Transcript K-4 Writer`s Workshop 9-13-2012

Using Writers’
Workshop to
Strengthen
Writing Skills &
Enhance
Reading
Comprehension
K-4
Your Workshop Facilitator
Dr. Dea Conrad-Curry
Your Partner in Education
Today’s Goals
• Practice organizational strategies for
implementation of successful writing
workshops
– Time
– Space
– Materials
• Customize assessment rubrics
according to CCSS expectations
• Identify a text exemplar as a “kickoff” for the writing workshop
• Determine three topics for upcoming
mini-lessons
© 2012-2013 Partner in Education
2
LAUNCHING
THE WRITING
WORKSHOP
UNIT 1
3
Create a Space
• Physical: writing station, desk pods
• Writing: tools, storage, placement
Generate Ideas
• Get a picture in my head
• Tell before I write
Invite to Write
• Using pictures
• Using words (dictated or written)
Showcase & Share
• Student reads their writing to whole group
• Partners read their writing to one another
• Teacher showcases specific aspect of student
work
© 2012-2013 Partner in Education
4
COMPONENTS OF THE
WRITING WORSKHOP
KINDER
FIRST
SECOND
5-7
minutes
5-7
minutes
5-7
minutes
MINI-LESSON
5
minutes
5
minutes
5
minutes
INDEPENDENT
WRITING
15
minutes
15
minutes
5 minutes
5 minutes
READ ALOUD
SHARING
THIRD
FOURTH
7
minutes
7
minutes
20
minutes
20
minutes
20
minutes
5 minutes
5 minutes
5 minutes
© 2012-2013 Partner in Education
5
CREATE A SPACE
• COME TO THE WRITING SPACE
• AVAILABILITY OF TOOLS
– Assorted pens
– Assorted markers
– Assorted papers
• DISTRIBUTION OF STORAGE
MATERIALS
• Folders
– prepared with red and green dots
– Prepared with reminders of word sounds
– Prepared with reminders of what to do when…
© 2012-2013 Partner in Education
6
GENERATE & REHEARSE
IDEAS
Small Moments: Personal
Narrative
Show videotape from Resources DVD
Think of a teaching moment you
have had this year
Picture the moment in your head
Tell it to a partner
© 2012-2013 Partner in Education
7
INVITE TO WRITE
Importance of Visualization
Narrative Text
• Allows for meaning
making between the
author and the reader
• Engages reader in the
text as the words
become a motion
picture of the mind
• Personalize text
meaning
Informational Text
• Identity and extend
patterns
• Work through process
relationships
• Formulate cause and
effect relationships
• Anticipate and prepare
for hands-on activity
• Distinguish components
of part and whole
Source: Miller, Cathy Puett. (2004). Opening the door: Teaching students to use
visualization to improve comprehension. Education World. Retrieved 5 May 2008.
http://www.educationworld.com/a_curr/profdev/profdev094.shtml
© 2012-2013 Partner in Education
8
Three Stages of Visualization
Realizing—Understanding—Applying
Realizing
1. Realize that visualization helps writers use prior knowledge to link
to readers.
2. Realize that writers use his/her imagination to visualize and then
makes an effort to communicate these images to readers.
Understanding
3. Understand that throughout the writing process, writers consider
how readers will visualize.
4. Understand that words connect the emotion, senses, and
experiences of writers to readers.
Applying
5. Applying visualization promotes using text (reader) as a catalyst to
build new thinking and ideas (writer).
6. Applying visualization brings together writer’s purpose with the
intended audience, readers.
© 2012-2013 Partner in Education
9
Types of Visualization
• Sensory visualization or imaging
– Typically related to descriptive narrative text
• Fiction
• Nonfiction
• Concept visualization
– Relationships between ideas or events
•
•
•
•
In time
In space
Comparisons
How something is accomplished
– Geometric manipulation
© 2012-2013 Partner in Education
10
BEGIN WITH
ASSESSMENT:
GATHERING
BASELINE
DATA
If I don’t see what they
already know, I will never know
what they could have done…
ASSESSMENT
OF WRITING
AND THE
WRITING
PROCESS
• Assessing not only the
written product but
writing process.
• Incorporating district
level expectations into
CCSS
Source: Lucy Calkins Resources for Teaching Writing CD.
13
Source: State of Delaware Department of Education. Assessment Tools.
http://www.doe.k12.de.us/aab/English_Language_Arts/ela_assessment_tools.shtml
14
Source: State of Delaware Department of Education. Assessment Tools.
http://www.doe.k12.de.us/aab/English_Language_Arts/ela_assessment_tools.shtml
15
Source: State of Delaware Department of Education. Assessment Tools.
http://www.doe.k12.de.us/aab/English_Language_Arts/ela_assessment_tools.shtml
16
Source: State of Delaware Department of Education. Assessment Tools.
http://www.doe.k12.de.us/aab/English_Language_Arts/ela_assessment_tools.shtml
17
Source: State of Delaware Department of Education. Assessment Tools.
http://www.doe.k12.de.us/aab/English_Language_Arts/ela_assessment_tools.shtml
18
TEXT TYPES & PURPOSES: NARRATIVE
GRADE K
3. Use a combination of drawing,
dictating, and writing to narrate a
single event or several loosely linked
events, tell about the events in the
order in which they occurred, and
provide a reaction to what happened.
GRADE 3
GRADE 1
3. Write narratives in which they
recount two or more appropriately
sequenced events, include some
details regarding what happened, use
temporal words to signal event order,
and provide some sense of closure.
GRADE 4
GRADE 2
3. Write narratives in which they
recount a well elaborated event or
short sequence of events, include
details to describe actions, thoughts,
and feelings, use temporal words to
signal event order, and provide a
sense of closure.
GRADE 5
3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details,
and clear event sequences.
a. Establish a situation and introduce a
narrator and/or characters;
organize an event sequence that
unfolds naturally.
b. Use dialogue and descriptions of
actions, thoughts, and feelings to
develop experiences and events or
show the response of characters to
situations.
c. Use temporal words and phrases to
signal event order.
d. Provide a sense of closure.
a. Orient the reader by establishing a
situation and introducing a narrator
and/or characters; organize an
event sequence that unfolds
naturally.
b. Use dialogue and description to
develop experiences and events or
show responses of characters to
situations.
c. Use a variety of transitional words
and phrases to manage sequence
of events.
d. Use concrete words, phrases, &
sensory details to convey
experiences & events precisely.
e. Provide conclusion that follows from
narrated experiences or events.
a. Orient the reader by establishing a
situation and introducing a narrator
and/or characters; organize an
event sequence that unfolds
naturally.
b. Use narrative techniques, such as
dialogue, description, and pacing,
to develop experiences and events
or show responses of characters to
situations.
c. Use a variety of transitional words,
phrases, and clauses to manage
the sequence of events.
d. Use concrete words, phrases and
sensory details to convey
experiences & events precisely.
e. Provide conclusion that follows from
the narrated experiences or events.
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LANGUAGE STANDARDS
CONVENTIONS OF STANDARD ENGLISH
GRADE K
GRADE 1
GRADE 2
1. Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
a. Print many upper- and lowercase
letters.
b. Use frequently occurring nouns
and verbs.
c. Form regular plural nouns orally
by adding /s/ or /es/ (e.g., dog,
dogs; wish, wishes).
d. Understand and use question
words (interrogatives) (e.g., who,
what, where, when, why, how).
e. Use the most frequently occurring
prepositions (e.g., to, from, in, out,
on, off, for, of, by, with).
f. Produce and expand complete
sentences in shared language
activities.
1. Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
a. Print all upper- and lowercase
letters.
b. Use common, proper, and
possessive nouns.
c. Use singular and plural nouns with
matching verbs in basic sentences
(e.g., He hops; We hop).
d. Use personal, possessive, and
indefinite pronouns (e.g., I, me,
my; they, them, their, anyone,
everything).
e. Use verbs to convey a sense of
past, present, and future (e.g.,
Yesterday I walked; Today I walk;
Tomorrow I will walk).
f. Use frequently occurring
adjectives.
1. Demonstrate command of the
conventions of standard English
grammar and usage when writing
or speaking.
a. Use collective nouns (e.g., group).
b. Form and use frequently occurring
irregular plural nouns (e.g., feet,
children, teeth, mice, fish).
c. Use reflexive pronouns (e.g.,
myself, ourselves).
d. Form and use the past tense of
frequently occurring irregular verbs
(e.g., sat, hid, told).
e. Use adjectives and adverbs, and
choose between them depending
on what is to be modified.
f. Produce, expand, and rearrange
complete simple and compound
sentences (e.g., The boy watched
the movie; The little boy watched
the movie; The action movie was
watched by the little boy).
GRADE 1 continued
g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).
h. Use determiners (e.g., articles, demonstratives).
i. Use frequently occurring prepositions (e.g., during, beyond, toward).
j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory
sentences in response to prompts.
20
LANGUAGE STANDARDS
CONVENTIONS OF STANDARD ENGLISH
GRADE 3
GRADE 4
GRADE 5
1. Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
a. Explain the function of nouns,
pronouns, verbs, adjectives, and
adverbs in general and their
functions in particular sentences.
b. Form and use regular and irregular
plural nouns.
c. Use abstract nouns (e.g.,
childhood).
d. Form and use regular and irregular
verbs.
e. Form and use the simple (e.g., I
walked; I walk; I will walk) verb
tenses.
f. Ensure subject-verb and pronounantecedent agreement.*
g. Form and use comparative and
superlative adjectives and adverbs,
and choose between them
depending on what is to be
modified.
h. Use coordinating and
subordinating conjunctions.
i. Produce simple, compound, and
complex sentences.
1. Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
a. Use relative pronouns (who,
whose, whom, which, that) and
relative adverbs (where, when,
why).
b. Form and use the progressive
(e.g., I was walking; I am walking; I
will be walking) verb tenses.
c. Use modal auxiliaries (e.g., can,
may, must) to convey various
conditions.
d. Order adjectives within sentences
according to conventional patterns
(e.g., a small red bag rather than a
red small bag).
e. Form and use prepositional
phrases.
f. Produce complete sentences,
recognizing and correcting
inappropriate fragments and runons.*
g. Correctly use frequently confused
words (e.g., to, too, two; there,
their).*
1. Demonstrate command of the
conventions of standard English
grammar and usage when writing
or speaking.
a. Explain the function of
conjunctions, prepositions, and
interjections in general and their
function in particular sentences.
b. Form and use the perfect (e.g., I
had walked; I have walked; I will
have walked) verb tenses.
c. Use verb tense to convey various
times, sequences, states, and
conditions.
d. Recognize and correct
inappropriate shifts in verb tense.*
e. Use correlative conjunctions (e.g.,
either/or, neither/nor).
21
Source: Lucy Calkins Resources for Teaching Writing CD.
22
Preparing a
Mini-lesson
• Tapping into a text
exemplar
• Sources for CCSS
exemplars
• Aligning instruction
to rubric
expectations
Wilder, Laura Ingalls. Little House in the Big Woods.
Illustrated by Garth Williams. New York: HarperCollins,
2007.(1932).From “Two Big Bears”
The Story of Pa and the Bear in the Way
When I went to town yesterday with the furs I found it hard walking in the soft
snow. It took me a long time to get to town, and other men with furs had come in
earlier to do their trading. The storekeeper was busy, and I had to wait until he
could look at my furs.
Then we had to bargain about the price of each one, and then I had to pick out
the things I wanted to take in trade.
So it was nearly sundown before I could start home.
I tried to hurry, but the walking was hard and I was tired, so I had not gone far
before night came. And I was alone in the Big Woods without my gun.
There were still six miles to walk, and I came along as fast as I could. The night
grew darker and darker, and I wished for my gun, because I knew that some of
the bears had come out of their winter dens. I had seen their tracks when I went
to town in the morning.
Source: Common Core State Standards, Appendix B. (2010). Read-Aloud Stories K-1. p. 20-21.
24
Bears are hungry and cross at this time of year; you know they have been sleeping
in their dens all winter long with nothing to eat, and that makes them thin and
angry when they wake up. I did not want to meet one.
I hurried along as quick as I could in the dark. By and by the stars gave a little
light. It was still black as pitch where the woods were thick, but in the open
places I could see, dimly. I could see the snowy road ahead a little way, and I
could see the dark woods standing all around me. I was glad when I came into an
open place where the stars gave me this faint light.
All the time I was watching, as well as I could, for bears. I was listening for the
sounds they make when they go carelessly through the bushes.
Then I came again into an open place, and there, right in the middle of my road, I
saw a big black bear.
25
Baum, L. Frank. The Wonderful Wizard of Oz.
Illustrated by W. W. Denslow. New York: HarperCollins,
2000. (1900). From Chapter 1: “The Cyclone”
Dorothy lived in the midst of the great Kansas prairies, with Uncle Henry, who was
a farmer, and Aunt Em, who was the farmer’s wife. Their house was small, for the
lumber to build it had to be carried by wagon many miles. There were four walls, a
floor and a roof, which made one room; and this room contained a rusty looking
cookstove, a cupboard for the dishes, a table, three or four chairs, and the beds.
Uncle Henry and Aunt Em had a big bed in one corner, and Dorothy a little bed in
another corner. There was no garret at all, and no cellar—except a small hole dug
in the ground, called a cyclone cellar, where the family could go in case one of
those great whirlwinds arose, mighty enough to crush any building in its path. It
was reached by a trap door in the middle of the floor, from which a ladder led
down into the small, dark hole.
When Dorothy stood in the doorway and looked around, she could see nothing but
the great gray prairie on every side. Not a tree nor a house broke the broad sweep
of flat country that reached to the edge of the sky in all directions. The sun had
baked the plowed land into a gray mass, with little cracks running through it. Even
the grass was not green, for the sun had burned the tops of the long blades until
they were the same gray color to be seen everywhere. Once the house had been
painted, but the sun blistered the paint and the rains washed it away, and now the
house was as dull and gray as everything else.
Source: Common Core State Standards, Appendix B. (2010). Read Aloud Stories Grades K-1. p. 20.
26
When Aunt Em came there to live she was a young, pretty wife. The sun and wind
had changed her, too. They had taken the sparkle from her eyes and left them a
sober gray; they had taken the red from her cheeks and lips, and they were gray
also. She was thin and gaunt, and never smiled now. When Dorothy, who was an
orphan, first came to her, Aunt Em had been so startled by the child’s laughter
that she would scream and press her hand upon her heart whenever Dorothy’s
merry voice reached her ears; and she still looked at the little girl with wonder
that she could find anything to laugh at.
Uncle Henry never laughed. He worked hard from morning till night and did not
know what joy was. He was gray also, from his long beard to his rough boots, and
he looked stern and solemn, and rarely spoke.
It was Toto that made Dorothy laugh, and saved her from growing as gray as her
other surroundings. Toto was not gray; he was a little black dog, with long silky
hair and small black eyes that twinkled merrily on either side of his funny, wee
nose. Toto played all day long, and Dorothy played with him, and loved him dearly.
Today, however, they were not playing. Uncle Henry sat upon the doorstep and
looked anxiously at the sky, which was even grayer than usual. Dorothy stood in
the door with Toto in her arms, and looked at the sky too. Aunt Em was washing
the dishes.
27
How are photographers
and writers alike?
Look at an image.
• Imagine what is outside of the printed
margins.
– What is to the left or right of the image?
– What is above the image?
– What is going on in the atmosphere?
– What causes the image to be shown as it
is?
• Describe what you see in your mind’s eye.
• Tell the story the photographer captured in
your own words.
– Do we all see the same thing?
– Are there similarities about what we see?
– Why?
© 2012-2013 Partner in Education
28
Productive Thinking: 3-Part Activity
Step 1
In my Head
•
Generate a list of as
many ideas pertaining to
a prompt—no idea is a
bad idea
•
Aim for 12- 15 ideas
as students become
more proficient with the
process
•
Keep in mind some
topics may limit or
extend the possibilities
•
Set a time limit for
the thought process—1
minute to 1 ½ minutes
Step 2
With a Partner
•
Turn to a neighbor
& share ideas
•
Since the goal is 1215, steal good ideas
from your partner’s list
•
Continue to
come up with more
ideas, even those that
were not on the original
lists
•
Set a time limit for
the sharing process: 2
minutes
© 2012-2013 Partner in Education
Step 3
Whole Class
•
Designate the
spokesperson of the
partner (or threesome)
•
Each group chooses
through consensus one
idea to share with the
entire class
•
Shared idea should
show the best thinking:
uniqueness counts
•
Continue to steal
ideas as groups share,
always aiming to
lengthen the list
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WRITER’S CRAFT
What I see in my
head
What I feel, hear,
smell or taste
© 2012-2013 Partner in Education
Details and words
the author used to
make me see or feel
30
WRITER’S CRAFT
What I see in
my head
What I feel,
hear, smell or
taste
Details and words the author
used to make me see or feel
© 2012-2013 Partner in Education
31
WRITER’S CRAFT
I read…
I imagine sight, sound,
taste, touch, smell, emotion
© 2012-2013 Partner in Education
Author’s message
32
NAME _______________________ TEXT _________________ PAGE __________ DATE __________
The Precise Nature of Language
Directions: Place two words that are opposites at the top and bottom of the continuum. Along the continuum line, write
words that better describe each point along the way. The first one is done for you.
Happy
__________
__________
__________
__________
__________
__________
joyful
blissful
sunny
cheerful
pleased
content
blue
cheerless
glum
heartsick
Sad
© 2012-2013 Partner in Education
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Understanding the Precise Nature of
Language
Fear
 There many different words that express the
distance between two emotions. Enter today’s date
into your writing notebook and copy the continuum on
the left beneath the date. On the continuum, place as
many words on that continuum to describe varying
degrees of bravery.
 Now choose one of those words that reminds you of an
experience you have had or can imagine.
 Beneath the continuum, begin writing about your
experience without using the word you chose. Use
sentences that will help the reader picture what you
want them to see or feel.
 Trade writing notebooks with a peer. Read one
another’s sentences and try to match the situation
you described with a word written on your continuum.
Valor
 Discuss and compare your thinking. Reflect on your
conversation.
© 2012-2013 Partner in Education
34
WORKSHOP
EVALUATION:
WHAT AREAS
OF THE
TEACHING
PERFORMANCE
RUBRIC HAVE I
LEARNED MORE
ABOUT…
About what do I
need more
information & ideas?
Writing Workshop Professional Development Continuum
Novice
Developing/Intermediate
Master/Advanced
Writing workshop is held at least four times
a week.
A mini-lesson should be taught every day.
Writing workshop is held at least four times
a week.
A mini-lesson should be taught every day.
During every workshop students write 30
minutes.
During every workshop students write for at During every workshop students write for at
least 30-40 minutes.
least 30-40 minutes.
Each student has a writing partner Students have frequent
and have frequent opportunities for opportunities for partner talk during
classroom shares.
mini-lessons, mid-workshop
interruptions and classroom
shares.
Writing workshop is held at least four times
a week.
A mini-lesson should be taught every day.
Writing partners draw on a growing
repertoire of “Ways Partners Can
Help Each Other.” Talk is aimed to
reintroduce the writer to vital
questions, ‘What is this piece really
about?’ and ‘What do you want
your reader to feel?’
The volume of writing in writer’s
Teachers and students will monitor Teachers and students will monitor
notebooks increases steadily over and track pages produced per unit. and track pages produced per unit.
time. Teacher will monitor and
Entries are labeled and dated
Students set goals for themselves
track pages produced per unit.
every day.
around volume.
Entries and labeled and dated
every day.
Students produce at least one
Students engage in on-demand
Students engage in on-demand
published piece per unit. Unit of
writing, a formal published piece, writing, revision of the on-demand,
Study lasts 4-5 weeks.*
and a post-unit on-demand. Unit unit publication, a second essay,
of study lasts 5 weeks.*
and possibly a final on-demand.
Unit of study lasts 6 weeks.*
Planning should be done in a
Students frequently refer to
Students use writer’s notebooks to
writer’s notebook and application previously written entries to build mine for new ideas, self-assess,
of mini-lessons are evident.
upon their writing repertoire or to
and set goals. Notebook should
inform their work. Notebook
contain a range of applied 36
should contain a range of applied strategies across genres.
Beginner/Novice
Students write at least one elaborated
entry a day or a series of short entries.
There should not be days in writing
workshop when writers produce
nothing but a list of topics.
Developing/Intermediate
Students write at least one
elaborated entry a day such as
writing long on a topic, a series
of entries, or intentional strategy
work.
Master/Advanced
Students write at least one
elaborated entry a day such as
writing long on a topic, a series
of entries, or intentional strategy
work.
Teacher administers on-demand
Teachers use on-demands to
assessment before a unit to determine determine collective strengths
collective strengths and weaknesses. and weaknesses and have
students self-assess and revise.
Teachers use on-demands to
establish predictable problems
and design small group
experiences within the unit.
Teaching points from the mini-lessons There are 4-5 charts posted at
are complied onto charts and posted in any one time as a way for the
the classroom.
teacher to keep previous
teaching at play within the
classroom.
There are 4-5 charts posted at
any one time as a way for the
teacher to keep previous
teaching at play within the
classroom.
Teacher will model the writing process Teachers work on their own
and utilize mentor texts in every unit. writing across the sequence of
the unit, writing a few lines, not
much more within a mini-lesson.
Teachers work on their own
writing across the sequence of
the unit, and write a collective
class piece with students.
Teacher generally holds a few
conferences with students within one
day’s workshop, studying the writer’s
work over time to notice how the writer
is progressing.
Teacher has a deep repertoire of
strategies to respond to student
needs during the writing
conference, to shape midworkshop interruptions, and
looks for patterns across the
class to design small group
37
experiences
Teacher generally begins the
writing conference by learning
what the writer has been working
on as a writer, how the writer has
been changing, what the writer
has tried to do, and what
strategies the writer has used.