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Writer’s Workshop Staff Meeting
Jennifer EvansAssistant Director ELASt.Clair County [email protected]://www.protopage.com/evans.jennifer#Untitled/Home
Writer’s Workshop Review
Mini-Lesson(10-15 min.)
Independent Practice with Conferring
(30-40 min.)
Sharing( 5-10 min.)
Writing Workshop Look-Fors
Lesson ReflectionAfter
teaching a mini lesson, reflect on the
students’
understanding of the topic.
•Example: 1st grade Big(unfocused) vs. small (focused) Unit of Study 2 •Student’s were
confused•I was confused with
the samples•Reflection action:
provide clear examples – added focused stories for each unfocused story
•Reflection action: discuss with team – would outcome have been different if prior lessons were taught?
“What are you working on as a
Writer?”
Find “Teaching Point”
Conferring During Independent Writing Time
First, notice
the skills the
student uses
correctly:
What do we notice?
Second, think about what the
errors teach
us:
Next, select
one skill to teach
when you
confer. What
shall it be?
Example
What Can We Learn From Her Writing?
To determine what she was learning, I asked her to
respond to the following:[1] For each of the six traits, pick one
thing from your paper
that you like best, and tell why you like it.
[2] Pick specific
parts of the piece to
talk about.
[3] Use the vocabulary from the Six Traits
criteria for each trait
to help explain
your reasoning.
[4] Give lots of
details to support
your opinion.
Sharing
5-10 Minutes Notice Question Personal Connection Compliment and Suggestion (glow & grow)
Partner
Small Group
Whole Group
Professional Learning Community Team Practice
Look at Writing
Workshop Teacher
Reflection Continuu
m.
Discuss what each box means with your team to
acquire a common
understanding of the
expectation.
Highlight what you already
do.
Select one area you want to focus on this year.
Write Action Plan to
help you accomplis
h this goal.
Remember Use Look-Fors Tool:
Next Time…
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.
Determine how your team will
accommodate the various skill levels
in your classes.
Using PLC’s to Make it Work
Checklist / Anecdotal Records
Questions?
