2. Regie Routman Planning for Genre Writing Sessions 6 & 7

3. Engage, Reflect, Assess What did you try? What was easy? What was hard? What are you wondering about from the last session?

4. Professional Reading Discuss “Putting Genre Study In Perspective” Small Group: What did you notice about the process of assessing/charting the students’ knowledge of the genre?

5. Goals Observe someone working as a writer and a reader and understand the importance of sharing the details of these processes with your students Observe how someone develops expectations for student writing in a genre (memoir). Learn how to immerse students in the characteristics of a genre, and then extend their knowledge about it in the days before they try writing in that genre Learn about the kinds of daily writing students engage in during the immersion phase. Learn to summarize key features of the genre with students, so they have a focused idea of its characteristics to support their writing.

6. Video (35 minutes) Immersing Your Students in a Genre Learning About the Genre What did you notice abut the process of assessing/charting the students’ knowledge of the genre? Why is it important to you and your students?

7. Immersion Groups! Kindergarten: Stephanie Becker, Alex Whitelaw, Heidi Burkes, and Lisa Sula K.I.T.E.:Nikki Kinkin and Ali Manson 1st Grade: Claire Orr, Erin Feldman, and Jennifer Ohlman 1st Grade: Claudia Murdock, Sue Scaggs, and Judy Sayre

8. Try It / Apply It 1. Take time to look through the books that have been assigned to your group. 2. Discuss characteristic of the genre you are looking at and chart it on the paper included in your book set. 3. We will be discussing the features that you have charted for each genre.

9. Charting/Rubric Groups will present their findings. Everyone will discuss the connection between the charts and the creation of rubrics. (Cara will share her rubric format.)

10. Book Lists! Distribute copies of book lists to teachers! The lists are also available on the Wiki! Fountas and Pinnell Teaching Continuum (Show this to help in developing lessons!)

11. Professional Reading Discuss “Immersion Reading Aloud To Determine the Characteristics of A Genre Small Groups: What are three ways you can strengthen the reading-writing connection in your teaching? Partner, Group, and Share!

12. Goals Acrostic G Grow in understanding the use of Demonstration Writing in your teaching. O Observe a teacher telling and writing a story that is authentic and meaningful. A Address why it is IMPORTANT to set audience and purpose before writing L Learn why demonstration writing can be used to establish “criteria” for writing. L Lead writers (through demonstration writing) to focus on composition (which includes revision) and later editing. S Six traits of writing are addressed every time authentic writing is done for a valued purpose and audience ( Ideas, Organization, Voice, Sentence Fluency, Word Choice, Conventions.)

13. Shared Belief Students need to see their teacher as writers.

14. Video (7:04 minutes) Setting the Stage for Writing How does telling the story first support writing?

15. Video (14:58 minutes) Demonstration Writing: Writing Aloud Why is it important to write and think aloud in front of students versus doing the writing behind the scenes and then showing it to them?

16. Video (4:45 minutes) Setting Expectations What expectations do you have for your classroom?

17. Video (1:55 minute) Supporting the Not-So-Ready-Writer Supporting Writers 1. Giving them the ideas through conversation! 2. Use sentence stems to help develop ideas! 3. Use the room as a resource. 4. Spelling dictionaries! What have you done to help Not-So-Ready Writers?

18. Our Demonstration Pieces Cara, Jenny, and Sarah will share some completed works that were demonstrated in our classrooms.

19. Homework! 1. Demonstrate in front of your students a genre specific piece of writing and bring it to class. 2. Also bring a piece of student writing to share. 3. Be prepared to reflect on what your students did and did not understand from your lesson. 4. Professional Reading-”Teach Students to Care About Revision”