1. WCSD WRITING INSTITUTE DAY 2

2.  Study the Common Core Writing Standards  Study Narrative writing samples, Checklists & Rubrics to develop a clear sense of expectations for writing  Review the writing process  Examine and develop teaching points OBJECTIVES

3. NORMS Respect for all perspectives Active listening and participation Maintain a positive outlook and attitude Proactive problem solving Assumption of positive intent

4.  Reflect on the information you learned yesterday and think about what you would add/revise your beliefs about teaching writing? QUICK WRITE

5. READ ALOUD

6. Text Type and Purposes Standard 3  What do you notice the standards say about Narrative writing within a grade span?  Share out STUDYING NARRATIVE WRITING STANDARDS ACROSS GRADE LEVELS

7.  Writing Pathways and tab  On Demand page182  Checklists page starting on page 189 (Tab grades 3-5 or 6-8)  Student Writing Samples you might use for your Immersion page 206 - 210 STUDYING THE NARRATIVE UNITS OF STUDY

8.  There are two Student Exemplar Samples for each Writing Type for each grade level.  The Student Exemplars demonstrate what students should know and be able to do as writers at the end of the year. STUDYING NARRATIVE WRITING ACROSS GRADE LEVELS Writing Pathways Book

9.  Study the Student Exemplar Samples  What do you notice about the elements of Narrative Writing in this piece? (jot your thoughts)  How does it compare with what you noticed in the standards?  What lessons were taught to prepare students to be able to construct this piece of writing? (jot your thoughts) STUDYING NARRATIVE WRITING ACROSS GRADE LEVELS K-3

10.  Study the Student Exemplar Samples  What do you notice about the elements of Narrative Writing in this piece? (jot your thoughts)  How does it compare with what you noticed in the standards?  What lessons were taught to prepare students to be able to construct this piece of writing? (jot your thoughts) STUDYING NARRATIVE WRITING ACROSS GRADE LEVELS 3-8

11.  Development  Elaboration  Craft  Language Conventions  Spelling  Punctuation  Structure  Overall  Lead  Transitions  Ending  Organization NARRATIVE CHECKLIST Writing Pathways Book K-3, pgs. 184-189 3-6 pgs. 189-191 6-8 pgs.

12.  Return to the Student Writing Exemplars and determine how samples demonstrate the expectations stated in the Narrative Checklist  Share your findings with an elbow partner  Share out  As a group we will repeat the process with Student Exemplars for other grade levels STUDYING NARRATIVE WRITING

13.  Study the proceeding grade level narrative writing exemplars  What elements of narrative writing are evident in the exemplar samples? (Jot your observations)  Study the narrative checklist for that grade level  Determine what elements are evident in the writing samples that are listed on the checklist  Share your findings STUDYING NARRATIVE WRITING

14.  Take a few minutes to peruse the Writing Rubric for Narrative Writing.  Notice that the Rubrics are organized to include the same instructional lenses as the checklists:  Structure  Development  Language Conventions  Notice how the Rubric is designed and organized to score student writing WRITING RUBRIC FOR NARRATIVE WRITING

15.  Study the Narrative Unit of Study  Notice the bends (new direction within the genre)  Session 1: Getting Ready Page  Note the mini lessons, teaching points STUDYING THE NARRATIVE UNITS OF STUDY

16.  What is important to remember about the elements of Narrative Writing?  How could these documents support writing instruction?  Checklist  Rubric  On Demand Writing  Student Exemplars  Units of Study STOP AND JOT

17. MORNING BREAK

18.  Immersion  On-Demand  Collecting  Choosing  Planning  Drafting  Revising  Editing  Publishing  Celebration STAGES OF THE WRITING PROCESS

19.  In the immersion stage we teach students to read as writers. We immerse students in the genre so they know what is expected of them and how that writing type goes.  Immersion can occur both inside and outside of the writing workshop. The immersion stage can take up to four days.  This part of the process does not fall into the typical workshop structure because you are not yet teaching explicit strategies. IMMERSION

20.  In the immersion stage teachers and students can create a shared interactive writing piece together. Collectively, students learn how this new genre goes. IMMERSION

21.  Immersion can include reading aloud literature and digital text in the genre students will be writing in, allowing students to notice the elements of a specific genre.  Create a chart that names the elements of the genre IMMERSION

22.  Immersion can also include using previous student writing examples of this new genre.  You might also consider showing samples of student writing from each stage of the process. This helps students understand that writing is a process that takes time. IMMERSION

23. Experiencing the Immersion Stage by reading The Leaving Morning Mentor Text Digital Text

24.  Screaming Mean Machine by Joy Cowley  What narrative elements would you highlight to help students understand the narrative genre? IMMERSION (YOU TRY)

25.  At this stage of the process, students are given an On- Demand writing prompt before the unit has been taught. Students are given 45 minutes to complete the writing assessment.  You can use a rubric to assess what they are already doing in their writing and what they need to learn.  While students are taking the On-Demand Assessment the teacher may observe and note student writing behaviors such as initiation, stamina, and volume.  Refer to page182 in Writing Pathways ON-DEMAND (PRE-ASSESSMENT)

26.  At this stage of the writing process students collect entries in their notebooks. Time is spent generating different ideas for the writing they are about to produce.  They are trying out different topics and ideas and exploring how they might go. They are not committed to any particular idea yet.  This stage can be 2-5 days. GENERATING

27. Teaching Point: Today I want to teach you that….. Writers generate ideas for their small moment or personal narrative stories by thinking about times they had a strong feeling and moments they had that feeling. MINI-LESSON ON GENERATING

28.  At this stage of the writing process students review their notebook entries and ideas and think about which idea they want to work more on.  They commit to an idea to take forward- an idea that means the most to the writer or has the most significance.  This stage can be 1-2 days. CHOOSING (3-8)

29.  At this stage of the writing process students review their notebook entries and ideas and think about which idea they want to work more on.  They commit to an idea to take forward- an idea that means the most to the writer or has the most significance.  This stage can be 1-2 days. CHOOSING (6-8)

30.  Sentence frames to push students to think why this story is important.  This story is important to write about…  This story shows that I’m…  The big idea of my story is…  I want the reader to think about…  I want the reader to feel…  It’s really, really about… CHOOSING

31.  At this stage of the process students work in their notebooks to make a timeline, story mountain, post-its, or oral story telling across fingers. Students could also create boxes and bullets or a drafting booklet with sketches.  This stage can be 1-3 days. PLANNING

32.  This stage of the writing process happens outside of the writer’s notebook on loose leaf paper.  It should be fast, in one to two days. Writers are taking ideas from their notebooks and using all the writing skills and techniques they’ve learned to write their piece. 1-2 days DRAFTING

33.  Although revision is encouraged throughout the writing process, during this stage, we are teaching writers to re-see their writing through specific lenses.  Lenses for revision: word choice, structure, syntax, elaboration, meaning, leads, endings, elaborating on the important parts of the piece and taking out parts that don’t fit.  This stage can be 3-5 days. REVISING

34.  Students are correcting their writing for: Punctuation, Capitalization, Conventions, Mechanics, Spelling, and Grammar. They are making their piece more readable.  Focus on few conventions to edit.  Students edit work independently, but can also work with a partner to edit work. Partner does not make changes. EDITING

35.  You may plan time within your daily workshop that teaches into conventions so students can apply to their own writing immediately. It can also come through, conferences, or during the teaching share portion of the workshop.  This stage can be 1-2 days. EDITING

36.  Final copy is neat and legible  Students can add a title, cover pages, dedication page, About the Author page, and back of the book blurbs  Should not take more than two days, the stages before publishing are more important than publishing itself  Try to stick to a publishing date. PUBLISHING

37.  A time for writers to celebrate and reflect on what they have done well as writers and what they can do better next time.  Set a celebration date at the beginning of the genre study  Some suggestions:  Students read their piece to a small group or partner  Students meet with a buddy-class to share their writing  Inviting parents to see the writing  Author’s Tea  Gallery Walk CELEBRATION

38.  After the process is complete, students will write to an On-Demand prompt.  Students will write to the same prompt that was used for the initial baseline.  Again, like you did for the baseline, you may also note writing behaviors, initiation, stamina, and volume.  Use the rubric to score and compare this writing piece with the baseline assessment to reveal individual student growth. ON-DEMAND (POST-ASSESSMENT)

39.  What did you learn about the Writing Process?  What information was most valuable to you?  Meet with your 9:00 appointment. CLOCK APPOINTMENT

40. BREAK TIME

41.  Connection  Teaching Point  Teach  Active Engagement  Link  What do you remember about the Teaching Point from Day 1? THE ARCHITECTURE OF A MINILESSON

42.  In small groups, each person finds a teaching point in their Unit of Study Narrative books.  What did you notice? TEACHING POINTS

43.  Teaching Points name the skill we want students to develop by naming a strategy they could use to develop the skill.  Teaching points name the SKILL : What is it you are teaching?  Decide on a STRATEGY : How does a writer demonstrate that skill? (choose 1 way) TEACHING POINTS

44.  “Today I want to teach you another strategy-one that helps people write powerful stories. It usually works to jot moments that have been turning points in your life. These might be the first times or last times, or their might be times you realized something important. Then you take one of those moments and write the whole story, fast and furious.” TEACHING POINTS SAMPLE

45.  Re-examine the same Teaching Point you just read, and identify the skill and strategy within the Teaching Point.  What is the skill being taught?  What is the strategy taught?  Share your findings with your table group. TEACHING POINTS

46.  Using your Narrative Units of Study, rewrite your own Teaching Points: Using a frame can help you as you begin writing your own TPs.  For Example: Writers write powerful stories by jotting turning points in your life like the first times or last times you did something. Writers _____________ by ________________ SKILLSTRATEGY TEACHING POINTS

47.  What skills do students need to demonstrate as narrative writers at their grade level?  Use the checklists, writing rubrics, and writing samples we examined to help you determine the elements of a narrative.  Think about the elements we identified during the Immersion Stage. TEACHING POINTS

48.  Select a skill and work with a partner to develop a Teaching Point. Writers _____________ by ________________ SKILL STRATEGY  Develop more teaching points for teaching narrative writing with a partner and be ready to share at least one with the group. TEACHING POINTS

49.  Consider which teaching points will support the phases of the writing process:  Immersion  Generating  Choosing  Drafting  Revising  Editing  Place teaching points on calendar/template TEACHING POINTS

50.  Use your template to identify the components of the mini-lesson.  Talk with a partner about observations, questions and what you are thinking now. MINI-LESSON VIDEO

52.  What was the Connection?  What was the Teaching Point?  What method did she use to teach?  How did she actively engage students?  How did she name the Teaching Point during the Link? MINI-LESSON REFLECTION

53.  Decide on one lesson to read through with grade level colleagues  What did you notice? What stage of the writing process would you place this lesson?  Each person will study one component of the lesson  Connection and Teaching Point  Teach  Active Engagement  Link STUDYING THE UNITS OF STUDY

54.  What was helpful about this process?  What was challenging about this process?  How did it feel to actually teach the minilesson to your partner group?  What is an important take away from this process? DEBRIEF THE MINI-LESSON PROCESS

55. Today I want to teach you that……Writers can zoom in on a small moment by writing details that describe the actions throughout the scene. PREPARING FOR MINILESSON ACTIVITY

56.  Partners collaborate to plan and write their assigned minilesson part  Practice and decide who will present the partner’s assigned part  When presenter signals to start, deliver the minilesson in order PREPARING FOR MINILESSON ACTIVITY

57.  Timing-Mini means mini  Connections-Don’t reinvent the wheel  Explicit Teaching-Do not elicit responses!  Active Engagement  Turn and Talk  Share don’t elicit (So I was listening to Victoria and I want to share what she said…)  Stick to one Teaching Point  Invitation (not assignment) MORE TIPS FOR MINILESSONS

58.  Unit of Study books (Teaching Points)  If/Then Curriculum  Student Writing-go through it  Conference notes- do you see a pattern?  Mentor Texts  On-Demand writing samples-look at the middle and teach what most are not doing  Checklists and Rubrics WAYS TO GET IDEAS FOR YOUR MINILESSON

59.  Writers plan how their story will go by touching each page as they tell their story. Writer’s do this because we want to remember how our story will go.  Writers generate ideas for their stories by thinking about a person they care about and a moment they shared with them.  Writers elaborate on their ideas by adding internal thinking and dialogue.  Writers add more to their stories by showing and telling their feelings. Writers think about what they were feeling and how their face and body showed that feeling. POSSIBLE NARRATIVE TEACHING POINTS

60.  Today I want to teach you that……Writers can zoom in on a small moment by writing details that describe the actions throughout the scene. TEACHING POINT

61.  Reflect on the information you learned today and think about what you would add/revise your beliefs about teaching writing? QUICK WRITE

62.  Please fill out feedback form and leave on your table FEEDBACK