1. Invitational Summer Institute
June 30, 2016

2. There is only one trait that marks the writer. He is always watching
There is only one trait that marks the writer. He is always watching. --Morley Callaghan That could almost be cited as the definition of a poet: Someone who notices and is enormously taken by things that somebody else would walk by. --James Dickey

4. Agenda Time Event 9:00-9:15 Daily Log, Author’s Chair 9:15-10:30
Demonstration Lesson #8 Kim Lewis
10:30-10:45
BREAK
10:45-11:15
Demonstration Response
11:15-12:00
Writer’s Workshop Revisited
12:00-1:00
Lunch Demo Lesson Coaching
1:00-2:15
Demonstration Lesson # 9 Susan Thomas
2:15-2:45
2:45-3:25
Writing Groups
3:25-3:30
Wrap–up

5. 9:00-9:15
Daily Log:

7. T-shirt orders…
Inquiry groups
Celebration Lunch
Sheridan Blau
Monday 8:45
Lunch: pizza and salads
4 day weekend and being nice to Kathy and Pam

8. What did you learn? Revision as self-assessment
Using children’s books to teach leads
Good teaching spans grade levels.
Demo lessons are stressful, but a necessary stress! It really forces you to consider what you do and why you do it.
Break revision into smaller chunks
Make revision a learned routine.

9. What did you learn? Use children’s lit for intros.
That we all agree…Donald Graves’ work, over decades, is impressive (understatement!).
Consciously focusing one sense conversely causes a writer to use the other four senses as well.
Great revision techniques
Ways to manage student writing without burying myself in grading.

10. What did you learn?
Good ways to demonstrate ptions for writing beginnings.
How to better help my students make revisions to their writing by using hooks and multistep revision tasks.
That the problems at my shool are the same everywhere.
Mentor texts are so engaging.

11. What did you learn? Revision can be enjoyable.
That simple mentor texts are viable throughout the k-12 spectrum
That primary teachers must be exhausted from all that fun expression every day.
That revision can be attained through manageable steps.

12. What did you learn? Ways to revise Ways to structure writer’s workshop
I learned that self-assessment can be paced and made routine.

13. What surprised you? What questions do you have
How easy it is for me to slip into the writing cocoon in my head—where other peple’s voices are muted.
That just showing how to write a hook/lead in many ways—I could easily incorporate it into my own writing.
Surprised how quickly the day goes.
Leads can be combined for imaginative effect in story writing

14. What surprised you? What questions do you have
I never thought to reveal the steps of an activity on slips of paper, discuss with a partner and then complete the task.
That our issues seem to parallel or---from k-12 we grapple with the same issues:
“I’m done.”
“No, I like it that way.”

15. What do you want to know more about?
Teaching mechanics of writing—what is working?
I still think about processes for handing in and managing student writing for the upcoming years.
Writing Workshop
Managing grading
How do we order t-shirts?
When is our group photo/

16. What do you want to know more about?
Revising/refining ideas with students.
Inquiry group expectations

17. Demon Lesson #8 Kim Lewis

18. Break

19. Any writer overwhelmingly honest about pleasing himself is almost sure to please others. --Marianne Moore I don’t think about audience at all. I think about a story. I am my own first reader, and pleasing me is a hard job. If a story doesn’t satisfy me, I have a good friend under my desk: the wastepaper basket. --Isaac Bashevis Singer

20. Demonstration Lesson Response

21. Fundamentals of writers’ workshop and writing Instruction

22. Checking in…
What conditions exist in your classroom that allow students opportunities to write and to become better writers?
5 minute Quickwrite (start writing and keep writing until the timer tells us that time is up).

23. Chat with Elbow Partners

24. A Basic Premise
Effective writing instruction—at ALL grade levels—results from conditions for learning that the teacher creates.
What is meant by “conditions for learning”?
What is meant by “conditions for learning”?
Chart these…

25. Count Off 1-7

26. Seven Conditions for Effective Writing
Time
Choice
Response
Demonstration
Expectation
Room Structure
Evaluation

27. 15 Minutes
Groups read assigned section (together or independently—you decide).
Design a poster explaining (to other teachers) how to USE the information in that segment in their classrooms.

28. Going Public!
3-5 minutes each group: Share your poster—then post it for us to refer to.

29. Your Thoughts?

36. The Mother of the Story

37. Coaching
10-15

38. Demonstration Lesson Response

39. Writing Response Groups

40. For Next Time… For Monday: Sheridan Blau
Next Week: Writing to Read (executive summary)