Setting up Writer’s Workshop

Lisa HarrisonWriting Curriculum Support, ETO

Cover Page Set-up

Components of an effective Writer’s Workshop

Interactive journalsGoal SettingIdentified framework (purposeful lessons)Planning (get organized)Explicit Instruction (rigorous mini-lessons)ModelingProgress Monitoring GroupingProviding Feedback

Interactive JournalsRules Page

Rule 1: I will Never tear out a page in my journal.Rule 2: I will write a page number for every entry in my journal.Rule 3: I will include a title for every entry in my journal.Rule 4: All of my entries will be placed in my table of contents at the front of my journal. Rule 5: I will use the following “Left Side/Right Side” Rules:

 

Rule 6: I will write in my journal everyday!

What goes on my LEFT SIDE?

What goes on my RIGHT SIDE?

Prompt (stapled) Responses to prompt

Editing/Revising Reflections to literature

Comments from teacher Graphic Organizers

Summary Frames

Essential Questions

Table of ContentsDate Entry Page #

A Teacher’s Goal: Inspiring Writers!

Diagnosing student needsGrouping students for instructionEvaluating this instructionProviding meaningful feedback to increase student performanceEmpowering students to think critically and personally about writing

Classroom writing assessment: intermingled, varied, shared, informative*, personal

What resources do I use for modeling lessons?

Calibration sets (Anchor sets)Writing Task CardsMentored Text Grammar Resources (G.U.M)

Framework: 30 minutes vs. 60 Minutes

Framework: 30 minutes vs. 60

Minutes

Writing Framework for the week

Explicit InstructionBell Ringer/Opening Routine:

1. Have students complete five review items as a warm-up activity.2. Review any additional prerequisites for the skill/strategy to be

taught.

Whole Group:3. Establish the goal and relevance of today’s lesson.4. Model the new skill/strategy.

Small Group Rotation:5. Provide guided practice with the new skill/strategy.6. Introduce independent practice with the skill/strategy.7. Provide small-group instruction to struggling students as needed

based on Focus, Organization, Support, Conventions.

Wrap-Up:8. Review the focus skill at the end of the period and assign

homework.

Rigorous Planner

Where can I access resources for planning?

The 2012 FCAT Writing Calibration Scoring Guides http://sharepoint.leon.k12.fl.us/tdc/external/default.aspx

2012 FCAT Writing Anchor Sets http://sharepoint.leon.k12.fl.us/tdc/external/default.aspx

FCAT, FCAT 2.0, Florida EOC Assessments, Computer-Based Testing, and Test Schedules http://fcat.fldoe.org/default.asp

Link to Common Core State Standards http://www.corestandards.org/

Link to PARCC information http://www.fldoe.org/parcc/

Writing environment looks like…

Seating arranged for ease of collaboration, peer response, revision, and editingStudent folders with student writing, word lists, planners, rubrics, etc. Student journals with focused lessons, responses to prompts, evidence of the writing process Classroom environment should be visually stimulating:

• Anchor charts• Student friendly rubrics• Editor’s checklist• Posters of planners• Current student writing

Endings

Endings that Work

Integrating Reading and Writing

A Definition of Rigor

Rigor is the expectation that students will be able to perform at levels of cognitive complexity necessary for proficiency at each grade level.

Rigorous Classroom

Only by creating a culture of high expectations and providing support so students can truly succeed do you have a rigorous classroom.

Barbara Blackburn 2008

Rigorous ClassroomStandards-based teaching

Look for Lots of high level activity- - - High Levels of QuestioningReflectingAnalyzingDoing experimentsDiscussingWritingWorking in groups

And a Scoring Guide available to all students for all major assignments

ACT Report on Increasing Rigor

The following strategies should be promoted to increase course rigor and student achievement:

Instruction thatIs Bell-to-bellIs Connected to prior learning*Incorporates probing questions, group work,

and higher level reasoning

STRATEGIES TO EXTEND THINKING

Remember "wait time I and II" – Provide at least five seconds of thinking time after a question and

after a response.

Ask "follow-ups' – E.g., "Why? How do you know? Do you agree? Will you give an

example? Can you tell me more?Cue responses to "open ended" questions – E.g., "There is not a single correct answer to this question. I want you to

consider alternatives.

Use "think-pair-share" – Allow individual thinking time, discussion with a partner, and then open up for

class discussion.

Call on students randomly – Avoid the pattern of only calling on those students with raised hands. Say you

are going to wait until you see 5, 10, 15 hands, etc…

Ask students to "unpack their thinking" – E.g., ‘Describe how you arrived at your answer."

STRATEGIES TO EXTEND THINKING

Ask for summary to promote active listening – E.g., "Could you please summarize our discussion thus far?"

Play devil's advocate – Require students to defend their reasoning against different

points of view.

Survey the class – E.g., "How many people agree with the authors point of view?"

(thumbs up, thumbs down)

Allow for student calling – E.g., "Richard, will you please call on someone to respond?"

Encourage student questioning/Elicit responses – Provide opportunities for students to generate their own

questions. Use task cards.

Relevance Connection

Reinforce the skill into the students writing…– Students need to understand how the

skill or concept applies to their life.– Students need to know why this an

important skill to know?– This builds buy-in from the students.

Dissect the Prompt

Writing Situation

Specific Writing

task

Something to think about

Progress Monitoring

TEACHER: STUDENT:

Providing Feedback

Grouping

EXIT SLIP

Three things you learned…..

Two things you will incorporate into your instruction…..

One question or comment you have…..