1. Session 1, Program Introduction and Overview
Section 1, Introduction and Overview 3 sessions
Session 1, Program Introduction and Overview
45 minutes
Considerations for This Session
This is the first session of the three-part Section 1, “Introduction and Overview” section. This section provides an overview of the Being a Writer program and offers teachers an opportunity to preview and explore program components, read and discuss the Introduction and other features of the Teacher’s Manual, and observe lessons in action as they become familiar with the structure of the program. Ideally, this section would be offered as an orientation prior to teachers using the program. This section could be delivered all at once (such as on a teacher planning day) or over the course of three weeks as separate sessions.
Facilitator Materials
“Session 1, Program Introduction and Overview” slide presentation
Pads of self-stick notes
Sample Being a Writer classroom sets for your reference
A few blank notebooks or writing paper (for participants)
Chart paper and a marker
Participant Materials
Grade-level Being a Writer classroom set (all teacher materials and read-alouds)
Blank notebook or journal
Estimated Time
45 minutes
Do Ahead
Download the “Session 1, Program Introduction and Overview” presentation from the CCC Learning Hub (ccclearninghub.org) and preview the content, including the commentary in the “Notes” field of each slide.
Prior to the first session, establish a way of communicating with participants. Let them know the date and time of the first session and what materials they will need to bring.
On the day of the session, set up the necessary equipment (computer/projector, screen, speakers, etc.).
On the day of the session, place pads of self-stick notes on tables for the participants to use during the session.

2. Welcome to Session 1
Session 1, Program Introduction and Overview (45 minutes)
Session 2, Modified Jigsaw (45 minutes)
Session 3, Lesson and Unit Structures (45 minutes)
Welcome to Session 1
(1 minute)
Welcome the participants to this Being a Writer professional learning session.
Explain that Section 1, “Introduction and Overview,” has three sessions. Read the slide aloud and indicate that this is Session 1 of the section.
If you are planning to facilitate all three sessions on the same day, tell the participants that there will be a short break after each session.

3. Learning Goals
Become familiar with the components of the Being a Writer program.
Understand the integration of academic and social learning in the program.
Prepare for implementing the program with students.
Learning Goals
(1–2 minutes)
1. Read the slide aloud.
2. Explain that during the sessions, the participants will work with partners and in small groups. Have each participant identify a partner to work with during this session. Establish a signal (such as a raised hand) for coming back together at the end of partner or small-group work.

4. Dual Goals of the Being a Writer Program
These two goals carry equal weight:
To teach students to write skillfully, creatively, abundantly, and with motivation in various genres
To teach students to work together and to help them develop socially and ethically
Dual Goals of the Being a Writer Program
(1–2 minutes)
1. Read the slide aloud.
2. Transition to the next slide by saying: During our sessions together, we will look for evidence of these goals as we explore the instruction and lesson features in the Being a Writer program.

5. “Teacher as Writer” Reflect to yourself about the following questions:
What was writing like for you in school?
What is it like for you now?
How do you hope to develop as a writer?
Use your notebook to describe yourself as a writer.
“Teacher as Writer”
(8–10 minutes)
Tell the participants that they will be using the notebooks they brought to the session for the “Teacher as Writer” component of the program. They will begin using the notebooks today by responding to the questions on the slide.
Note: Teachers should have been instructed to each bring a notebook to the session. If any participants did not bring a notebook, you may want to provide notebooks or have writing paper available for them to use.
Ask the participants to read and think about the questions on the slide.
After a minute, read the last instruction on the Use your notebook to describe yourself as a writer.
Allow a few minutes for participants to write. Scan the room; when you see that most of the participants have stopped writing, signal for their attention.
Have the participants briefly share with their partners about their writing experiences.
Note: Participants do not need to read what they wrote, but they should share the gist of their writing.
Scan the room; when most partners have finished talking, signal for their attention.
Ask two or three volunteers to share what they wrote with the group.
Transition to the next slide by saying: Let’s talk about how our experiences can inform the way we teach writing.

6. “Teacher as Writer” Discussion
How might your experiences as a writer inform your practice as a teacher of writing?
“Teacher as Writer” Discussion
(3–5 minutes)
Read the question on the slide aloud.
Facilitate a brief whole-group discussion about the question.
Tell the participants that the Being a Writer program suggests that teachers join the students in writing for the first few minutes of Writing Time each day. Encourage the participants to use their notebooks and take this opportunity to write.
Tell them that they will now have time to explore the program components in their grade-level kits.

7. Review Program Components
Find, review, and discuss each of the following components in grade-level groups:
Literature selections at your grade
Topics and/or genres at your grade
Student Writing Handbook (grades 2–6)
Assessment Resource Book (grades K–6)
Skill Practice Teaching Guide and Student Skill Practice Book (grades 1–6)
Writing Performance Task Preparation Guide (grades 3–6)
Review Program Components
(8–10 minutes)
Read the slide aloud.
Have the participants review the program components with their grade-level groups.
Note: Circulate and listen to each group’s discussion, providing support as needed. Take notes as you listen to help you remember questions or comments to bring up in the whole-group discussion. Save the questions that come up to chart after the next activity.
After 5–7 minutes, signal for the group to come back together.
Transition to the next slide by telling the participants that in the next activity they will look more closely at their Teacher’s Manuals.

8. Browse the Teacher’s Manual
Some features to notice:
Unit and Week Overviews
Teacher Notes
ELL Notes
Class Assessment Notes
Facilitation Tips
Embedded professional development media (2D barcodes)
Three parts of a daily lesson
Browse the Teacher’s Manual
(8–10 minutes)
Read the slide aloud and allow time for the participants to find some of the features listed, read them, and mark them with self-stick notes.
After 7–8 minutes, signal for the group to come back together. Ask for volunteers to read a few things aloud and/or share what they noticed with the whole group.

9. What questions do you have so far about the Being a Writer program?
End of Session
(3–4 minutes)
Ask: What questions do you have so far about the Being a Writer program? Allow wait-time so that the participants have time to think about their questions.
Note: Wait-time is a facilitation technique used in the Being a Writer program. We suggest that you wait 5–10 seconds after asking a question before calling on anyone to respond. This gives everyone a chance to think before talking.
Chart the participants’ questions. Add the questions you jotted down during the previous activity if they are not raised during this discussion.
Remind the participants to use their “Teacher as Writer” notebooks and write with the students for the first few minutes of Writing Time each day. They might choose to respond to the “Teacher as Writer” prompts in their manuals, write on the same topics as their students, or use this time to reflect on how the lessons are going.
This is the end of Session 1. Allow the participants to take a short (5–7 minute) break before continuing to Session 2. If you are facilitating these sessions over multiple meetings, announce the date and time of the next scheduled session and let the participants know what they will need to bring with them to the next session.
Transition to Session 2 by telling the participants that in the next session, they will use a modified jigsaw activity to read the Introduction of their Teacher’s Manuals. Tell them that they should be looking for answers to the charted questions as they read.