K-5 Writing Units of Study Training

Session ISeptember 6, 13, and 20, 2013

Presentation Link: http://nwgaresa.com/resources/

Introductory ActivityTable Talk about Writers Workshop

(5 min.)

Pig Trail

FreewayPaved

Gravel

Activity: 4 Corners

• Instruction: Choose the corner that best fits your current belief. Discuss and select a person in the group to report out.

• I believe that children need to learn to read first.• I believe that children need to learn to write first.• I believe there is not an empirical order to the

acquisition of reading and writing.• This thinking is new to me so I am not sure I know what

I believe and would like to know more.

Research Base

• Writing to Read • Write First!

Recommendations

• Have students write about the texts they read.

• Teach students the writing skills and processes that go into creating text.

• Increase how much students write.

Yellow HANDOUTFunded by Carnegie Corporation Advancing Literacy

Writing First! by Peter Elbow (5-7 min.)

• At your table, read the article and find “why’s” for the author’s belief statement that “children need to learn to write first.”

• TTYP to compare your findings and prepare to share as a whole group.

Yellow HANDOUT

Instructional Shifts: CCGPS (ELA)

• Building knowledge through content-rich nonfiction and informational texts

• Reading and writing grounded in evidence from text

• Regular practice with complex text and its academic vocabulary

Shift 1: Content and Nonfiction

What the Student Does . . . What the Teacher Does . . .

•Become better readers by building background knowledge.

• See the text itself as a source of evidence (what did it say vs. what did it not say?)

• Apply strategies to reading informational text (using details to make key points and summarize).

• Shift identity: “I teach reading.”

• Treat the text itself as a source of evidence.

• Ask: “How do you know? Why do you think that? Show me in the text where you see evidence for your opinion.”

Shift 2: Evidence (Reading and Writing)

What the Student Does . . . What the Teacher Does . . .

• Go back to text to find evidence to support their argument in a thoughtful, careful, precise way.

• Create own judgments and become scholars, rather than witnesses of the text.

• Begin to generate own informational texts.

• Facilitate evidence based conversations with students, dependent on the text.

• Provide students the opportunity to read the text more deeply and write from multiple sources about a single topic.

•Give students permission to start having their own reactions and drawing their own connections.

Shift 3: Practice and Language

What the Student Does . . . What the Teacher Does . . .

• Be persistent despite challenges when reading; good readers tolerate frustration.

•Spend more time learning words across “webs” and associating words with others instead of learning individual, isolated vocabulary words.

• Give students less to read and let them re-read.

• Provide experience with complex texts.

• Engage students in rigorous conversation.

• Provide scaffolding.

• Be strategic about the kind of vocabulary you’re developing and figure out which words fall into which categories (tier 2 vs. tier 3).

Navigating and Using the Series KIT FOCUS

A Guide to the Common Core Writing Workshop

Workshop Model (its architecture) and Management System

Writing Pathways Assessment System and Learning Progressions:

Four Common Core-aligned Units Methods and Principles Affecting Classroom

If…Then…Curriculum: Assessment-based Instruction

Differentiation with 5-7 Alternate and Additional Units

CD-ROM Additional Resources: sample student writing, reproducible checklists, units, web links

Writing: Key Conceptual Understandings

• Writing needs to be taught like any other basic skill, with explicit instruction and ample opportunity for practice.

• Children deserve to write for real purposes, to write the kinds of texts that they see in the world and to write for an audience of readers.

• Writers write to put meaning on a page. Children invest themselves in their writing when they choose topics that are important to them.

Kit Source: A Guide to the Common Core Writing WorkshopChapter 3 – p. 23

Writing:Key Conceptual Understandings

• Children deserve to be explicitly taught how to write.

• Children deserve the opportunity and instruction to cycle through the writing process.

• To write well, children need opportunities to read and to hear texts read, and to read as writers.

• Children need clear goals and frequent feedback.

Understandings…Digging Deeper

• Teach the WRITER, not the WRITING.• Study and emulate REAL writers.• Teach kids to EXPLODE the moment.• Keep multiple pieces of writing “in progress”

(flash drafts).

• Don’t sweat the small stuff.

Understandings…Digging Deeper

• Start each year with Narrative Writing.• Teach students the power of VOLUME and

INDEPENDENCE.• Write with students.• Write for REAL purposes.• Don’t expect significant impact unless writing

is a SCHOOLWIDE PRIORITY.

Whole Group Discussion

Big Ideas…Critical Nature of Writing

Instructional Shifts…CCGPS

What do you think?

Reflection Activity: Take a few…(5 min.)

• Create a timeline of memorable points from your life…as a WRITER!

• Using phrases or key words, place the + points above the line and – points below the line.

Now write…(5 min.)

• Using your timeline, choose one + or - point from your timeline and begin a personal narrative piece of writing.

• Quick Talk with a Partner – Write – Pair/Share• EXPLODE the moment!

Approaches to Writing Activity

• Instructions: Read about the three approaches listed below. Then remove graphic organizer from handout (last page) and do individually for a “turn and talk partner” discussion at tables. Volunteers to share out.

– “free to be me” approach– “assigned task” approach– “demonstrate, scaffold,

release to write” approach Pink HANDOUT

Emphasis

• Opportunities for differentiation in the “demonstrate, scaffold, release to write” approach!

• Helps students develop repertoire of skills for each stage of the writing process– Demonstrate process writers use depending on type of

writing studied– Scaffold students to practice steps in the process– Release students for independently using repertoire of

strategies by writing without support

The Writing Process(3-5 min.)

• TTYP and describe YOUR ideas of the writing process.

• Jot notes as your partner describes.

The Writing Process (K-2)

• Rehearsal• Drafting• Revising• Further Revision• Editing• Publishing• Celebrating

Lavender HANDOUT

The Writing Process (3-5)

• Rehearsal/Prewriting• Drafting• Revision• Editing• Publishing• Celebrating

Kit Source: A Guide to the Common Core Writing WorkshopChapter 4 – pp. 32-37

Brainstorming and The Writing Process(K-2)

• Collection• Gathering• Sketching (like DaVinci)

Rehearsal and The Writing Process

• Approach varies by genre and focus:– Literary (read with questions in mind)– Narrative (think of a person, place, or thing)

• Teach strategies for generating ideas.• Weigh possible structures.– Narrative: mentally replay event and capture initial action or

dialogue– Informational: tour guide of topics with overview to help

readers anticipate where tour will lead• With experience, what students do during revision

become recycled into rehearsal.

Drafting and The Writing Process

• Is an “early” product.• Is less strategic.• Is “playing in clay, not inscribing in marble.”• Impacts powerful writing when “full of one’s

subject and keeping one’s eye on that subject.”

• Is a trial effort and when written quickly, fosters a writer’s willingness to revise.

Revision and The Writing Process

• Is an “improved” product.• Means to “resee and reconsider”

through various lenses. • Look at writer’s goals.• Look for qualities (from studying a

mentor text) brought into writing.

http://www.youtube.com/watch?v=RBKqgOvmJ8wRevision Video Link:

Editing and The Writing Process

• Is a “final” product.• Is done along the way via minilessons, mid-

workshop teachings, share sessions, and homework assignments.

Publishing and The Writing Process

• Calls for decision making by teacher– Am I a copy editor making all corrections?– PRO: easier for others to read– CON: not a reflection on writer’s independence • Reminder: Put “next-to-final draft” in portfolio

Celebrating and The Writing Process

• Make public by spotlighting– Gallery Walk– Small Group Fridays

• Use precise and specific compliments

CAN YOU THINK OF OTHER EXAMPLES?

The Writing Cycle

“I want children to plan and draft their writing, anticipating the day they’ll revise it and, better yet, anticipating the day they’ll send the text out into

the world. …I look for indications that the version of the writing process that I imagine for them matches what they can do with only a little support. I want to see that children are productive, engaged, and

purposeful throughout the entire process.”

Lucy CalkinsA Guide to the Common Core Writing Workshop, Intermediate Grades, p. 37

Learning Progressions

Refer to pp. 178-181 in Writing Pathways (Grades K-5) from your kit as you “turn and talk” to a partner about this question:

How are learning progressions different from scope and sequence documents?

Also a White HANDOUT

Learning Progressions Activity

• Instructions: At your table, read the sample student writing and use the Narrative Learning Progression Chart (handout or in Writing Pathways’ book) to assess the student’s writing development.

• Take notes to share with your table partners.

Use Sample Student Writing Handout and Refer to Learning Progression Chart

Why learning progressions?

“What students are expected to know and be able to do at a given grade and content area describes

learning horizontally. Learning progressions, on the other hand, describe learning vertically and show a

sequence along which students can move from beginning learner to advanced learner. Consequently,

student learning is viewed as a progression along a path that connects knowledge, concepts, and skills or

the big ideas—the essence of concepts/processes.”

Bellwood-Antis School District Bellwood, PAhttp://www.blwd.k12.pa.us/district_info/curriculum/Shared%20Documents/SAS%20Resources/SAS%20Learning%20Progressions_6-02-10%20(2).docx.

As compared to Scope and Sequence• Scope is defined as “a clearly stated set of K-12 learning objectives that reflects local, state, and national expectations. Sequence is the order in which those objectives are taught.” (Nichols, Shidaker, Johnson, & Singer, 2006)

•Often scope and sequence will provide information as to what students should master at each grade for a given content area; however, scope and sequence charts do not always provide information designed to help teachers understand where students are in their learning relative to the curricular aim or goal. •In addition scope and sequence charts may not always be organized in such a way that teachers can clearly visualize the intersections along the road to learning.

LP Continued . . . Take Home

• Information (pp. 124-127)• Opinion(pp. 82-85)

• Video Clip: Learning Progressions and Informational Writing

Kit Source: Writing Pathways (Grades K-5), Performance Assessments and Learning Progressions

http://vimeo.com/55951746

LUNCH

Provisioning a Writing Workshop

• Dedicated Writing Time• Room Arrangements

• Meeting Area• Work Areas• Writing Center

• Materials • Writing-in-Progress Folders and Papers • Writing Utensils and tools• Chart Paper, Marker Pens, and Easel• Exemplar Texts• Word Walls, Dictionaries, and Thesauruses• Writing Partners• Writers Notebook (Teacher and Students)

Be a Ski Instructor! Let the children see you as an author as

well.* DOING* Enthusiasm* Language (failure/strengths)* Tools

Writing Workshop The Essential GuideBy Fletcher & Portalupi page 4

Importance of the Teacher’s WNB

The Architecture of the MiniLesson

• Connection• Teaching• Active Engagement • Link

“…intervals (10 minutes long) for explicit, brief instruction in skills and strategies that then become part of a writer’s ongoing repertoire to be drawn on as needed.” (Guide, Chapter 7, p. 60-61)

Connection (The MiniLesson)• Rally the students for the lesson.• Recruit students to recall work that they have done prior to this

lesson, which provides context for the lesson• Share tiny excerpts of student work and vignettes from working

with students• Share a story… (Guide p. 62)• End with a CLEAR Teaching Point

– “what” (content) and “how” (strategy)– Example: Today we are going to talk about…

• Apply cautionary advice (p. 63)– Avoid barrage of questions to student5s– Avoid assigning (i.e., “Today I want you to do…”)

Teaching (The MiniLesson)• Demonstration

– Sequentially structured like a “how to text” or “step-by-step process”– “Write/Think” in real time– Used in 80% of minilessons

• Guided Practice– Walk through a process so coaching allows students to do same without

support• Explanation/Example

– State strategy and show example– Use Mentor Texts/Read Alouds

• Inquiry– Starts with question– Use in studying example of good work– Use in contrasting effective and ineffective examples

Active Engagement (The MiniLesson)

• Must be 100%• Give students chance to practice what’s taught with “off you go”

prompt• Be specific about what students are trying out• Make sure prompts are simple:

– What happened first?– What do you see?

• Encourage students to do both (speak and listen) in “turn and talk”

• Avoid predictable problems:– Teacher: the minilesson becomes a maxilesson– Student: the real work doesn’t get done

Link (The MiniLesson)

• Is shortest part–Reiterates teaching point– Links to previous learning–Refers students to their toolkit of strategies

(use anchor chart)– Time to release students with “off you go”

The Role of Writers During The MiniLesson

• Must teach students “their jobs” during a minilesson:– Listening more (connection)– Trying a strategy (active engagement)

• Reminder to Teacher…– Must learn methods of leading efficient, effective

minilessons.

Management System

“Who doesn’t have trouble with classroom management? How could it not be tricky to build an environment in which 20 or 30 youngsters each

pursues his or her own important project as a writer, working within the confines of a small

room, each needing his or her own mix of silence and collaboration, time and deadlines, resources,

and one another?”

Managing the Minilesson

• Convening for…– Attention getting signal, countdown with compliment, transition

(as long as 3 min.)• Management during…

– Connection: invitation to talk– Demonstration: imagine in own minds as they “watch”– Active Engagement: have write in the air, turn and talk with

partner– Explicit teaching about expectations

• Sending students off…– Variations: disperse one cluster at a time, have start on rug,

assign writing spots where students return to write

VIDEO (MiniLesson)Grade Level Link

K http://vimeo.com/55954401 (K-2 on spelling patterns) or

http://vimeo.com/55951305 (K-2 on small group closure)

1-2 http://vimeo.com/55954401 (K-2 on spelling patterns) or

http://vimeo.com/55951305 (K-2 on small group closure)

3 http://www.youtube.com/watch?v=TKY_7AhnS3o (Narrative)

4-5 http://www.youtube.com/watch?v=TKY_7AhnS3o (Narrative)

http://www.youtube.com/watch?v=PCA0EY_8lhU (Informational)

The Architecture of a Conference

• Research• Decide• Teach• Link

Research (The Conference)

• Begin with an open ended question to invite the student to talk.

• Look at the student’s writing to gain a deeper understanding.

• Learn what the student as writer plans to do next.• Help the child articulate and explain his or her

intentions.• Make sure to pursue more than one line of

questioning.

Decide (The Conference)

• Choose one teaching point that will help the writer become better.

• Teach every student to become someone who has intentions for his or her writing, assesses, sets a course, and acts deliberately.

• Try to rally the child to take on a new intention and then equip the child to realize that intention.

• Teach toward growth always—and eventual independence.

Teach (The Conference)

• Follow the architecture of a minilesson– Connect: Be explicit.– Teach: Use one of four methods.– Active Involvement: Nudge student to begin.– Jot conferring notes as you go.

• Teach and coach, reducing the scaffolding as you work together.

Link (The Conference)

• Step back and name what the writer has done that can be replicated in the draft and another piece of writing.

• Clarify the work the writer still needs to do.• Repeat the teaching point.• Make sure the writer leaves wanting to write.

Types of Conferences

• One-on-one• Small Groups

(variety)

VIDEO (Conference)Grade Level Link

K http://vimeo.com/55954402 (K-2) or

http://vimeo.com/55951305 (K-2)

1-2 http://vimeo.com/55954402 (K-2) or

http://vimeo.com/55951305 (K-2)

3 http://vimeo.com/55966096 (3-5)

4-5 http://vimeo.com/55966096 (3-5) or

http://vimeo.com/55966102 (5-8)

Unwrapping the Units (Vertical)

• Looking at expectations for student writers across the K-5 Continuum

White Handout (Partial Unit Table of Contents)

Unwrapping the Unit (Grade Level)Activity

• Take a look at the first unit of your grade level for the following:

❸… ❷...❶• As a table group, identify your 3-2-1’s and have a

volunteer jot these down to share.

a-ha moments or new learning points of validation question or concern

Web Resources to Support the K-5 Writing Units of Study

• Teachers College Reading and Writing Project (Check Facebook and Twitter for latest updates/webinars.)– http://readingandwritingproject.com/

• Heinemann– http://www.heinemann.com/authors/430.aspx

• National Writing Project– http://www.nwp.org/cs/public/print/resource_topic/teaching_w

riting• ReadWriteThink

– http://www.readwritethink.org/• Teaching Channel

– https://www.teachingchannel.org

Needs Assessment/EvaluationNEEDS ASSESSMENT: Topics for Future Training Sessions

Lucy Calkins’ Units of Study for Teaching Writing

Based on the first training session, review the list of topics below and place checks by those you would like additional professional learning and support for in the future.

Topics

Priority/ Need (Place check in column.)

Orientation to Materials (kits with guides/units and CD-ROM)

Management System (routines and rituals)

Architecture of the Minilesson (connection, teaching, active engagement, link)

Kinds of Teaching (demonstration, guided practice, examples, inquiry)

Types of Writing (information, opinion, narrative) Type: ______________________

Differentiation (individuals/small groups/ELLs)

Student Checklists for Reflection

Scoring Rubrics to Evaluate Student Writing

Student Conferences

Charts

Learning Progressions

Assessments

Other:

Top 3 Priorities: ____________________________ _______________________________ _________________________________ (from above) 1st 2nd 3rd

Blue Handout