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Writer’s Workshop
Jennifer EvansAssistant Director ELASt.Clair County [email protected]://www.protopage.com/evans.jennifer#Untitled/Home
Writer’s Workshop Format
Mini-Lesson(10-15 min.)
Independent Practice with Conferring
(30-40 min.)
Sharing( 5-10 min.)
Connection with
Yesterday’s lesson
Ongoing unit of study
Mentor Text / Student work
An experience
Teaching Point
Explicit Instruction
Model
Create anchor charts
Active Engageme
nt
Try out the new strategy
Watch / Participate in
demonstration – Shared Writing
Plan work out loud
Link
To ongoing work
Practice
1. Mini lesson
To – With – By Model
Independent Practice with Conferring
30-40 MinutesStudents 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
“What are you working on as a
Writer?”Find “Teaching
Point”
Conferring During Independent Writing Time
Diagnose Student Needs
From: Writing Workshop The Essential Guide by Ralph Fletcher and JoAnn Portalupi p. 96
•He knows to include dialogue inside quotation marks•He uses commas to set off a name in the middle of a sentence•He knows how to write simple sentences•He understands that proper names require capital letters
First, notice
the skills the
student uses
correctly:
What do we notice?
•He knows that proper names need capital letters, but he’s inconsistent in applying this rule.•He also seems confused when a name stretches across more than one or two words (ie. Pear of Aces is written “Pear of aces”)•He understands that dialogue needs quotation marks, but he doesn’t understand how to use the comma to identify who is speaking.•It appears he isn’t aware of paragraphing at all, either in terms of dialogue or as an organizational tool in writing.
Second, think about
what his errors teach
us:
• Since he has partial knowledge of the rules of capitalization, it makes sense to start there. (Show him how you decide which letters need to be capitalized when a name includes a collection of words. You’ll be talking about titles as well since the same rules apply.)
• He is also ready to learn about combining two short sentences. (Show him how he could do this with a number of places in this piece he could apply this skill.)
• Because he shows an understanding of comma use in a sentence, he’s probably ready to expand his knowledge of other ways commas can be used.
Next, select one
or two skills to
teach him when you confer. What
shall it be?
Sharing5-10 Minutes Notice Question Personal Connection Compliment and Suggestion (glow & grow)
Partner
Small GroupWhole Group
Working together as
a team, make a list
of the essential standards you expect
your students to
learn by the end of the year or by the end
of each unit.
Create a checklist
to monitor progress and for student
use. (exampl
es appendix K and L)
Determine how
your team will accomm
odate the
various skill
levels in your
classes.
Using PLC’s to Make it Work
Checklist / Anecdotal Records
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.”
Professional Learning Community Team Practice
Look at Writing
Workshop Teacher Reflectio
n Continuu
m.
Discuss what
each box means
with your team to
acquire a common understanding of
the expectati
on.
Highlight what you already
do.
Select one area you want to focus on this year.
Write Action Plan to
help you accomplish this goal.
Remember Use Look-Fors Tool:
Day 1: Review/Introd
uce the concept
Day 2: Model Choice Lesson
Mini lesson
Conferring
Sharing
Day 3: Observe/supp
ort in classroom
The PD Plan
October 21 Scoring Clinic at Staff Meeting
October 31st ½ Day PD:
Reading Strategies Flipbook
