Units of Study :Training for Substitutes Writing Writing Writing Writing,, Writing Writing Writing Writing

The Objectives Explain the philosophy of the program Identify the progression of units with the program Identify key elements of a Units of Study lesson. Writing Writing Writing Writing,, Writing Writing Writing Writing

The Agenda The Philosophy Structure Mini-lessons Conferences Writing Writing Writing Writing,, Writing Writing Writing Writing

THE PHILOSOPHY & PROCESS Writing Writing Writing Writing,, Writing Writing Writing Writing

THE PHILOSOPHY Writing Writing Writing Writing,, Writing Writing Writing Writing Today, it has become increasingly important for all students to be given an education that enables them to synthesize, organize, reflect on, and respond to the data in their world.

THE PHILOSOPHY Writing Writing Writing Writing,, Writing Writing Writing Writing Students deserve to: Write for real Write the kinds of texts they see in the world Write for an audience of readers

THE PHILOSOPHY Writing Writing Writing Writing,, Writing Writing Writing Writing Students deserve: The opportunity to invest themselves in their writing To write about subjects important to them

THE PHILOSOPHY Writing Writing Writing Writing,, Writing Writing Writing Writing Students deserve to: Be explicitly taught how to write Spelling Conventions Qualities of good writing Strategies of good writing

THE PHILOSOPHY Writing Writing Writing Writing,, Writing Writing Writing Writing Students deserve: Clear goals Frequent feedback To hear how their writing is getting better To understand next steps for improvement

THE PHILOSOPHY Writing Writing Writing Writing,, Writing Writing Writing Writing Students deserve to: Have instruction in the writing process Rehearsing Drafting Revising Editing Publishing

Analyzing the Structure Writing Writing Writing Writing,, Writing Writing Writing Writing

The Grand Structure K-5 – 4 Units of Study Narrative Opinion Informational Plus one more 6-8 – 3 Units of Study Narrative Argument Informational Writing Writing Writing Writing,, Writing Writing Writing Writing

The Unit Structure Welcome to the Unit – Teacher overview 1-4 Bends/Chunks of content – Within each bend are lessons that vary in number Publishing and Celebrating Writing Writing Writing Writing,, Writing Writing Writing Writing

The Lesson Structure Prelude Mini-lesson Conferring and small-groups Mid-workshop teaching Sharing Writing Writing Writing Writing,, Writing Writing Writing Writing

The Mini-Lesson Connection Teaching Active Engagement Link Writing Writing Writing Writing,, Writing Writing Writing Writing

Group Work /Conferencing Assessing, teaching, coaching through – Conferencing – Small groups Applying what was learned in the mini-lesson Writing Writing Writing Writing,, Writing Writing Writing Writing

Mid-Workshop Teaching Assess what students are doing well or finding challenging Identify something to clarify or celebrate Share what someone in the class has done Explain why it is important Writing Writing Writing Writing,, Writing Writing Writing Writing

Share Select a few students or ask for a few volunteers to share Keep sharing focused on key elements of the lesson Helping students see transfer between what they learned that day to other sessions Writing Writing Writing Writing,, Writing Writing Writing Writing

Times Mini-lesson minutes Small group/Conferring/Mid-workshop Sharing – 5 minutes Writing Writing Writing Writing,, Writing Writing Writing Writing

Assessment Throughout lesson Learning progression Self-assessment checklists for students Checklists for teachers Writing samples Benchmark pieces On-demand writing projects Formative performance assessments Writing Writing Writing Writing,, Writing Writing Writing Writing

Making it Manageable Writing Writing Writing Writing,, Writing Writing Writing Writing

Using the Table of Contents Writing Writing Writing Writing,, Writing Writing Writing Writing

Goal Objective(s)

THE MINILESSON Nancy Christiansen Writing Writing Writing Writing,, Writing Writing Writing Writing

Teaches a BIG UNDERSTANDING ABOUT READING NOT “Today’s Assignment” Writing Writing Writing Writing,, Writing Writing Writing Writing THE MINILESSON

1.Should be MINI! Length: 14.5 minutes 2. Should be FOCUSED! ONE TEACHING POINT! 3. Should be DIRECT! EXPLICIT LANGUAGE Writing Writing Writing Writing,, Writing Writing Writing Writing

THE MINILESSON Making Connections “Writers, I noticed... “Today I want to teach you...” Writing Writing Writing Writing,, Writing Writing Writing Writing

THE MINILESSON Teach 1.DEMONSTRATE. Act it out and think out loud. 2.Explicitly Tell With an Example. Use one of 3 sources 3.Guided practice 4.Inquiry- “What did you see me do?” 5.Active Engagement- “Now it’s your turn.” “Let’s try this.” 6.Link – “Today and every time you sit down to write, remember to…” Writing Writing Writing Writing,, Writing Writing Writing Writing

THE CONFERENC E Your first job as a teacher of writing is to LISTEN. Writing Writing Writing Writing,, Writing Writing Writing Writing

THE CONFERENC E CONVERSATION *What are you working on today as a writer? *What are you doing to write it well? *Can you read me a little? *Can I stop you? Writing Writing Writing Writing,, Writing Writing Writing Writing

THE CONFERENC E COMPLIMENT *Name it! Touch and Read Aloud *Make the student famous Writing Writing Writing Writing,, Writing Writing Writing Writing

THE CONFERENC E COACH *Step lightly “Can I give you just one tip?” *Settle on ONE teaching point *Model Writing Writing Writing Writing,, Writing Writing Writing Writing