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Launching the Writers Workshop

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Linda Dorn, 2001. K-2 Literacy Institute ... Linda Dorn, 2002. K-2 Literacy Institute. The Writing Process. Prewriting. Drafting. Revising ... – PowerPoint PPT presentation

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Title: Launching the Writers Workshop


1
Launching the Writers Workshop
  • Pat Adkisson
  • Cathy Black
  • Union County Schools

2
Turn and Talk
  • Sit knee to knee.
  • Quickly choose who will go first.
  • Partner 1 talks.
  • Partner 2 talks.
  • Speaker speaks loudly and clearly.
  • Listener listens with a calm body.
  • Everyone takes responsibility for their own
    listening.

3
The Social Side of Writers Workshop
  • Writing is by nature a social process.
  • Writing represents the means by which a message
    can be communicated to someone else.
  • Children learn how to become writers through
    meaningful interactions with more knowledgeable
    people. -Linda Dorn 2001

4
The Cognitive Sides of Writers Workshop
  • The child must understand and pull together ideas
    or knowledge.
  • The child must hold the ideas in working memory
    long enough to transcribe the message. Healy, 1994

5
What must the young writer be able to do when
he/she writes?
  • Turn and talk

6
Writing is Shaped through Practice and Feedback
  • When children write, they acquire searching,
    monitoring, evaluating, and self-correcting their
    actions. -Linda Dorn, 2001

7
Writing Depends on the Interrelatedness of Three
Aspects of Writing
  • Comprehension of ideas
  • Expressive language
  • Facility with mechanics

8
Balance/Putting It Together
  • If the child has too many new things to learn,
    this can interfere with the orchestration
    process.
  • The primary grades are critical times for shaping
    orchestration.

9
The Teacher Can Ask Four Simple Questions
  • What is easy for the writer to do?
  • What is hard for the writer to do?
  • What does the teacher expect the writer to do ?
  • What does the teacher expect to do for the
    writer? -Linda Dorn, 2002

10
The Writing Process
  • Prewriting
  • Drafting
  • Revising
  • Editing
  • Publishing

11
Time
  • Children should leave the first grade having
    spent countless hours with pens and markers in
    hand and paper in front of them making all the
    decisions someone who writes has to make. -Katie
    Wood Ray, Lisa Cleveland, 2004

12
Confidence
  • Recognize that it is scary to begin.
  • Be prepared - have your materials on hand.

13
Anatomy of the Mini-Lesson
  • Connection
  • Teaching
  • Active Engagement
  • Link
  • Confer
  • After the Workshop Share

14
Connection
  • Links what has been done to what is expected to
    be learned in the present lesson
  • May serve as a quick review of previous learning

15
TeachMini-lesson
  • Has a clear objective - teaching point
  • States the purpose explicitly
  • Models Demonstrate
  • May Provide Guided Practice
  • Explains and gives examples

16
Link
  • Before sending student off to write
    independently, encourage student to use the skill
    taught in the mini-lesson

17
Active Engagement
  • At the end of the mini-lesson students are given
    the opportunity to try-out the lesson through
    sharing with a partner
  • At times students may watch other students trying
    something out

18
Writing Time
  • Students write
  • Teacher confers

19
Conferring
  • The teacher may meet with students individually.
  • The teacher may meet with small groups of
    students with similar needs
  • The teacher takes the time to record her
    compliment and teaching points

20
ConferringThe Compliment
  • The teacher looks for something that the student
    is trying to use in his/her writing.
  • The teacher uses specific language to compliment,
    I am going to complement you for.

21
ConferringTeaching Points
  • The teacher looks for what the student knows.
  • The teacher looks for what the student needs to
    know next
  • The teacher asks herself what is the most
    important thing that she can teach this student
    next?
  • The teacher must decide how she is going to teach
    the child

22
Sharing
  • Students return to same place that they were for
    the mini-lesson.
  • The teacher may decide to restate the teaching
    point of the mini-lesson and share examples of
    student work.
  • The teacher may decide to introduce a new writing
    behavior that was observed.

23
Lesson OneBegin with the Whole
  • We dont begin by breaking the process of
    writing down and asking children to do just one
    small part of the process. We believe it helps
    learners to have an image of the whole thing
    theyll be trying to do, even though it can feel
    ambitious to show them the whole thing and say
    Get started doing this -Lucy Calkins, 2005

24
Writers Workshop Times
  • Gather on the carpet (2 minutes)
  • Mini lesson (7-10 minutes)
  • Write (25-35 minutes)
  • Confer (while students write)
  • Share (3-5 minutes)

25
Lesson OneGather on the carpet
  • Dont worry about assigning partners the first
    day.
  • Designate an area for students to gather.

26
Lesson OneSet the Purpose for Writers Workshop
  • We are going to write books like the authors of
    the books we like to read.
  • We will write songs like the ones we sing.
  • We will write letters.
  • We are all going to be authors.

27
Lesson One Connection
  • Explain that every day students will work in a
    writers workshop and that it will always begin
    with a meeting.
  • Share that they will become writers.

28
Lesson OneTeaching
  • Show how you go about choosing a topic you know
    and care about.
  • Think aloud. Highlight the kind of thinking that
    you hope the students will do.

29
Lesson One Sketch
  • Show how you are thinking about your story.
  • Make your sketch simple.
  • Show your whole idea and then separate it into
    parts.

30
Lesson OneLabel the Sketch
  • Label the parts that are important to the story.
  • Expect students to try even if they do not know
    enough about graphophonics to do as the teacher
    does.

31
Lesson OneThe teacher restates what she did in
the mini-lesson
  • A writer thinks in his head about something he
    enjoyed or was important.
  • Then he sketches it quickly.
  • Then he labels the parts of the sketch that are
    important.

32
Lesson OneActive Engagement
  • Have students close their eyes.
  • Have students think of something that they have
    done recently or something that they do often.
  • After a moment, have students open their eyes and
    tell someone sitting next to them what they might
    write about (Turn and talk).

33
Lesson OneMaking a Link
  • Let students know that they will be thinking of
    something they know about or happened
  • Students can write by sketching and writing

34
Lesson OneThe Teacher Passes Out Paper
  • Have paper ready.
  • Have one sheet and one pencil for each student.
  • Be prepared with a system to pass out paper
    quickly.

35
Lesson One Practice
  • Close your eyes, think of something that you
    would like to draw and write about.
  • Turn and talk to someone about your story.
  • Sketch your story.
  • Label the important parts.

36
Lesson OneThe teacher confers as students write
  • Conferring is the heart of teaching writing.
  • Students will learn to write for longer periods
    of time as they become more experienced.

37
Lesson OneShare
  • Have students hold their work up for all in the
    room to see.
  • Praise and celebrate.

38
Lesson OneDemonstrate How to Put Away Writing
  • Tell students that everyday they will keep their
    work in a folder.
  • For the first day, have a place that students can
    quickly put their folder
  • Instruct students to come to the carpet.

39
Lesson OneOn the Carpet-Celebrate
  • Share one or two students work.
  • It may not be necessary to highlight the entire
    work. Focus on the part that needs to be
    emulated.
  • Make the students know that writers workshop is
    special.

40
Remember
  • Each student will take in only that which he is
    able to take in.

41
Turn and Talk
  • Identify the key points to remember in this
    lesson.
  • Why start with the whole lesson first?
  • What happens in each part of the lesson?

42
The Mini-Lesson, Lesson Two
  • Focus on what happens in the mini-lesson.
  • Today, and everyday, we will start the
    writers workshop with a mini-lesson. In a
    mini-lesson, I will remind you what we have been
    doing in writing and then I will tell you what
    well learn today. Lucy Calkins, 2005

43
Lesson TwoRevisit the Procedures of Writers
Workshop
  • Remind student of what occurs in the mini lesson
  • Have a students sample from Lesson One ready to
    share
  • Celebrate

44
Lesson Three-What Do You Do When You Think That
You Are Done?
  • Students will work beyond when they first
    consider themselves finished.
  • Students will add more to their picture or words
    or start a new picture.

45
Review Other Lesson Plans
  • Turn and Talk

46
Anchor Charts
  • Aids teacher and students in remembering
    procedures and expectations
  • Added to during the year
  • Are removed when no longer used

47
Activity
  • Break up into groups of 3-5
  • Brainstorm a list of Launching Lessons titles
  • Put them in order

48
Activity
  • Use the lesson plan format provided.
  • Complete lesson plan(s) to be used in the unit.

49
Plan
  • How will you launch Writers Workshop?
  • What will you do to help others learn about this
    important unit?
  • Turn and talk.

50
References
  • Calkins, L., and L Memmelstein. 2003. Launching
    the Writing Workshop. Portsmouth, NH Heinemann.
  • Dorn, L J, and C. Soffas. 2001. Scaffolding
    Young Writers A Writers Workshop Approach.
    USA Stenhouse.

51
References
  • Healy, J. 1994. Your Childs Growing Mind. New
    York, NY Doubleday.
  • Ray, K W, and L Cleveland. 2004. About the
    Authors, Writing Workshop with Our Youngest
    Writers. Portsmouth, NH. Heinemann.
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