Book Club Meeting #2 September 21, 2011 Dr. Eddie Frasca-Stuart Dr. Lindsey Sides

WELCOME TO ELLUMINATE Is everyone comfortable? Any adjustments that need to be made? Did everyone receive the s? Thank you for your flexibility.

Introductions Moderator – Eddie Frasca-Stuart, BCIU – Virtual Book Club Participants

Today’s Agenda  Introductions  Routines  Classroom Expectations  The Role of the Writer’s Notebook  Mini-Lessons

Day By Day : Refining Writing Workshop Through 180 Days of Reflective Practice Authors: Ruth Ayres & Stacey Shubitz Book Design – Six Chapters Three Cycles per Chapter – Topics Routines Mini-Lessons Choice Mentors Conferring Assessment

Book Club Schedule  August 10 or September 14 – face-to-face meeting  All other meetings are virtual, 3:30 PM – 4:30 PM: September 21 Chapter 2: Mini-Lessons* October 19 Chapter 3: Choice* December 7 Chapter 4: Mentors* February 8 Chapter 5: Conferring* April 18 Chapter 6: Assessment* * In addition to reading the assigned chapters, participants are expected to maintain a reading response journal and respond to each 'Challenge' and 'Reflective Practice' question embedded in the chapters.

Writer’s Notebook Components of a Writing Workshop Management Issues Choice Time: 3-5x/wk Space Materials WORK TIME MINUTES MINI-LESSON 5-15 MINUTES SHARING 5-15 MINUTES

Chapter 1: Routines General Procedures page 8 Classroom Expectationspage 10 Writer’s Notebookspage 24 As a group, what questions, concerns, great ideas come to mind in these three areas?

Protocol for Discussion 5 people in each Break Out Room Designate a timekeeper & recorder/reporter 2 minute response time for each participant At the end of response time, the group needs to generate a summary of the discussion – Include at least 3 key points – Include any questions, concerns, etc Reporter – report out

Chapter 2: Mini-Lessons Cycle 1: Meaningful Mini-Lessons – Keeping It Authentic – Lessons They Can’t Help but Remember – Strings of Mini-Lessons – Responding to Needs – Effective and Short – Strong Connections – Active Involvements: Learning by Doing – Concrete Images for Support – Endless Possibilities for Teaching from Text – Bookend the Mini-Lesson Which of these topics attracted you the most? Why?

Protocol for Discussion 5 people in each Break Out Room Designate a timekeeper & recorder/reporter 2 minute response time for each participant At the end of response time, the group needs to generate a summary of the discussion – Include at least 3 key points – Include any questions, concerns, etc Reporter – report out

Chapter 2: Mini-Lessons Cycle 2: Teaching Conventions in Mini-Lessons – The Power of Conventions – Stage Directions for Writing – A Sign of Growth – Writing Under the Influence of Mentor Sentences – Always Draft with Conventions – Always! – Artful Use of Conventions Creates Voice – Conventions During Revision – How to Edit Well – Taking Risks with Conventions – Fun with Conventions How have you traditionally taught conventions? What is your response to incorporating conventions into mini- lessons?

Protocol for Discussion 5 people in each Break Out Room Designate a timekeeper & recorder/reporter 2 minute response time for each participant At the end of response time, the group needs to generate a summary of the discussion – Include at least 3 key points – Include any questions, concerns, etc Reporter – report out

Chapter 2: Mini-Lessons Cycle 3: Making Our Teaching Stick – Repeating & Coming Back to the Teaching Point – Lifting the Level of the Structure of Mini-Lessons – Using Technology in Mini-Lessons – Teach the Skills, Not Just the Technology! – Brain-Based Mini-Lessons – Anchor Charts in the Classroom – Remembering Mini-Lessons – Exit Slips – Co-Teaching for Memorable Lessons – Toot Your Own Horn

Exit Ticket “See” you in October - October 19, 2011 REMINDER : Read Chapter 3: CHOICE Journals: Challenges & Reflective Practice – Use in Meaningful Manner www3.bucksiu.org/daybyday

The Writer’s Notebook A critical piece of your writing workshop!

What is a Writer’s Notebook?  A blank book where a writer can engage in the fun, often messy job of being a writer - practicing, listening, playing with language, gathering images and insights and ideas.  Purpose: to nourish the writer

A Writer’s Notebook is Not…  A reading log  A new name for the “journal” kids know only too well  A response journal in which student and teacher conduct a back-and-forth dialogue  A booklet for students to collect teacher-generated worksheets or support material for writing.

What’s In? What’s Out? In the Notebook Daily entries - strategies for launching the notebook Finding patterns - rereading and marking patterns in writing Collecting around a topic - strategies for thinking about a topic Revision strategies - trying different things for a draft Editing, grammar notes – class notes on grammar and editing skills Out of the Notebook Drafts Revisions Editing Final Copy

21 “When you end your notebook, you’ll probably take one look at it and say, “Okay, now what am I supposed to do with this?” And you’ll stand there, mind blank and puzzled, doing nothing. Well, what are you supposed to do with it? Whatever you want. But don’t throw it out. It’s your childhood, your life…” Carey and Annie, age 8 …incorporating choice within structure….gives our students the opportunity to record their childhood memories.

Strategies for Random Gatherings Writing TerritoriesToday I Will…Responding to the World Heart MappingGood Ideas/ Bad Ideas Celebrations Lift a LineList and StarFierce Wonderings

4 Ways to Use a Writer’s Notebook: RANDOM GATHERINGS SPECIFIC GATHERINGS PLANNING TRYING THINGS OUT