Write well updates yale teacher's meeting
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WriteWell UpdatesJennifer Evans
Assistant Director ELA
St.Clair County RESA
http://www.protopage.com/evans.jennifer#Untitled/Home
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Kelly Gallagher, Author and Teacherhttp://www.kellygallagher.org/index.html
“Assigning writing is
easy. Teaching writing is
really hard.”
“We need to teach our
students to read like writers and
write like readers.”
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The most effective strategy to improve writing…
Increase the amount and quality of writing.
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Why WriteWell©?
Increase writing proficiency for life endeavors
Increase test scores
Coordinate and refine writing
instruction
Create a unified writing program
K-12
Increase use of research-based
instructional practices during
writing instruction
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WriteWell© Follows Writer’s Workshop Format
Mini-Lesson(10-15 min.)
Independent Practice with Conferring
(30-40 min.)
Sharing( 5-10 min.)
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Successful Implementation of Writer’s Workshop
How Often
• Everyday• Everyday• Everyday
How Long
• KDG – 45 minutes
• 1st Grade – 45 minutes extending to 60 minutes
• 2nd – 12th Grades – 60 minutes
When
• Beginning the first day of school
• A single block of time at the same time everyday
Management
• Same format used everyday
• Same rules and procedures used everyday
• Keep it simple
Why
• Consistency
• Consistency
• Consistency
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Grades 2-5 K-1 staple small unit booklets for their
notebook Specific notebooking directions for grades
2-5 first unit of study in WriteWell Write everyday on mini-lesson topic or other
notebooking ideas
Start with Notebooking
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What Should I Write? Notebooking
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How Units of Study Tend to GoImmerse in the genre
Identify distinguishing features of the
genre
Choose an idea to write
about
Choose a mentor text to help you write
Plan your draft
Draft long and fast
Revise EditPublish/
Celebrate
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Independent Practice with Conferring
30-40 Minutes
Students work independently while the teacher meets with small groups or individual students
• Conferring Talking Cards
Possible mid-workshop teaching point
• Occur naturally when the teacher notices something that needs clarification or further explanation to help students as they write
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Conferring
Research
• Ask “What are you working on as a writer?”
• Have the student read aloud his/her work
Decide•Synthesize what is learned •Decide what to compliment: “What has this child done that I can name and make a fuss over?”•Decide what to teach: “What does this child use but misuse? or “What is nearly there in his or her writing that I can help them with right now?”
Compliment
• Point out writing strategies the child used well
• Say “I like how you…”(give specific example)
Teach• Teach only
one thing• Teach to
the compliment
• Teach to today’s teaching point
• Negotiate a strategy
When choosing your teaching point think: Of all the options I have, what can I teach that will make the biggest difference for this writer?
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Sharing5-10 Minutes Notice Question Personal Connection Compliment and Suggestion (glow & grow)
Partner
Small Group
Whole Group
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◦ Teaching Kids About Revising (Writing Workshop Lesson)
http://www.youtube.com/watch?v=RBKqgOvmJ8w
Student Sharing Video
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Grammar Units
Pre/Post Tests
Updates – see grade level
representative
Information/Explanatory;
Opinion; ReadWell units developed last
summer
Video Lessons
Rubrics
New to WriteWell:
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Language/Grammar Minilesson Key Points
Aligned to CCSS
Weekly concepts taught
approximately five minutes a day
Follows Jeff Anderson’s
format
PowerPoint to match each
weekly lesson
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New Language Minilessons
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New Pre and Post Assessments
Same Assessment to be given at the beginning of the year and the end
of the year
Use to show growth
See Sample
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Rubrics
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Teachers Teaching WriteWell
Video Library ◦ All grade levels◦ Various lessons
Kindergarten2nd grade10th grade
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Writing Look-Fors
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Navigating the Website WriteWell©
◦ http://www.sccresa.org/toolsforschools/curriculumtools/writewell/
◦ Select logo
◦ Enter school log in and password:Temporary Log in:Temporary Password:
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Online Exploration
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Questions?