Changing Writers through Writers Workshop Lutheran Educator’s Conference Austin, Texas 2012

How To Vote via Texting 1.Standard texting rates only (worst case US $0.20) 2.We have no access to your phone number 3.Capitalization doesn’t matter, but spaces and spelling do TIPS EXAMPLE

Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll. Poll: How well do you believe children are pre...

Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll. Poll: What do you believe children need to be...

National Statistics The most recent results from the National Assessment of Educational Progress revealed that 14% of 4* graders, 15% of 8* graders, and 26% of 12* graders were not able to write at the Basic level. According to the National Center for Education Statistics, the Basic Level represents partial mastery of prerequisite knowledge and skills. 1 1 Alber-Morgan, S. R., Hessler, T., & Konrad, M. (2007). Teaching Writing for Keeps. Education & Treatment of Children, 30(3),

19 states and Department of Defense schools increased, 1 state decreased, and 18 states showed no significant change. Twelve states and the District of Columbia did not participate or did not meet the minimum participation guidelines for reporting. Some states gain at grade 8 National Assessment of Educational Process (NAEP)

Curriculums for Writing Write Shop ( Writing Strands ( Write More ( Time4Writing ( Major Publishers (Harcourt/SteckVaughn) Texas Standards (TEKS)

(17) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (18) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (19) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (20) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to: (21) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (22) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: (23) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students (with adult assistance) are expected to: (24) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students (with adult assistance) are expected to: (25) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students (with adult assistance) are expected to revise the topic as a result of answers to initial research questions. (26) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students (with adult assistance) are expected to create a visual display or dramatization to convey the results of the research. Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and Reading - Subchapter A. Elementary – Grade 1

The Writing Workshop Writing is undefined (Time 2 ) Narrative, persuasive, non-fiction Mini-lessons (Ownership 2 ) Mini-lessons Explicit teaching: six traits, writing process, grammar, conventions, form, function, etc.six traitswriting processconventions Feedback (Response 2 ) Time! Status of the classStatus of the class Repeat, repeat, repeat  Student perceptions of “liking to write” – 48-78% 2 2 Pollington, M. F., Wilcox, B., & Morrison, T. G. (2001). Self-perception in writing: The effects of writing workshop and traditional instruction on intermediate grade students. Reading Psychology, 22(4),

The Writing Process 1.Prewrite 2.Drafting 3.Revising 4.Editing 5.Publishing

The Writing Workshop Writing is undefined (Time 2 ) Narrative, persuasive, non-fiction Mini-lessons (Ownership 2 ) Mini-lessons Explicit teaching: six traits, writing process, grammar, conventions, form, function, etc.six traitswriting processconventionsetc Feedback (Response 2 ) Feedback Time! Status of the classStatus of the class Repeat, repeat, repeat  Student perceptions of “liking to write” – 48-78% 2 2 Pollington, M. F., Wilcox, B., & Morrison, T. G. (2001). Self-perception in writing: The effects of writing workshop and traditional instruction on intermediate grade students. Reading Psychology, 22(4),

Creating Mastery in the Writing Workshop Mastery Goals/ Objectives Drafting Conferencing Rewrite & Revise

Assessment Rubrics Peers Self STAAR

Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll. Poll: Will you consider implementing Writers W...