter glue.

And so the students could also run their fingers along

this kind of feel the shape of their names.

So that was the purpose of that little activity.

Um We are reading aloud each week.

I know if you are teaching right now that you're reading aloud every day to your kids.

Hopefully multiple times a day there's such value in that shared time

together and I will come back to do our writing workshop.

But I do want to point out that the writing workshop has all of these components.

A connection, a teaching point, the lesson itself,

the active engagement and the link.

And so I'm going to share with you in the resources for this week

the structured lesson plan that you will complete

when you're doing your work here at U.

A. B. For writing workshops just for this class

and it's specifically designed around these components.

So let's just talk about this for a second when I'm teaching a mini lesson.

I want to start with a connection.

I don't want the mini lesson to feel like it doesn't

fit like just out of the blue it's not a prompt,

it should fit inside of this study, a unit of study.

And so I want to reference, what do we do yesterday, what will we do tomorrow?

How does today's lesson fit?

And then I want to make a a target, what's my teaching point? What's my goal today?

So I'm gonna place whatever that um the context

of this lesson is into something really focused and really

clear is probably going to be based on the objective

for the lesson which is based on the standard,

the state standard.

And then there's a part where I teach and this is probably where I'm going to read

the story to the students if I'm using some kind of text to go with it.

When I asked the students to find information in that text,

this is the part where I'm doing the work of guiding.

Then I'm going to ask the students in some way

to share with one another and get ready to go,

right?

So there's,

there needs to be this part right here

where the students are thinking the active engagement portion

and then the final step before they go to right is the link and it's

kind of a place where I just reiterate what the point was of this lesson.

So I'm gonna make him,

I've taught them this skill and I said now go try it and you're writing.

So that's those are the steps of the mini lesson in general.

There is one more step that you're gonna find on your on the lesson plan from you baby.

And that step is trying it out in your own writing.

So in addition to all these pieces,

I also want you to show to the students how you've tried the technique,

how maybe there's a story you've been writing with the

kids and you've gone in and you've added to it.

This particular lesson is going to be about emotion and it's

a perfect one to showcase where you added some emotion.

Maybe there was a dialogue that was needed to add the emotion.

Well look at that a little more closely when we do that lesson together.

So here I just wanted to stop and think about what

is writing workshop for what is the many lessons purpose?

And our text really explains to us several points

about what it is and writing workshop many lessons,

we are teaching kids how to write what kind of craft to use,

we're not teaching them what to write.

So there will be a unit probably on how writers

generate ideas but we're not giving them a prompt.

We're not saying um today it's cold outside. What would you do if you made a snowman?

You know,

we're not telling them that we're instead of telling them this

is how assimilating can help your writing to be more descriptive.

So that's the kind of work we're going to be doing.

So be careful to notice the nuance writing workshop also is required every day.

We needed lots of days. Or

like I said before, two days a week, three days a week,

whatever you can accomplish at your school,

if it's not a part of the structure where you can do it five days a week.

But

over time students are going to learn a variety of techniques.

So we don't want to just have one lesson and then say, okay, every day, you just,

right, it's quiet time, you're right.

It's not that it's an active lesson.

The kids are writing your con your meeting with them,

conferencing with them helping them.

So, writing workshops are very active kind of um part of the day

and we really want to help Children to envision.

So that's a text term that are authors used this idea

of envisioning what what it's like to be a writer,

envisioning their work as writers.

So pretty much the steps that I just mentioned

before are in all of our writing lessons.

The connection, the teaching point, the teaching section, the demonstrations.

Sometimes this is the text study.

The kids are going to somehow be actively engaged.

You want their minds to be thinking about whatever it is the topic is.

And then again,

we're adding here this part where you share your writing and then a link,

we want to focus them before we send them to write.

All of this happens before we send them away to.

Right, so be clear about that,

this many lessons occurs then you send the Children to their spaces too.

Right,

So what do we do when we're using books in our many lessons?

We have three choices are authors layout,

we just show the students something

Okay, um

oh I thought I had an example right here,

we're just gonna show our students something inside of that text.

So I'm going to show you two different lessons

that um if you were on campus yesterday,

you would have taught one of these two lessons and

you would have been taught one of these two lessons.

But in both of these texts, the the um

teacher candidate who planned the lesson was just

showing students something inside of that text.

But I'm gonna pause for just a second, I'm gonna show it to you. Let me pause.

Okay, pardon that interruption,

I wanted to show you just an example of

what it looks like to just show students something.

So

oh,

we're gonna be looking in just a second

at some lesson plans that your peers prepared.

So these are from last semester, two different candidates wrote um,

units and I just borrowed one of their lessons.

They gave me permission.

This one is from the story,

Dragons love tacos and the teacher candidate was

just showing how the author decided that they

would make some of the words really large and kind of funny in their font.

It says do not let those Dragons eat those tacos.

So she points out to them, Hey, why is the author doing that?

Why would the author stop in the middle of the page and put this in all caps?

What's important about this?

So that's one example of just showing students something.

The other lesson is also just showing

students something is shortcut by donald crews.

And in this one, the author, excuse me, the teacher is focused on using the ellipsis.

We looked, look, that's an ellipsis. We listened, there's an ellipsis.

So she shows the students this punctuation and says, why would the author do that?

Why did they put an ellipsis there in sort of a period. We looked,

we listened.

Oh, they're wanting us to stop.

I can't do, we looked dot, dot, dot without going,

I can't do. We listened without

when those dots are there. So the ellipsis slows us down.

It makes us notice,

it makes us worry about what's gonna happen when these Children

are standing on this train track and they're looking and listening

and I'll tell you I chose this lesson because I actually watched her teach it and

I was afraid for those Children because she stopped me and made me look at those.

So

we look at how authors use techniques to make their

readers experience what they're intending for them to experience.

So that's one way that we use text study when we're,

when we're doing the many lessons, another is just to walk through the text.

So in a text like the napping house

I would read this book to the Children.

Well probably a lot. And then I would use it for many lessons.

So it's really great if you're reading aloud to your

kids and maybe there's nothing other than it's just fun.

But then you can use that book in the

future for a study because they'll already understand it,

they'll know it.

So this is the napping house by Audrey Would illustrated by Don Wood

and it says

there is a house, a napping house where everyone is sleeping.

And in that house there is a bed a cozy bed

in a napping house where everyone is sleeping.

And on that bed there is a granny a snoring granny on

a cozy bed in a napping house where everyone is sleeping.

And on that granny there is a child,

a dreaming child on a snoring granny on a cozy

bed in a napping house where everyone is sleeping.

And on that child there is a dog,

a dozing dog on a dreaming child on a snoring granny on a cozy bed

in a napping house where everyone is sleeping

I think by now you have the pattern. So you should read aloud with me.

These next couple of pages.

And on that dog there is a cat,

a snoozing cat on a dozing dog on a dreaming child.

On a snoring granny on a cozy bed in a napping house where everyone is sleeping.

And on that cat there is a mouse,

a slumbering mouse on a snoozing cat on a dozing dog on a dreaming child.

On a snoring granny on a cozy bed in a napping house where everyone is sleeping.

And I miss both. That's on a cozy bed. Sorry.

And on that mouse there is a flea.

A wakeful flea.

Can it be on a slumbering mouse? On a snoozing cat on a dozing dog On a dreaming child.

On a snoring granny on a cozy bed in a napping house where everyone is sleeping.

A wakeful flea who bites the mouse

who scares the cat

who claws the dog

who thumps the child

who bumps the granny

who breaks the bed

in the napping house where no one now is sleeping.

So this is an example of a text walkthrough.

I've read the book to the Children probably lots of times.

And we could look at what does the author do to make this story?

Something that I want to read again and again and again.

How does the author keep us so engaged And what does the author do as a technique here?

This is called a cumulative tail.

So this is a cumulative table. What are they doing?

Well they start with this line that's going to be in every page,

a napping house where everyone is sleeping

and then they add to it

a napping house where everyone is sleeping

and then they add to it that they repeat what was the page before.

So we would take our time and really look through this whole text to get an

idea of how to make a cumulative text

now,

please be careful

because when we're having writing workshop we want Children to be working on pieces

and we might show them some a technique but we don't want them

just to abandon what they're doing and start over all the time.

I mean today they might want to start over, that's okay,

but we can let them have some choice when

it's time to go to writing workshop if you want

to work on a cumulative text or if we're doing

a study and we're gonna have everybody do accumulative text

then maybe we require that

the students work on the cumulative text half of their writing workshop time,

so just be um start to really pay attention to that as you're reading in this text,

just how to navigate that there's choice

and there's flexibility in the writing workshop.

The third example our authors give is to have

a small group inquiry and this is really exciting when

we can get to the stage of having Children work together to study a text to look for the

Features that are in that text to look for craft

ideas and um I just kind of feel like this is

writing workshop 2.0 um and that for the moment that we're

at right now as we're just getting acclimated to it,

that these first two techniques are probably the ones to to go with for now.

Um I want you to be really familiar with several terms that are in the text,

so I want you to I'll give you this assignment to find these words in Chapter five.

Identity envisioning strategies, understandings and conventions.

You're gonna put each of those words in here,

so you're gonna actually have five of these maps but I want you to work with

a little bit of vocabulary and a strategy

for teaching vocabulary by putting the word here.

So you'll put to say the word strategies here

and then you're going to read in the text where they

define strategies and then put that definition in your own words,

give me some synonyms for strategies, what else would you call it? Techniques?

Um Your go to your methods,

draw a picture of a strategy,

what what technique would um would come to mind that you could

draw and then use the word strategies meaningfully in a sentence.

So it needs to be related to writing workshop.

So you'll do that with all five of those terms and they're all in chapter five.

So I want you to use that version of that word, you know?

Understandings is a pretty broad word, so be sure you're using the one from the text.

Chapter five also

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Chapters

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