1. The Checklist Nona Wright August 18th, 2016
Last 2 years- Lucy tells us to “Use the checklist” what exactly does she mean?
NCY- Institute- realized the importance of the checklist and the power of the tool
Provide ways to explicitly teach checklist
3 Key Concepts:
Noticing and observing
Setting Goals
Monitoring and evaluating

2. Purpose Tool for kids Fosters independence
Helps the kids see where they have been and where they are going
Use throughout the unit and with all genres
Writing Pathways-
“Checklists are a way for students to keep in mind all that they have learned about ways to write well and about qualities of good writing.”
The checklist is embedded in a larger system that shows the learning progression for the kids
The language matches the language throughout the unit
CCSS- see handout
Kid Friendly
CCSS expectations in kid friendly language
“Not Yet”- consider the previous year checklist
“Yes” – consider the next year’s checklist

3. Illustrated Checklist
The illustrated checklists are available for all grade levels and are more GLAD like for those of us who are visual.

4. An Explicit Lesson Connection to Real World Teach Active Engagement
Link

5. Connection: Metaphors help us understand and remember.
Sullenberger – January 15, 2009 – right after take-off from La Guardia hit a flock of Canadian geese loosing both engines and had to make an emergency landing using a checklist on the Hudson River. Fyi… the flight was headed to Sea-Tac

6. Annotate with Post-its
Teach:
Annotate with Post-its
Print the two word documents attached
2.    Place blank sticky notes on top of the squares
3.    Place the sheet into your printer with the adhesive end of the sticky notes going in first
4.    Print the attached files and it should go on the sticky notes.
Might want to teach this over several days. (chunking)
Day 1- Structure
Day 2- Development

7. Teach
Chunk it
If you want to focus on one area- zoom into that one section on the checklist and explicitly teach the components of a good lead/ending/transiton words- or whatever you choose to focus on
Glue mentor text ex into WNB for reference
Directions for Leads:
After you model to the whole class give students their own copy for their writer’s notebook

8. Formative Assessment Yellow strip handout
Teaching – Assessing – Giving Feedback in bite size chunks

9. Teach Build the checklist Primary
Build the checklist together with students.
Use the teacher’s writing sample with detachable checkmarks and repositionable glue stick.
Model thought process of where the checkmarks go.

10. Teach Explicitly teach –model, time to practice, share
This is another chunk
We can’t assume that they know how to do it- not exactly the same from year to year
Intermediate
Primary – Not Yet or Yes

11. Teach Teach Another way to chunk it, teaching in sections. Structure
Development
Conventions

12. Blow up the chunks and add them to a classroom size checklist day by day or each day that you teach a new section of the checklist.

13. Teach
An Editing Chunk
Primary… but can be created for an individual or for intermediate also.
Lucy has editing checklists in some of the units

14. This may be created during a conference with a student after you asked, “What are you working on? How’s it going?” It can be written directly into the student’s writing journal.
Individualized / student created checklist for students with a conventions goal. They only add specifically what they need to remember to do.

15. Teach
GLAD – like version of building the checklist with your students, doesn’t have to all be done at once.

16. Learning Progression
Show students the learning progression and notice how it motivates them to want to move their skill level up a notch.
Meet students where they are and lay out each step to close the gap.
Help students with concrete skills that will take them to the next level. (using examples)
Support less proficient, proficient, and more proficient students – all students know what they should be working toward and what that looks like.

17. Genre to Genre Narrative
Comparing one checklist to another as we move from genre to genre.
Might considering using a Venn diagram
Moving from Narrative to Informational shown
Some of the words that are the same are: pages, drew. Wrote, details, the convention sections are exactly the same… point it out to the kids that it’s not new. Set the expectation that they bring what they have learned to this new learning.
5th grade Memoir unit uses both narrative and persuasive/ opinion rubric

18. Fourth Grade Goal Setting in Narrative Writing
Video – 8 ½ minutes long
Teacher’s College Reading Writing Project

19. Annotate & Color Code Teacher’s Example
Annotate your teacher’s example and post in the room. Have students write/or type their first draft. Then have them annotate their own. I had a student tell me, “It helps me know what I am missing.” Color coding helps too.

20. Active Engagement
Look at the lead you have written here on the carpet.
Decide where you fall on the checklist and why.
Put your finger on the evidence.
Turn and tell your partner where you are on the checklist.
Active Engagement to provide practice, while still on the carpet together with support from peers and/or teacher
Have the checklist readily available for use:
Stack in a drawer
Shrink and glue in the writers’ notebooks- kids keep going back to that
Primary grades
On a clipboard
In a plastic sleeve in writers writing folders

21. Link When should we use the checklist? Frequently Anytime
In the beginning
In the middle
At the end
Link
Remember that a checklist is a tool for you to use frequently throughout the unit and anytime you write. Be sure to use it at the beginning of your writing, the middle of your writing, and the end of your writing.

22. Link Implications for scheduling…
add a few days to the length of your unit for teaching the checklist explicitly.
Adding a few days to explicitly teach lessons from the checklist will impact your celebration date.
Remember that a checklist is a tool for you to use frequently throughout the unit and anytime you write. Be sure to use it at the beginning of your writing, the middle of your writing, and the end of your writing.

23. Share Discuss one way you have taught the checklist
Discuss one way you want to try
Take a few minutes to …
Remember we’re looking for tweaks to the ideas we have shared as well.

24. Add a lesson or two to the lesson map.
Plan
Add a lesson or two to the lesson map.
Use the narrative lesson map to figure out where it makes sense to add a couple of checklist lessons.