1. Writer’s Notebooks Presented by: Mary Widtmann 4th Grade Teacher June 30, 2011

2. Newport Elementary School “Best on the Beach!”  K - 6th Grade with 436 Students  95% EO students  5 % EL Students  10% Special Day students  My Class - 4th Grade  39 Students  2 Gate Students  18 RTI  4 Special Day Students  2 Special Day students with me 80% of the day  2 additional Special Day students with me for Social Studies, Science, Library, Music, and PE

3. Common Core vs. CA Content Standards Narrative Writing  3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.  a.Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.  b.Use dialogue and description to develop experiences and events or show the responses of characters to situations.  c.Use a variety of transitional words and phrases to manage the sequence of events.  d.Use concrete words and phrases and sensory details to convey experiences and events precisely.  e.Provide a conclusion that follows from the narrated experiences or events.  2.0 Students write compositions that describe and explain familiar objects, events, and experiences.  2.1Write narratives:  a. Relate ideas, observations, or recollections of an event or experience.  b. Provide a context to enable the reader to imagine the world of the event or experience.  c. Use concrete sensory details.  d. Provide insight into why the selected event or experience is memorable. Text Types & Purposes Writing Applications (Genres & Their Characteristics)

4. Common Core vs. CA Content Standards  4. Produce clear and coherent writing (including multiple-paragraph texts) in which the development and organization are appropriate to task, purpose, and audience.  5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. Range of Writing  10.Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Organization & Focus  1.1Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements.  1.2Create multiple-paragraph compositions: a. Provide an introductory paragraph. b. Establish and support a central idea with a topic sentence at or near the beginning of the first paragraph. c. Include supporting paragraphs with simple facts, details, and explanations. d. Conclude with a paragraph that summarizes the points. e. Use correct indention.  1.3Use traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, posing and answering a question). Evaluation and Revision  1.10Edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text. Production & Distribution of Writing Writing Strategies

5. Overview  What is a Writer’s Notebook?  You will Create your own.  Review the sections of the Writer’s Notebook and how to use each one.  Connecting the Writer’s Notebook to the writing process.

6. What is a Writer’s Notebook?  A personalized notebook that holds a students ideas and pieces of writing.  A safe place for students to write.  Allows the students to practice the craft of writing without feeling the need to publish everything.  Creates a manageable way to hold all of a student’s writing.

7. Ralph Fletcher on the Writer’s Notebook  “Use a writer’s notebook. Many professionals consider a writer’s notebook essential to their process of writing. It is an excellent tool for young writers, as well. Artie Voigh, a literacy consultant in New York, refers to the writer’s notebook as a “low-risk, high comfort” place for students to write.”  Ralph Fletcher, Writing Workshop, the Essential Guide, by Ralph Fletcher, Heinemann 2001

8. Purpose  Student Ownership  Builds Independence during the Writing Workshop  Fosters a Love of Writing!  Establishes a safe environment so that kids are willing to take risks in their writing.

9. Elizabeth Hale on the Writer’s Notebook  “When students of any age are given time to make colorful decorations and bring photographs to put on the front, suddenly these notebooks become a reflection of their lives and who they are as individuals. Decorating notebooks is something that may not directly affect the management of independent writing, but it does impact it indirectly by encouraging students to feel more personally connected to their writing work.”  Crafting Writers K-6, by Elizabeth Hale, Stenhouse Publishers 2008

10. Create Your Own! Put your name on your Writer’s Notebook and decorate it with things that are important to you!

11. Building a Class of Independent Writers  “Choices about content  Time for writing  Teaching  Talking - Writing partners  Periods of focused study  Publication  High expectations for all writers  Structured management”  Ray, K.W.with Laminack, L. (2001). Essential Characteristics of the Writing Workshop. NCTE

12. Writers’ Workshop Format  40 - 50 Minutes, 3 - 5 days a week  Mini-lessons that teach specific writing craft.  Time to “Try-it”  Independent writing time  Teacher/student conferences  Sharing  Intermission or at the end of session

13. Types of Entries  Focus on a genre study  Try-it section  Independent writing section

14. Try-it Section  The students have a chance to actually try out a new skill with focused attention. It will have a much better chance of lasting when they go back to independent writing.  This is powerful because it is quick and all students are experimenting with a new writing craft!  Two types:  Turn and talk  Teacher asks a question or gives a prompt  Writing  Students write Date and Name of Skill  Teacher gives a quick prompt  Students must write using the craft that was just taught.

15. Independent Writing Section  A collection of a student’s writing.  Place date in the margin every day and also for every new entry.  With-in the genre being taught - the topics are “free choice” - No prompts!  Builds writing fluency  Allows students to experiment with different craft lessons

16. Generating Ideas for Independence  Authority List  Memory Sparker Poster  Let a story spark a memory  Look around the room  Go outside and observe

17. Revision, Publishing, and Assessing  During the Genre Study  When you finish an entry poster  While students write independently - Teacher conferences one on one.  Choosing a “Seed Idea”  Zooming in  Writing a Letter  Taking the “Seed Idea” through the writing process.  Assessing with the Standards

19. Adaptations for Different Grade Levels  Break into genre or writing styles based on specific grade level standards  Allow students to write any genre that interests them  Use for homework  Create smaller notebooks to hold ideas in addition to the Writer’s Notebook

20. My Unanswered Questions  How can I conference with students in a meaningful and timely manner?  What is a way to integrate graphic organizers with the Writer’s Notebook?  What are some ideas to create a love of writing AND teach to the State Writing Test using Writing Notebooks?