Supporting Children as Supporting Children as They Learn to Write They Learn to Write

Through Writer’s Through Writer’s WorkshopWorkshop

Prepared by Prepared by

Marilyn F. Cullen-ReavillMarilyn F. Cullen-Reavill

Teaching of Writing K-6Teaching of Writing K-69-3-089-3-08

► OBJECTIVESOBJECTIVES TSWBAT discuss the scaffolding of student writing by use of the five levels TSWBAT discuss the scaffolding of student writing by use of the five levels

of supportof support TSWBAT collaborate on the development of ideas for writers workshopTSWBAT collaborate on the development of ideas for writers workshop TSWBAT identify the parts of a mini-lesson and write an objective for oneTSWBAT identify the parts of a mini-lesson and write an objective for one

► ACTIVITIESACTIVITIES Turn in reading worksheetTurn in reading worksheet Roll: Give an adverb describing how you are feeling about you book at this Roll: Give an adverb describing how you are feeling about you book at this

timetime Power Point 2 which incorporates slides from last time and activities Power Point 2 which incorporates slides from last time and activities

dealing with the 5 levels of support and writers’ workshopdealing with the 5 levels of support and writers’ workshop► FOR NEXT TIMEFOR NEXT TIME

Reading review sheet Ch. 3Reading review sheet Ch. 3 Continue work on booksContinue work on books Look at the mini-lesson on P25 and decide what purpose it hasLook at the mini-lesson on P25 and decide what purpose it has Try to write that purpose as an objectiveTry to write that purpose as an objective

► Remember objectives must be assessableRemember objectives must be assessable► Objectives have action verbs (never know and understand)Objectives have action verbs (never know and understand)

Writing ProcessWriting Process

►At your table groups name the 5 At your table groups name the 5 stages of the writing processstages of the writing process

►Decide what stage describes where Decide what stage describes where you are at with your book and whyyou are at with your book and why

Components of Writer’s Components of Writer’s WorkshopWorkshop

► Reading aloudReading aloud To learn about authors how they write and different genreTo learn about authors how they write and different genre

► Mini-lessonsMini-lessons1.1. Introduce topicIntroduce topic2.2. Share examplesShare examples3.3. Provide informationProvide information4.4. Supervise practiceSupervise practice5.5. Assess learningAssess learning► Writing Writing

Heart of writers workshopHeart of writers workshop Writing is a skill and must be practicedWriting is a skill and must be practiced Students write many rough drafts and choose a few to revise, edit, and Students write many rough drafts and choose a few to revise, edit, and

publishpublish► SharingSharing

Author’s chairAuthor’s chair Pair share Pair share One to one conference with teacherOne to one conference with teacher Critical friends writing groupCritical friends writing group

Scaffolding Support for Scaffolding Support for writingwriting

►DemonstrateDemonstrate►GuideGuide►TeachTeach►Vary amount of support according toVary amount of support according to

Instructional purposeInstructional purpose Students’ needsStudents’ needs

Five Levels of SupportFive Levels of Support

1.1. Modeled WritingModeled Writing

2.2. Shared WritingShared Writing

3.3. Interactive WritingInteractive Writing

4.4. Guided WritingGuided Writing

5.5. Independent WritingIndependent Writing

All of these components are present in writers All of these components are present in writers workshop Levels 1-3 are approached in a workshop Levels 1-3 are approached in a mini-lesson and levels 4 & 5 in the writing mini-lesson and levels 4 & 5 in the writing timetime

Modeled WritingModeled Writing

► Level of Greatest SupportLevel of Greatest Support► Teachers:Teachers:

Decide what to write and create textDecide what to write and create text Write so all students can seeWrite so all students can see Demonstrate writing workshop proceduresDemonstrate writing workshop procedures Think aloud to modelThink aloud to model

►Writing reflectionWriting reflection►Making decisionsMaking decisions►Use of writing strategiesUse of writing strategies

► Children:Children: Observe Observe Make suggestions when asked toMake suggestions when asked to

Professor Demonstration of a Professor Demonstration of a Writer’s Workshop and Modeled, Writer’s Workshop and Modeled, Shared, and Interactive WritingShared, and Interactive Writing

► Reading aloudReading aloud The Fox and the Crane by AesopThe Fox and the Crane by Aesop Fables inspired by Aesop Created by Mrs. Sunda’s 3Fables inspired by Aesop Created by Mrs. Sunda’s 3rdrd graders graders

► Mouse, Dog, and Armadillo by MichelleMouse, Dog, and Armadillo by Michelle► The Bad Fox by JakeThe Bad Fox by Jake

► Mini-lessonsMini-lessons1.1. Introduce topic: Writing a fableIntroduce topic: Writing a fable

1.1. Do you like fables? (Is this a good question?)Do you like fables? (Is this a good question?)2.2. What do all fables have in common?What do all fables have in common?3.3. {Where would you start in writing a fable? I would ask this only if the {Where would you start in writing a fable? I would ask this only if the

lesson were and interactive writing or perhaps a shared writing lesson were and interactive writing or perhaps a shared writing lesson}lesson}

2.2. Share examplesShare examples1.1. I shared examples in the read aloudI shared examples in the read aloud2.2. Assume students have been reading different fables (DON’T forget to Assume students have been reading different fables (DON’T forget to

include multi-cultural fables)include multi-cultural fables)3.3. I would ask students to name some fables that they have read and I would ask students to name some fables that they have read and

share the moral {What if everyone wants to share and you are running share the moral {What if everyone wants to share and you are running out of time?}out of time?}

Professor Demonstration of a Professor Demonstration of a Writer’s Workshop (cont.)Writer’s Workshop (cont.)

► Mini-lessons (cont.)Mini-lessons (cont.)3.3. Provide informationProvide information

1.1. Will go back to list of things all fables have in commonWill go back to list of things all fables have in common2.2. Will model writing aloud Will model writing aloud

Will write a modern-day, real-life fable. Moral is “When someone is rude to me it is even more necessary for me to Will write a modern-day, real-life fable. Moral is “When someone is rude to me it is even more necessary for me to be patient and kind with them.”be patient and kind with them.”

Instructional purpose will be to demonstrate how one does a think/write aloudInstructional purpose will be to demonstrate how one does a think/write aloud Will demonstrate how good writers make decisions on writing for clarityWill demonstrate how good writers make decisions on writing for clarity

4.4. Supervise practiceSupervise practice1.1. At this point I would ask students to go to their desks and think of a situation with a moral to be learnedAt this point I would ask students to go to their desks and think of a situation with a moral to be learned2.2. Then they would tell a partner the situation and the moralThen they would tell a partner the situation and the moral3.3. Then they would begin by naming characters (nondescript), and vaguely describe settingThen they would begin by naming characters (nondescript), and vaguely describe setting4.4. If time allowed students would write a rough draftIf time allowed students would write a rough draft

5.5. Assess learningAssess learning1.1. Listen to students share looking for them to describe a believable situation and then state a moral that fits itListen to students share looking for them to describe a believable situation and then state a moral that fits it2.2. Observe for active listeningObserve for active listening3.3. Check writing to see if the characters and setting fit the fable formatCheck writing to see if the characters and setting fit the fable format

► Writing Writing Elem students would write rough draft of fablesElem students would write rough draft of fables College students will get opportunity to do self checklist of their rough drafts (at the end of College students will get opportunity to do self checklist of their rough drafts (at the end of

power point)power point)► SharingSharing

Elementary students would share fable rough draft in pairs and those signed up would go to the Elementary students would share fable rough draft in pairs and those signed up would go to the author chairauthor chair

College students will pair share rough draft of book (At the end of power point)College students will pair share rough draft of book (At the end of power point)

Shared WritingShared Writing

►Teacher and children compose textTeacher and children compose text►Choose something that the whole class Choose something that the whole class

is knowledgeable about or that they is knowledgeable about or that they have all experiencedhave all experienced

►Teacher doesTeacher does Physical act of writingPhysical act of writing Demonstrates expert writingDemonstrates expert writing Draws attention to letters, words, and Draws attention to letters, words, and

conventions of written languageconventions of written language

Steps to RevisingSteps to Revising► Reread the rough draftReread the rough draft

1.1. Read out loud to yourselfRead out loud to yourself2.2. Read to someone elseRead to someone else3.3. Have someone else read for ideas and contentHave someone else read for ideas and content

► Share the rough draft in a writing groupShare the rough draft in a writing group Can be spontaneous or formalCan be spontaneous or formal Offer choices to the writerOffer choices to the writer Give responses, feelings, and thoughts about the piece of writingGive responses, feelings, and thoughts about the piece of writing Show different possibilities and speed up revisingShow different possibilities and speed up revising

► Revise on the basis of feedback Revise on the basis of feedback Children use spaces they skipped to draw arrows and add wordsChildren use spaces they skipped to draw arrows and add words 4 types of changes:4 types of changes:

► AddAdd► SubstituteSubstitute► Delete Delete ► MoveMove

Sample Text for Authors Sample Text for Authors ChairChair

• Read the following essay and as a group come up Read the following essay and as a group come up with what you would say to the student if you with what you would say to the student if you were doing a one on one writing conferencewere doing a one on one writing conference

• Essay:Essay:I rember when I was 4 and it was christmas time I rember when I was 4 and it was christmas time and I went to spent the day with me aunt faye she and I went to spent the day with me aunt faye she took me downtown on the bus I think. We got a took me downtown on the bus I think. We got a soda at the soada bar plase and she bout me a soda at the soada bar plase and she bout me a puzzle with Santa. I went to grandpas house puzzle with Santa. I went to grandpas house where she lived and did the puzzle ate lunch and where she lived and did the puzzle ate lunch and fell asleep.fell asleep.

• What would you say to this student if you were What would you say to this student if you were doing a revision conference?doing a revision conference?

Shared Writing of Revision Shared Writing of Revision ProcessProcess

►Teacher asks students Teacher asks students Where would you say this piece is at – Where would you say this piece is at –

done ready to publish, needs editing, or done ready to publish, needs editing, or needs revisions and editingneeds revisions and editing

Revisions when:Revisions when:► There are things that confuse the readerThere are things that confuse the reader► Not enough information to make senseNot enough information to make sense► Extra words that get in the wayExtra words that get in the way► Not enough exciting detailsNot enough exciting details

Stage 4: EditingStage 4: Editing► Putting the pieces of writing into its final formPutting the pieces of writing into its final form► Writers understand that the main purpose of writing is to Writers understand that the main purpose of writing is to

communicate. Therefore readers must understand what communicate. Therefore readers must understand what writers write.writers write.

► Mechanics: commonly accepted conventions of written Mechanics: commonly accepted conventions of written standard Englishstandard English CapitalizationCapitalization PunctuationPunctuation SpellingSpelling Sentence StructureSentence Structure UsageUsage Formatting ConsiderationsFormatting Considerations Now use the Proofreaders’ Marks chart on p 17 to edit the sample Now use the Proofreaders’ Marks chart on p 17 to edit the sample

texttext

Interactive WritingInteractive Writing

► To demonstrate writing words and sentences To demonstrate writing words and sentences ► Teach the use of conventions and mechanicsTeach the use of conventions and mechanics► To create written texts that children could not To create written texts that children could not

write independentlywrite independently To challenge them and simultaneously provide To challenge them and simultaneously provide

supportsupport To assess and provide immediate feedbackTo assess and provide immediate feedback

► Always remember to have a clear, succinct Always remember to have a clear, succinct purposepurpose

• As a group we will interactively use the As a group we will interactively use the proofreaders’ marks on P. 17 to edit the pieceproofreaders’ marks on P. 17 to edit the piece

Guided WritingGuided Writing

► Children do the writingChildren do the writing► Teachers plan structured writing activitiesTeachers plan structured writing activities

To scaffold writing experiences so all children are To scaffold writing experiences so all children are successfulsuccessful

Introduce different types of writingIntroduce different types of writing Help facilitate children’s use of the writing processHelp facilitate children’s use of the writing process Reinforce procedures, concepts, strategies, and Reinforce procedures, concepts, strategies, and

skills taught in mini-lessonskills taught in mini-lesson

► Teachers support where needed and assess Teachers support where needed and assess student progressstudent progress

Independent WritingIndependent Writing

►Provide authentic context for practiceProvide authentic context for practice►Children learn how to make decisions Children learn how to make decisions

on topic and formon topic and form►Gain fluency and staminaGain fluency and stamina►Use writing as a tool for learningUse writing as a tool for learning►Make and Publish booksMake and Publish books►Document learning through focus and Document learning through focus and

thematic unitsthematic units

Writing and Sharing activitiesWriting and Sharing activities

►Students will write for 5 min (guided Students will write for 5 min (guided writing) to do the self reflectionwriting) to do the self reflection

►Students will partner share their books Students will partner share their books that they wrote independently and do that they wrote independently and do the partner checklistthe partner checklist

Writer’s Workshop ChecklistWriter’s Workshop Checklist

► Self-CheckSelf-Check The best part of my The best part of my

book is?book is? The part of my book The part of my book

that needs more that needs more work is?work is?

Two questions that I Two questions that I would like to ask my would like to ask my reader are?reader are?

► Partner-checkPartner-check The part I enjoyed The part I enjoyed

most was ______ most was ______ because _______because _______

I was a little I was a little confused when____confused when____

The overall message The overall message I am left with I am left with is________________is________________

Writing objectives for mini-Writing objectives for mini-lessonlesson

►Look at the mini-lesson on P25 what Look at the mini-lesson on P25 what purpose does it havepurpose does it have

►Try to write that purpose as an Try to write that purpose as an objectiveobjective Remember objectives must be assessableRemember objectives must be assessable Objectives have action verbs (never know Objectives have action verbs (never know

and understand)and understand)