Writing Workshop Presented by: Danielle Lange Lisa Debo

Components of Writing Workshop Components of Writing Workshop Tips and Research Tips and Research Review Resources Review Resources Learning Progressions Learning Progressions Rubrics Rubrics Wrap up Wrap up Overview

Mini lesson Mini lesson Connection Connection Teach point Teach point Active engagement Active engagement Link Link Conferring Conferring Mid-workshop teach point Mid-workshop teach point Components

Beginning of Year Assessment Beginning of Year Assessment True story about yourself True story about yourself All-about book All-about book Opinion piece Opinion piece Tips and Research Analyze data Analyze data

Writers write every day Writers write every day K-1: One book per day (3 pages) K-1: One book per day (3 pages) 2 nd Grade: 4 pages per day 2 nd Grade: 4 pages per day 3-5: 1-1 ½ pages per day 3-5: 1-1 ½ pages per day Fluency in writing matters, too Fluency in writing matters, too Tips and Research

Review Resources Paper choices convey expectations

Review Resources Lucy Calkins new Units of Study in Opinion, Informative, and Narrative Writing (spiral books- one set per grade level) Teachers College Writing Units on the CMS Literacy Wiki:

Review Resources If…Then Curriculum offers opportunities to enrich or offer greater support Conferring scenarios for individuals or small groups

Learning Progressions Create shared expectations within and across grade levels Analyze writing samples Adjust teaching based on data

Learning Progressions Task Choose: K-2 (purple) or 3-5 (green) Take one color marker and score the first sample on the learning progression. Compare and discuss with a partner: What evidence did you use to score the writing sample? What goals might you select for this writer? Score the second writing sample with a different color marker.

Rubrics/Checklists Checklists are reminders

Rubrics/Checklists Teaching points for conferring “I’m noticing that you used to… but now you…” “It looks like you are ready for the next step…” Student goal setting and self- assessment

Rubrics/Checklists Example of using a checklist during a small group conference: Video Look for: How are the students involved in self-assessment? Reflect: How could I use a similar tool with my students?

Wrap Up What are your take-aways? How often do you see yourself using this information? What are your biggest roadblocks?