Writer’s Workshop: Updates and Tools Principals’ Meeting November 8, 2018 Presented by Megan Marquez, Writing Specialist Clarissa Dovalina, Writing Specialist

Agenda Updates on October trainings (K-2, 3-5) Writer’s Workshop Components Minilesson Write Time/Conferring Share Time Look-fors in the classroom Classroom Learning Environment The Teacher The Student Archived webinars Topics Location

Do your practices and beliefs match?

What is the Writer’s Workshop? Writer’s Workshop is not a program – it is a framework for writing instruction and practice in the classroom. Independence is encouraged. Teachers teach writing everyday! Students write everyday! The focus is on the PROCESS and not just the PRODUCT. Consistent structure is provided and modeled. Mentor texts are used to support the process. Students are given choice.

Components of Writer’s Workshop Share Time (5 mins) Minilesson Write Time Share Time Minilesson (5-10 mins) Write Time/Conferring (30-35 mins)

Anatomy of a Minilesson Connection: access prior knowledge and hear the teaching point Teaching: teach one skill, strategy, method, etc. Active Engagement: quick opportunity to practice and turn & talk Link: bring closure to the mini-lesson by linking what has been previously taught/learned.

“You are the author of your life.” Lucy Calkins Rehearsal Students tell their stories out loud. Students are engaged in “writing in the air” (Lucy Calkins). Students tell their stories over and over again. The more skilled students become, the more rehearsal they will do. “You are the author of your life.” Lucy Calkins

Write Time and Conferring Share Time (5 mins) Write Time and Conferring Minilesson (5-10 mins) Write Time/Conferring (30-35 mins)

Write Time Students are writing on their own. Students have selected what they want to write about. Their ideas are of great value. Students may be at different phases of the writing cycle. Students may be focused on different goals within their writing. Students are attempting the skills learned during the minilesson. The connection between speaking and writing must not be lost, so conferring is crucial to developing writers.

Conferring Daily when kids are writing independently Be present as a reader to understand the writer Build on strengths then focus on ONE thing Mentor texts available to use for examples and minilessons System of anecdotal notes to monitor and ensure progress

Conferring Research- How’s it going? What are you working on today? Compliment- Find a strength Teach- ONE thing Link- Tie to future work

Write Time/Conferring Share Time (5 mins) Minilesson (5-10 mins) Share Time Write Time/Conferring (30-35 mins)

Share Time Whole group response Partner share Trios Tables It is important not to try and select what we think has to be the best example of a piece of writing to share out to the class. We are looking for growth in all students and attainable goals for students at various stages of the writing process.

Look-fors in the Classroom: Environment The Classroom Learning Environment Routines/procedures Writing process Anchor charts Materials 5-day workshop per week

Look-fors in the Classroom: Teacher The Teacher Modeling Focused minilesson Authentic creation of anchor charts Mentor texts Daily conference Share time

Look-fors in the Classroom: Student The Student Engagement in the writing process Self-selection of topics Utilization of support (e.g. anchor charts, mentor texts) Application of feedback Participation (e.g. conferencing, share time, celebrations) Writing collection

Next Steps Archived webinars: Minilessons and Mentor Texts Writing Protocols Conferencing Incorporating Conventions within the Writing Lessons Micro-interventions and Guided Writing Revise and Edit Celebrations and Author’s Chair

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Contact Information Megan Marquez Writing Specialist mmarqu3@neisd.net Clarissa Dovalina Writing Specialist cdoval@neisd.net