Good Morning!

Welcome to Writer’s Workshop!

“Turn & Talk” to someone around you. Discuss your experiences and feelings about learning to

write in elementary school.

In your folder please find & read your assigned grade level’s Writing Workshop page.

We’ll begin as a whole group in a few moments.

Writer’s Workshop

Creating a Culture of Writers

Presented by Michelle Nichol

Elementary Supervisor of Instruction

August 2016

A Paradigm Shift in Writing Instruction

1970’s and 1980’s- “prescriptive and product centered”– stressing mechanics and the traditional modes of writing

After that came the 5 step writing process– activities now included brainstorming, journal writing, conferences, and multiple drafts

Now– creative, analytic, authentic

All children can write and writing is inclusive to all subject areas

Imagine this…

Balance Literacy Model

Read Aloud

Shared Reading

Guided Reading

Independent Reading

Modeled Writing

Interactive Writing

Writing Workshop

Independent Writing

Writing Connections

Daily 5 – Work on Writing

Other Writing Lessons

Writing in Content Areas

Writer’s

Workshop

Authentic Learning

There are 5 key principals to teaching writing and making it authentic (Nell Duke) Integrate reading and writing across genres and text types

Read and write for read purposes

Provide exposure and experiences to writing types—immerse the students

Always refer to the CCSS for topics, information, and materials.

The CCSS was designed as stepping stones to build knowledge

Teachers should teach writing mode specific writing strategies

Offer ongoing coaching and feedback to the students as they are learning. Students learn best through their own experiences.

CCSS and Writing

Emphasis on the following main modes of writing: Opinion, Informative/Explanatory, and Narrative

Collaboration, speaking and listening, and presentation

Authentic

Appendix C: Writing Exemplars

Standards Progression

W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or name of the book they are writing about and state an opinion or preference about the topic or book.

The Standards Progression Gr 1

W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state and opinion, supply a reason for the opinion, and provide some sense of closure.

The Standards Progression Gr. 2

W.2.1 Write opinion pieces in which they introduce a topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words to connect opinion and reasons and provide a concluding statement.

The Standards Progression Gr 3

W.3.1 Write opinion pieces on topics or texts

supporting a point of new with reasons.

a) Introduce the topic or text they are writing about, state an

opinion, and create an organizational structure that lists

reasons.

b) Provide reasons that support the opinion.

c) Use linking words and phrases (e.g., because, therefore,

since, for example) to connect opinion and reasons.

d) Provide a concluding statement or section.

The Standards Progression Gr 4

W.4.1 Write opinion pieces on topics or texts

supporting a point of view with reasons and

information.

a) Introduce a topic or text clearly, state an opinion, and

create an organizational structure in which related ideas

are grouped to support the writer’s purpose.

b) Provide reasons that are supported by facts and details.

c) Link opinion and reasons using words and phrases

d) Provide a concluding statement or section related to the

opinion presented.

The Standards Progression Gr. 5

W.5.1 Write opinion pieces on topics or texts, supporting a

point of view with reasons and information.

a) Introduce a topic or text clearly, state an opinion, and

create an organizational structure in which ideas are

logically grouped to support the writer’s purpose.

b) Provide logically ordered reasons that are supported by

facts and details.

c) Link opinion and reasons using words, phrases, and

clauses.

d) Provide a concluding statement or section related to the

opinion presented.

Stages of Writing Development

Pre-literate: Drawing

Pre-literate: Scribbles

Early Emergent: Letter-like Forms

Emergent: Letter Strings

Transitional: Invented Spelling

Fluency: Conventional Spelling

Teaching Writing/Coaching Soccer

Teaching writing should be like coaching soccer: To learn how to play soccer, kids need to see the game played, learn how the

game looks, what the players do, and what the goals are.The Coach sees what the individual players can do, teach as a whole group,

individually and in small groups as neededThey practice what they need as individuals. (Ralph Fletcher)

Writer’s Workshop: 45-60 min

Setting the Stage: Establishing a Writing Center

Designated area of the classroom

Writing Folders

Portfolios for interactive use

Additional resources (rubrics, graphic organizers, writing materials)

Core writing rubric clearly posted

Word walls, charts and other visual resources, some created with the class

Parking lot for student requests and suggestions

It All Starts with Children's Literature!

Immersion in literature is key!Authors are models for writingRead Alouds, Think Alouds Independent reading: Good Fit BooksTeacher points out quality writing and

the power of writing in literatureTeacher shows enthusiasm for reading &

writing

The Writer’s Notebook

What do good writers do?

Intro notebook

Respond to literature - quick write

Collect and create ideas

Develop seed ideas

Try out writing like published authors

Keep a log of words and organize

Reread and reflect on own pieces of writing

Mini-Lessons & Status of the Class

Short and focused

Qualities of good writing, 6+1 Traits

Writer’s process

Editing skills

Procedural information

Model, model, model

Share own struggles and enthusiasm

Reference

Children’s literature

Students’ writing

Your own writing

The Heart of Writing Workshop

Working Independently on Choice of Authentic Writing Pieces

Applying Mini-lesson Skills

Editing – Independently or with a Peer

Conferencing – With Teacher or Peer

Utilizing Resources in Writing Center

Approximately 25 minutes…

“Leave them wanting more!”

Conferencing

Listen to the student reading.

Ask questions to get them self-assessing and thinking.

Record “Fixers and Keepers”.

Select 1-2 specific points to target.

Keep a log of meeting dates

and goals.

Student-Teacher

Student-Student

Student-Self

Interactive Rubrics

• Mini-lessons model use

• Powerful tool for self-

evaluation and peer-editing

• Conferencing points

students toward areas of

focus

• Accessible to students as

they develop writing pieces

Goals: Publish and Share

Final Copy

Author’s Chair

Everyone Pairs & Shares

Specific Kind Compliments

Portfolio Family Share

Portfolio Party

Writing Portfolio

A critical interactive workshop tool which will include:

Pieces of writing in various stages

Different genres including writing notebook

Different types of rubrics attached to many pieces

Conference Guide and Response Sheet for Family Sharing

Writing Portfolio That Goes Home

Portfolios are brown legal sized portfolios. These will be distributed every September.

Portfolios need to be visible and used.

3-6 pieces should be included in each portfolio distribution.

Family Writing Reflection sheet must be completed each marking period and included in the portfolio

The Family Reflection Guide (letter) must be placed in the portfolio.

Place end of year district writing assessment in students’ cumulative folder.

Assessment

Writer’s Notebook

Portfolio pieces

Anecdotal notes

Facilitation grid

Writing Task chart

Plus

6+1 trait lesson activities

Timed writing prompts

Setting Your Goals – Find Out More

The Writer’s Notebook

The Writing Folder

Mini-Lessons

Writing Time

Conferencing

Publishing and Sharing

Portfolio

Interactive Rubrics

Assessment & Record Keeping

Our Workshop Model

How is this approach different from focusing on delivering information to the whole

group?

How does this impact your students’ learning process?