Writing Workshop CCSS PARCC.pdf

7/29/2019 Writing Workshop CCSS PARCC.pdf

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Using Writing Workshop to

Support Common Core andPARCC


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Consider This

There is a great amount of research to

suggest that improvements in writing will

have a payoff across the curriculum.

----Lucy Calkins


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Self Assessment

Using a sheet of paper, please record all

that you already know about Common

Core Writing Standards, PARCC, and

Writing Workshop.

Now, please share your list with the

person sitting next to you.

3 minutes


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Guiding Questions

What are our CCSS in Writing?

What will writing look like on PARCC?

What are the different parts of WritingWorkshop? How do these parts support

our writers?


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What Students Need to Know

and Be Able to Do Read through the TCAP Writing Pilot on your

table.

As a table, create a T-Chart listing what craft/

skills students will need to be successful.Hint: leave room to add to this chart later

Writing in Content Writing Workshop

7 minutes


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Pathways to the Common Core:

Accelerating AchievementBy L. Calkins, M. Ehrenworth, C. Lehman

Writing is treated as an equal to reading Write routinely; make writing a habit

Whether our students become scientists,

engineers, activists, or analysts, theyll need to

be able to write well to do well.

Read the column that aligns to the typeof writingthat your assessment used.

1 minute


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PARCC

Read through the PARCC handout.

any information that focuses orcan be supported in the content areas

UNDERLINE any information that should

be taught specifically in writing workshop

Add to your T-Chart

Circle

10 minutes


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Writing Continuum

K-8 development of writers

Leveled writing does not mean grade level


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Record in your notes what you want to

remember about PARCC.

1 minute


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CCSS Writing

At your table, decide who will read all six gradelevels (vertically) for the following domains and

clusters:

1. Text Types and Purposes (1 & 2)

2. Text Types and Purposes (3) & Range of

Writing

3. Production and Distribution of Writing

4. Research to Build and Present Knowledge any information that focuses or can be supported in the content

areas

UNDERLINE any information that should be taught specifically in writing

workshop

Circle

5 minutes


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CCSS Writing

Share with your group what you noticed.

As you share with your table group, one

person should add information that aligns

to Writing in Content or Writing Workshop

to your poster

7 minutes


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remember about Common Core State

Standards: Writing

1 minute


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Writing in the Classroom

Writing Workshop (Written Expression)

Writing in response to reading

(Comprehension of Key Ideas and Details)

Writing in the content areas

(Comprehension of Key Ideas and Details)

Skills Block (Knowledge of Language andConventions)


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What is Writers Workshop?

45-60 minutes a day

Teach what good writers do to help them

learn to write

Generate writing using self-selected topics

Work with others to revise and refine their

writing Practice authors craft, skills, grammar,

and conventions


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What does the class period look

like during Writers Workshop?

Opening (5-10 minutes)

Work Session (35 minutes)

Closing (5-10 minutes)

Skills Block (10-15 minutes)


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Writers Workshop

Skills

Block

10-15 min

Opening

5-10 min

Work Session

35 min-45 min

Closing

5 min

Mini-lesson

Procedures

Writers Craft

Teacher

Conferring

Small

Group

Choosing

for Closing

Student

Planning

Drafting

Conferring

RevisingEditing

Publishing

What didyou learn

as a writer

today?


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Take a Look!

http://www.schooltube.com/video/6a90f63c4

c7a28ceaf10/Writing-Workshop

What did you see/ hear/ feel?

What are your thoughts about the Writing

Workshop that was modeled? What worked well?

25 minutes
http://www.schooltube.com/video/6a90f63c4c7a28ceaf10/Writing-Workshophttp://www.schooltube.com/video/6a90f63c4c7a28ceaf10/Writing-Workshophttp://www.schooltube.com/video/6a90f63c4c7a28ceaf10/Writing-Workshophttp://www.schooltube.com/video/6a90f63c4c7a28ceaf10/Writing-Workshophttp://www.schooltube.com/video/6a90f63c4c7a28ceaf10/Writing-Workshophttp://www.schooltube.com/video/6a90f63c4c7a28ceaf10/Writing-Workshop


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How Important is Grammar?

Read the last row in the PARCC Rubric.

In CCSS, put a G next to Row 5 under

Production and Distribution of Writing

Take heavy grammar instruction off your

plate.

310 minutes of instructional time a day

1 minute


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Skills Block

10-15 minutes

Focus on Grammar, Language, and/or

Handwriting

This may be tied to students actual writing,

or it may be separate, depending on

student needs and the standard


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Skills Block

Show students GOOD examples

Examine student work and anchor texts to

see how experts are using the different

language pieces

Choose a piece of student writing once a

week to edit with students. Just a piece.


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What is a Mini Lesson?

Focused on a single concept

Procedure (ritual or routine)

Craft (authors technique or style)

Skill (language use or conventions)


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Examples of Authors Craft

Show and dont tell

Creating strong leads

Beginning, Middle, and End The Circular Ending

Emotional Endings

Using Symbolism Internal Conflict of a Character

Using Stronger Verbs


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Opening/ Mini-Lesson

5-10 minutes

Whole group

Have students sitting in pairs*

Teacher is at chart paper or white board.Ideally, students are on the carpet upclose.

Students learn a craft or procedure thatbuilds on previous days learning

Use Anchor Texts


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Anchor Charts

What are they?

When do I make Anchor Charts?

How do I make Anchor Charts? Where do I put Anchor Charts?

How do I get students to use Anchor

Charts?


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Trouble Shooting the Mini Lesson

Keep a timer near you

Keep materials near you

Keep focused on the skill/strategy that youare teaching today

Teach kids what you expect from mini-

lessons

Write your objective and/or guiding

question on the board


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A mini-lesson is like

a basketball

a football

a golf balla Frisbee

because

1 minute


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Work Session

Writers do not write with words andconventions alone; writers write above allwith meaning. Children will invest

themselves more in their writing if they areallowed- indeed if they are taught- toselect their own topics and to write aboutsubjects that are important to them.

-----Lucy Calkins


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Work Session35 minutes

Teacher

Choosing students to

share at closing Conferring with

individual students

Conducting smallgroup conferences

Student

Planning

Drafting

Conferring

Revising

Editing

Publishing


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Independent Writing

Plan- students must first have a plan for writingby reviewing previous work, looking through

seed ideas, or conferring with a friend.

Draft- Students are responsible for generatingtheir own topics, knowing that a first draft is

rarely a final draft

Confer- Students receive feedback through peerand teacher conferences and response groups


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Independent Writing

Revise- Students revisit the content of their writing todetermine if the purpose is clearly communicated, if theirpaper is well-organized, and if the writing meets theelements of the standard using a rubric.

Edit- Students are responsible for addressing concernswith spelling, punctuation, and language usage. Not allwriting gets a final edit. Only students wanting to publishgo through editing.

Publish- Students should polish 10 pieces representing

each genre each year and representing their besteffort. These pieces are stored in their portfolio.*


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There should be JOY in conferring when

you teach kids.

----Carl Anderson


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Teachers Work Session

Conferring

Conferring is a powerful way to provide

individualized, purposeful, focused and specific

instruction.

Materials:

Schedule

Notebook Pencil

Questions


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Conferring

We are teaching the writer, not the writing.

Is what I am sharing with them/asking themjust going to help THIS paper? (example:Can you tell me a little more about yourdog?) or will this be able to help them write

anything, at any time (example: How canyou show me and not tell me).


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Conferring

LISTEN! Do NOT read the whole piece of writing.

Ask, What are you working on as a writertoday? How, Can you show me

Ask, Hows it going? Compliment students on their use of skills that

you have recently taught.

Ask the student to try something new. (The most

reasonable next step)


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Conducting a Small Group

Writing Continuum

Similar needs based on rubrics

Same stage of writing process


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Individual vs. Small Group

Aim for 1 small group a day and 3-5

individual conferences a day. This will

allow you to meet with each student at

least twice a week on their writing.


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Peer Conferences

Teach students how to peer conference(mini lesson)

Independent writingat desks & peer

conferenceson the floor

Peer conferencewith designatedwriting/thinking buddy


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Work Session

During the Work Session, the teacher is

looking for 1-2 students to share at

closing.

Students may be chosen because:

They used the new skill/strategy taught

that day

They used a past skill/strategy


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Closing5-10 minutes

What did you learn as a writer today?

Sharing

Reflecting

Clearing up misconceptions

DONT SKIP THIS PART!!!

I W iti W k h h t


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In a Writing Workshop, we hope to

see students developing:

a sense of self as writers

as members of a responsive, literate

environment

ways of reading texts like writers,

developing a sense of craft, genre, and

form in writing

a sense of audience and an understanding

of how to prepare writing for the world.


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Revisit Your T-Chart

Discuss as a group, how the list you made

under Writing Workshop will be

supported during Writing Workshop.

3 minutes


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remember about Writing Workshop

1 minute


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We need to teach each child to write.

Almost every day, every child needs to

write between fifty and sixty minutes for

writing and writing instruction.

-----Lucy Calkins


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Writing in the Content

Comprehension of Key Ideas and Details

90/90/90 Schools

An emphasis on informational writing

Students write frequently in a variety of

subject areas


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Writing in Math

Test Questions

ex: What is a fraction and how would you use it?

New learning

ex: Write everything that you know aboutgraphs.

CRA

ex: Explain how your solution strategy is more

or less efficient than your partners strategy.


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Writing in Science

Test Questions

ex: A new animal has been dropped offfrom the planet Snarkle and has landed in

the rainforest ecosystem. Write adescription of the animal as well as theanimals experience. Be sure to includethe different adaptations that the animal

will need to develop in order to survive.


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Writing in Science

http://sciencenotebooks.org/
http://sciencenotebooks.org/http://sciencenotebooks.org/


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Writing in Science

Following a close read, have your students

write to a text dependent question.


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Writing in Social Studies

Summarizing and Note Taking

ex- What is the problem with building newcities in unused land? What is a solution?

What is another solution? Which solutionhas the best chance of succeeding? Useevidence from your text to support youranswer.


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Writing in Reading

Reading Responses

ex- What was the setting of the book?

How did the setting affect the story?

Rewrite this story to take place in Hawaii.Use details from the passage to help you

write your story.


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remember about writing in the content

areas.

1 minute


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Whew!

Last thoughts, questions, concerns???


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Guiding Questions

What are our CCSS in Writing?

What will writing look like on PARCC?

What are the different parts of Writing

Workshop? How do these parts support

our writers?


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Consider This

There is a great amount of research to

suggest that improvements in writing will

have a payoff across the curriculum.

----Lucy Calkins

Documents

Writing Workshop CCSS PARCC.pdf